The Effects Of Pronunciation Instruction On The Production Of Second Language Spanish: A Classroom Study PDF Download
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Author: Pablo Andrés Camus-Oyarzún
Publisher:
ISBN:
Category : Linguistics
Languages : en
Pages : 400
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Book Description
Results are discussed in terms of its theoretical, methodological and pedagogical implications. A special emphasis is given on the advantages of pronunciation instruction and a call for more teachers and practitioners to include it in the L2 Spanish classroom.
Author: Pablo Andrés Camus-Oyarzún
Publisher:
ISBN:
Category : Linguistics
Languages : en
Pages : 400
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Book Description
Results are discussed in terms of its theoretical, methodological and pedagogical implications. A special emphasis is given on the advantages of pronunciation instruction and a call for more teachers and practitioners to include it in the L2 Spanish classroom.
Author: John M. Levis
Publisher: John Wiley & Sons
ISBN: 1119801575
Category : Language Arts & Disciplines
Languages : en
Pages : 356
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Book Description
Practical resources designed to help language educators apply the latest research and most effective pedagogical methods to classroom pronunciation instruction In Second Language Pronunciation: Bridging the Gap Between Research and Teaching, a team of distinguished researchers and educators delivers an incisive and practical approach to evidence-based pronunciation instruction in second language classrooms. Developed for language teachers who want to incorporate and implement the most effective pedagogical methods in their language instruction, this edited volume offers 15 essays that connect the latest research with practical applications in the classroom. In addition to exploring recent but less well-known methods—like High Variability Phonetic Training, discourse-based teaching, communicative classrooms, and technology-based methods—these chapters are unified in bringing theory to bear on practical questions faced by language teachers. The chapters follow a standard format, moving from critical research issues to pedagogical implications, and practical resources to equip language teachers, scholars, administrators, and teachers-in-training with the tools they require to develop their students’ pronunciation abilities. Readers will also find: A thorough introduction to using empirical evidence to guide pronunciation instruction in second language students Comprehensive explorations of the integration of pronunciation instruction into second language education Practical discussions of perception training in pronunciation instruction and the importance of L2 segmental and suprasegmental contrasts in pronunciation learning In-depth examinations of classroom research for pronunciation and the use of technology to explore L2 pronunciation Perfect for upper-level undergraduate and graduate students studying TESOL, applied linguistics, and second language acquisition, Second Language Pronunciation: Bridging the Gap Between Research and Teaching will also earn a place in the libraries of researchers, scholars, and teachers of language and education.
Author: John M. Levis
Publisher: John Wiley & Sons
ISBN: 1119801524
Category : Language Arts & Disciplines
Languages : en
Pages : 356
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Book Description
Practical resources designed to help language educators apply the latest research and most effective pedagogical methods to classroom pronunciation instruction In Second Language Pronunciation: Bridging the Gap Between Research and Teaching, a team of distinguished researchers and educators delivers an incisive and practical approach to evidence-based pronunciation instruction in second language classrooms. Developed for language teachers who want to incorporate and implement the most effective pedagogical methods in their language instruction, this edited volume offers 15 essays that connect the latest research with practical applications in the classroom. In addition to exploring recent but less well-known methods—like High Variability Phonetic Training, discourse-based teaching, communicative classrooms, and technology-based methods—these chapters are unified in bringing theory to bear on practical questions faced by language teachers. The chapters follow a standard format, moving from critical research issues to pedagogical implications, and practical resources to equip language teachers, scholars, administrators, and teachers-in-training with the tools they require to develop their students’ pronunciation abilities. Readers will also find: A thorough introduction to using empirical evidence to guide pronunciation instruction in second language students Comprehensive explorations of the integration of pronunciation instruction into second language education Practical discussions of perception training in pronunciation instruction and the importance of L2 segmental and suprasegmental contrasts in pronunciation learning In-depth examinations of classroom research for pronunciation and the use of technology to explore L2 pronunciation Perfect for upper-level undergraduate and graduate students studying TESOL, applied linguistics, and second language acquisition, Second Language Pronunciation: Bridging the Gap Between Research and Teaching will also earn a place in the libraries of researchers, scholars, and teachers of language and education.
