A taxonomy and evaluative framework for the visual representation of L2 pronunciation

Abstract

This article explores the visual representation of second-language (L2) pronunciation, a crucial but underexamined area in instructed Second Language Acquisition. Building on the Noticing Hypothesis, the study argues that visual aids provide essential ‘graphic facilitation’ that helps learners anchor transient acoustic input into more permanent representations. To address the current lack of systematic classification, the article proposes a taxonomy that categorizes representation into four broad types: orthographic, notational, salience-based, and diagrammatic. Furthermore, an evaluative framework is introduced to assist researchers and practitioners in selecting techniques based on four core dimensions: accessibility, informativeness, cognitive load, and learnability. By moving beyond descriptive taxonomy to offer a structured evaluative matrix, the article seeks to optimize instructional practices and provide a theoretical foundation for future empirical research on the effectiveness of diverse visual interventions for L2 phonological development.