Journal ArticleDOI
Second Language Accent and Pronunciation Teaching: A Research- Based Approach.
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TLDR
In this paper, the authors call for more research to enhance our knowledge of the nature of foreign accents and their effects on communication, and recommend greater collaboration between researchers and practitioners, such that more classroomrelevant research is undertaken.Abstract:
Empirical studies are essential to improving our understanding of the relationship between accent and pronunciation teaching. However, the study of pronunciation has been marginalized within the field of applied linguistics. As a result, teachers are often left to rely on their own intuitions with little direction. Although some instructors can successfully assist their students under these conditions, many others are reluctant to teach pronunciation. In this article we call for more research to enhance our knowledge of the nature of foreign accents and their effects on communication. Research of this type has much to offer to teachers and students in terms of helping them to set learning goals, identifying appropriate pedagogical priorities for the classroom, and determining the most effective approaches to teaching. We discuss these possibilities within a framework in which mutual intelligibility is the primary consideration, although social ramifications of accent must also be taken into account. We describe several problem areas and identify some misconceptions about pronunciation instruction. In addition, we make suggestions for future research that would address intelligibility, functional load, computer-assisted language learning, and the role of the listener. Finally, we recommend greater collaboration between researchers and practitioners, such that more classroomrelevant research is undertaken.read more
Citations
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Journal ArticleDOI
Intelligibility of non-natively produced Dutch words: interaction between segmental and suprasegmental errors.
TL;DR: It seems that a more ‘foreign’ generic pronunciation leads to a greater impact of (supra)segmental errors, suggesting that segmental and prosodic deviations should not be viewed as independent factors in processing non-native speech.
Journal ArticleDOI
Review of research on language teaching, learning and policy published in 2004 and 2005
TL;DR: In this article, the authors present a review of the 2004 and 2005 editions of the Language Teaching journal, with a focus on English, French, and German articles written in the latter two languages.
La enseñanza de la pronunciación en LE: algunas consideraciones a tener en cuenta
TL;DR: A revisio sobre la situacio actual de lensenyament de la pronunciació a la classe de llengues estrangeres, amb especial atencio pel que fa a l ambit de l’espanyol per a estrangers, is presented in this article.
Dissertation
Pronunciation instruction and learning objects to enhance EFL learners’ pronunciation skills
Caicedo Ríos,Nilsa Alexandra +1 more
TL;DR: In this paper, a small scale, exploratory qualitative action research study analyzed the effect of pronunciation instruction and learning objects (LOs) on EFL ninth graders' recognition and production of the fricative consonants, in a public school.
References
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Journal ArticleDOI
The role of consciousness in second language learning
TL;DR: Schmidt as mentioned in this paper presented on the role of consciousness in second language learning at the 1988 Second Language Research Forum (SLRF) held in at the University of Hawai'i, USA.
Book
How Languages Are Learned
Patsy M. Lightbown,Nina Spada +1 more
TL;DR: The authors presenta algunas de las investigaciones sobre la adquisicion del lenguaje que le ayudaran not only a evaluar los materiales existentes, sino tambien a adaptarlos and usarlos de una manera that se ajuste a lo que actualmente entendemos sobre como se aprenden los idiomas.
Book
Teaching and Learning in the Language Classroom
TL;DR: In this article, the authors present a framework for teaching and learning languages in a multi-generative system and develop the language-specific skills of the students involved in the learning process.
Book
A Framework for Task-Based Learning
TL;DR: The framework for classroom use and photocopiable Focus Pages for use in teacher training sessions shows how the framework can be used to plan lessons.