Author: Ubiratã Kickhöfel Alves
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 3110736144
Category : Language Arts & Disciplines
Languages : en
Pages : 357
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Book Description
In the field of second language (L2) acquisition, the number of studies focusing on L2 pronunciation instruction and perceptual/production training has increased as new classroom methodologies have been proposed and new goals for L2 pronunciation have been set. This book brings together different approaches to L2 pronunciation research in the classroom or in the language laboratory. 13 chapters, written by well-known researchers focusing on a variety of first and target languages, are divided into four parts: Pronunciation development and intelligibility: implications for teaching and training studies; L2 pronunciation teaching; L2 pronunciation training: implications for the classroom; and Pronunciation in the laboratory: High Variability Phonetic Training. Intended for researchers in the fields of second language acquisition, phonetics, phonology, psycholinguistics, speech therapies, speech technology, as well as second language teaching, this book not only summarizes the current research questions on L2 pronunciation teaching and training, but also predicts future scenarios for both researchers and practitioners in the field.
Author: David Counselman
Publisher:
ISBN:
Category :
Languages : en
Pages : 163
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Book Description
Researchers in second language acquisition (sla) have increasingly discussed the role that attention plays in the learning of a second language (l2). This discussion has led to research on proposed pedagogical strategies aimed at directing l2 learners' attention to aspects of the l2 grammar that are difficult to learn or acquire. Research on one such strategy, Processing Instruction (Cadierno, 1995; VanPatten and Cadierno, 1993a, 1993b; VanPatten and Wong, 2004), suggests that focusing learners' attention on certain grammatical forms in the input can lead to the learners' improvement in both the comprehension and production of those grammatical forms. However, studies regarding the role of attention in sla, including those on Processing Instruction, have focused primarily on morphology and syntax, while the relationship between attention and pronunciation learning has been mostly ignored. Other research has focused on the impact that explicit instruction on l2 phonetics and phonology has on l2 learners' improvement in pronunciation (E.G. Elliott, 1995b, 1997; Lord, 2005), but this research has not considered the role that attention may play in pronunciation learning. This dissertation connects research on pronunciation learning with other research in sla by comparing a more typical type of pronunciation assignment with a pronunciation assignment designed to encourage students to attend to the fine-grained phonetic details of l2 speech sounds. Specifically, native English-speaking learners of Spanish were tested on their learning of the Spanish vowels /e/ and /o/. These sounds were considered specifically because previous research has focused on them less than other Spanish sounds. Moreover, earlier studies have not attempted to quantify diphthongization of these vowels to better analyze learners' improvement on them. Twenty-eight students of Spanish, enrolled in two separate sections of a Spanish conversation class, participated in the study. The two sections were taught identically, except that one section received the more typical pronunciation assignment (production assignment, n=15), while the other received the pronunciation assignment designed to focus students' attention on l2 speech sounds (perception assignment, n=13). In addition, all students were recorded reading single words at the beginning (pretest) and end (posttest) of the semester. The impact of each assignment on improvement in pronunciation was assessed by acoustically analyzing each student's pronunciation of the vowels /e/ and /o/ on both the pretest and posttest. Both sections were given explicit instruction on differences in Spanish and English speech sounds that have been identified in past studies as difficult for English learners of Spanish. The production assignment, administered five times, required students to submit recordings of themselves reading a dialogue, on which they received feedback regarding their pronunciation from the instructor each time. For the perception assignment, also administered five times, students listened to recordings of native English participants speaking Spanish and were asked to evaluate the speaker's pronunciation. All native English speakers were unknown to the students receiving the perception assignment. For all assignments in both sections, focus was given to the aspects of Spanish pronunciation covered in class to that point. To analyze students' improvement of the mid vowels, diphthongization of these vowels was quantified. From participants' productions on the pretest and posttest, the first (f1) and second (f2) formants were measured throughout the production of each critical mid vowel, and the change in f1, as well as the change in f2-f1 (f2 minus f1), was calculated. Diphthongization of the /o/ vowel was measured by the decrease in f1, while diphthongization of the /e/ vowel was measured by the increase in f2-f1. Improvement in production of the mid vowels was indicated by a reduction in these changes in f1 and f2-f1 from the pretest to the posttest. This technique allowed for a more in depth analysis of improvement than would be obtained from labeling each vowel as a diphthong or monophthong. Results show a significant improvement in the diphthongization of both /o/ and /e/ for the section receiving the perception assignment, but they show no improvement on either vowel for the section receiving the production assignment. This finding suggests that the perception assignment used here was superior to the production assignment inasmuch as the two assignments are compared in this study. I argue that the perception assignment led to more improvement in pronunciation because it was designed to direct students' attention to l2 pronunciation in a way that is not required of students to complete the production assignment. This implies that attention not only plays a role in the learning of morphology and syntax, but also in the learning of pronunciation. The findings in this dissertation suggest, then, that when teachers design assignments targeting pronunciation in l2 classrooms, they should consider how or whether the assignments direct students' attention to key aspects of the l2 speech sounds. (Abstract shortened by umi.) [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Author: Linda Grant
Publisher: University of Michigan Press
ISBN: 0472035169
Category : Education
Languages : en
Pages : 265
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Book Description
This volume was conceived as a "best practices" resource for pronunciation and speaking teachers in the way that Vocabulary Myths by Keith S. Folse is one for reading and vocabulary teachers. Like others in the Myths series, this book combines research with good pedagogical practices. The book opens with a Prologue by Linda Grant (author of the Well Said textbook series), which reviews the last four decades of pronunciation teaching, the differences between accent and intelligibility, the rudiments of the English sound system, and other factors related to the ways that pronunciation is learned and taught. The myths challenged in this book are: § Once you’ve been speaking a second language for years, it’s too late to change your pronunciation. (Derwing and Munro) § Pronunciation instruction is not appropriate for beginning-level learners. (Zielinski and Yates) § Pronunciation teaching has to establish in the minds of language learners a set of distinct consonant and vowel sounds. (Field) § Intonation is hard to teach. (Gilbert) § Students would make better progress if they just practiced more. (Grant) § Accent reduction and pronunciation instruction are the same thing. (Thomson) § Teacher training programs provide adequate preparation in how to teach pronunciation (Murphy). The book concludes with an Epilogue by Donna M. Brinton, who synthesizes some of the best practices explored in the volume.
