Search results for "Pronunciation"

Learners’ attitudes to first, second and third languages pronunciation in structuring multilingual identity

2022

Abstract This paper investigates multilingual learners’ attitudes to native (L1 – Ukrainian), second (L2 – Polish) and foreign (L3 – English) languages’ pronunciation, and discusses them from the perspective of structuring multilingual identity. In the study, the choice of the sample has been controlled in terms of the participants’ nationality and the context in which they acquire their second and foreign languages – variables that are interwoven in shaping identities. More specifically, the 40 Ukrainian individuals, taking part in the study, are in the process of a foreign language acquisition, English, embedded in the context of their second language, Polish. The attitudes to L1, L2 and …

The English pronunciation teaching in Europe survey: selected results

2012

This paper provides an overview of the main findings from a European-wide on-line survey of English pronunciation teaching practices. Both quantitative and qualitative data from seven countries (Finland, France, Germany, Macedonia, Poland, Spain and Switzerland) are presented, focusing on teachers' comments about:
 ● their own pronunciation,
 ● their training,
 ● their learners’ goals, skills, motivation and aspirations,
 ● their preferences for certain varieties (and their perception of their students' preferences).
 The results of EPTiES reveal interesting phenomena across Europe, despite shortcomings in terms of construction and distribution. For example, most re…

English pronunciation teaching at different educational levels: Insights into teachers’ perceptions and actions

2016

The aim of the present paper is to reflect upon the place of pronunciation in English as a foreign language (EFL) teaching at different educational levels in Poland. To collect the data, an on-line survey was conducted among EFL professionals teaching at primary, lower secondary, and higher secondary schools in Poland. The questions focused on the respondents’ beliefs about pronunciation, teachers’ competences regarding pronunciation and pronunciation teaching, and the pronunciation teaching techniques they use. The results depict the most and least frequently used pronunciation teaching techniques at each of the three educational stages, and the beliefs of EFL teachers in Poland regarding …

Researching pronunciation learning strategies: An overview and a critical look

2018

Disparate goals that learners might have in learning second or foreign language pronunciation and the scant classroom time that can be dedicated to teaching this target language subsystem dictate that learner autonomy is of vital importance in this case and adept use of pronunciation learning strategies (PLS) can be viewed as key to the development of this attribute. Surprisingly, research on these strategies is scarce, mainly focusing on the identification and classification of PLS, diverse instruments are used for data collection and the findings are inconclusive. The paper provides an overview of the available research on PLS with respect to their identification, learners’ preferences co…

Use of contrastive syllabic information in L1-L2map for Spanish pronunciation teaching

2018

En la adquisición del sistema fónico de una segunda lengua (L2) al aprendiz no le basta con familiarizarse con los nuevos sonidos nuevos de la L2, sino que debe interiorizar las pautas distribucionales de los segmentos y las restricciones silábicas propias de la L2. El objetivo de este trabajo es, por un lado, reflexionar sobre los factores lingüísticos y contrastivos que pueden influir en la adquisición de las restricciones silábicas del español como lengua extranjera y, por otro lado, presentar las nuevas funciones de la base de datos multilingüe L1-L2map que permiten, precisamente, realizar análisis contrastivos de la estructura silábica de una lengua nativa (L1) y una L2. A lo largo del…

Uzdevumi sākumskolas skolēnu angļu valodas izrunas pilnveidei

2020

Izruna ir nozīmīga angļu valodas apguves daļa. Izrunas prasmes ietekmē spēju radīt skaņas, saprast valodu un uztvert teiktā nozīmi, kas ir būtiski faktori, lai veidotu veiksmīgu komunikāciju. Šī iemesla dēļ sākumskolas angļu valodas stundās vairāk uzmanības būtu jāvelta izrunas uzlabošanas vingrinājumiem. Izvēloties vingrinājumus, nepieciešams ņemt vērā izrunas apguves īpatnības jaunākā skolas vecuma skolēniem. Lai noteiktu metožu un vingrinājumu efektivitāti izrunas prasmju uzlabošanai sākumskolā, tika pielietotas divas mācību metodes, audiolingvālā mācību metode un tiešā metode, Tukuma 2. vidusskolas 4. klases skolēnu angļu valodas stundās. Noslēguma diagnosticējošais tests apstiprināja, …

Good Servants but Poor Masters: On the Important Role of Textbooks in Teaching English Pronunciation

2014

Textbooks are the most commonly used teaching materials among European EFL teachers (Henderson et al., 2012), and it is undeniable that they have a central role in foreign language teaching overall. Scholars across time have claimed that the role of textbooks cannot be overestimated: textbooks determine a major part of classroom teaching (see Sobkowiak, 2012). This paper discusses the influence of textbooks in English pronunciation teaching in an EFL environment. It presents a study in which the occurrence of four typical pronunciation teaching task types and four pronunciation teaching topics were analysed in three data sources: textbooks, classroom observations, and learner interviews. Th…

Activities using no resources

1998

Pronunciation Learning Strategy Chains: A Qualitative Approach

2014

Language learning is a daunting process frequently enhanced by a number of factors, for example, language learning strategies deployed in an orchestrated manner (Oxford 1990). Similarly, pronunciation learning may be supported by effective strategies used either separately or in logically combined chains. However, little attention has been given so far to the strategies L2 learners employ when learning the target language pronunciation, not to mention pronunciation learning strategy chains. Hence, there have been a limited number of empirical investigations into pronunciation learning strategies (PLS) in general and in particular the ones following the qualitative design (cf. Bukowski 2004;…

MultiROMs and Online Applications Used for Teaching Phonetics in a Secondary School: A Critical Review

2012

The aim of the article is to evaluate the quality of the materials used to teach pronunciation in a Polish secondary school. Although the analysis covers all kinds of aids available for teachers, including a coursebook accompanied by a CD, the authors focus mainly on MultiROMs and online resources connected with a given book. The findings allow the authors to conclude which coursebook sets seem to be most effective in shaping students’ pronunciation and which exercises are most helpful, taking into consideration the level of students’ English. Additionally, the authors’ idea was to check whether these books take into consideration the aspects of pronunciation which prove to be especially di…