Author: Rajiv Rao
Publisher: Routledge
ISBN: 1317356292
Category : Foreign Language Study
Languages : en
Pages : 424
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Book Description
Key Issues in the Teaching of Spanish Pronunciation: From Description to Pedagogy is a resource that encourages Spanish teachers and curriculum designers to increase their incorporation of pronunciation into the classroom. Combining theory and practical guidance, it will help language practitioners integrate the teaching of Spanish pronunciation with confidence and effectiveness. The international group of scholars across its 15 chapters is made up of individuals with well-established research records and training in best pedagogical practices. Key features: A range of topics including vowels, various classes of consonants, prosody, the use of technology, the role of orthography, the importance of both perception and production, individual learner differences, and teacher training; Overviews of descriptive, empirical, and acquisition-based research associated with each aspect of the Spanish sound system; Guidance on the difficulties that teachers face when incorporating the teaching of pronunciation into the classroom; Clear explanations of concepts, accompanied by an abundance of concrete examples and references; Multiple sample activities and lesson plans tailored to different levels and backgrounds of students; A bilingual glossary of terms to help the content reach the widest audience possible. Written in a clear and accessible manner, Key Issues in the Teaching of Spanish Pronunciation is an essential resource for teachers of Spanish at all levels. It is also an excellent reference book for researchers and both undergraduate and graduate university students interested in Spanish phonetics and language acquisition.
Author: Hossein Nassaji
Publisher: Cambridge University Press
ISBN: 110866203X
Category : Language Arts & Disciplines
Languages : en
Pages : 979
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Book Description
Bringing together state-of-the-art chapters written by leading scholars, this volume provides a comprehensive reference on theory and research of corrective feedback. It will be a key resource for researchers, graduate students, teachers and teacher educators who are interested in the role of feedback in second language teaching and learning.
Author: Kimberly L. Geeslin
Publisher: John Wiley & Sons
ISBN: 111945705X
Category : Language Arts & Disciplines
Languages : en
Pages : 581
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Book Description
Bringing together a comprehensive collection of newly-commissioned articles, this Handbook covers the most recent developments across a range of sub-fields relevant to the study of second language Spanish. Provides a unique and much-needed collection of new research in this subject, compiled and written by experts in the field Offers a critical account of the most current, ground-breaking developments across key fields, each of which has seen innovative empirical research in the past decade Covers a broad range of issues including current theoretical approaches, alongside a variety of entries within such areas as the sound system, morphosyntax, individual and social factors, and instructed language learning Presents a variety of methodological approaches spanning the active areas of research in language acquisition
Author: Joan Morley
Publisher: John Benjamins Publishing Company
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 132
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Book Description
This collection of essays on pronunciation theory and practice as it relates to second language instruction includes: "Pronunciation Assessment in the ESL/EFL Curriculum" (Janet Goodwin, Donna Brinton, Marianne Celce-Murcia); "Empowering Students with Predictive Skills" (Wayne B. Dickerson); "Intonation: A Navigation Guide for the Listener" (Judy B. Gilbert); "Some Perspectives on Accent: Range of Voice Quality Variation, the Periphery, and Focusing" (John H. Esling); "A Multidimensional Curriculum Design for Speech-Pronunciation Instruction" (Joan Morley); "Recent Research in L2 Phonology: Implications for Practice" (Martha C. Pennington); and "The Effects of Pronunciation Teaching" (George Yule, Doris Macdonald). (MSE)
