Second Language Pronunciation. Группа авторов
Чтение книги онлайн.
Читать онлайн книгу Second Language Pronunciation - Группа авторов страница 19
![Second Language Pronunciation - Группа авторов Second Language Pronunciation - Группа авторов](/cover_pre1089265.jpg)
29 Levis, J., & Sonsaat, S. (2016). Pronunciation materials. In M. Azarnoosh, M. Zeraatpishe, A. Favani, & H. R. Kargozari Issues in materials development (pp. 109–119). Sense Publishers. https://doi.org/10.1007/978-94-6300-432-9_10
30 Macdonald, S. (2002). Pronunciation-views and practices of reluctant teachers. Prospect, 17(3), 3–18.
31 Malicky, G., & Derwing, T. (1993). Literacy learning of adults in a bilingual ESL classroom. The Alberta Journal of Educational Research, 39(4), 393–406.
32 McGregor, A., & Reed, M. (2018). Integrating pronunciation into the English language curriculum: A framework for teachers. CATESOL Journal, 30(1), 69–94.
33 Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25(3), 481-520.
34 Munro, M., & Derwing, T. (2020). Collecting data in L2 pronunciation research. In O. Kang, S. Staples, K. Yaw, & K. Hirschi (Eds.), Proceedings of the 11th Pronunciation in Second Language Learning and Teaching Conference (pp. 8–18). ISSN 2380-9566. Northern Arizona University, September 2019. Iowa State University.
35 Murphy, J. (1991). Oral communication in TESOL: Integrating speaking, listening, and pronunciation. TESOL Quarterly, 25(1), 51–75. https://doi.org/10.2307/3587028
36 Pennington, M., & Rogerson-Revell, P. (2019). English pronunciation teaching and research: Contemporary perspectives. Palgrave Macmillan.
37 Sicola, L., & Darcy, I. (2015). Integrating pronunciation into the language classroom. In M. Reed & J. Levis (Eds.), The handbook of English pronunciation (pp. 471–489). Wiley Blackwell. https://doi.org/10.1002/9781118346952.ch26
38 Strube, S. (2009). What do teachers do? A look at the oral skills practice in the LESLLA classroom. In I. Van de Craats & J. Kurvers (Eds.), 2008 (pp. 46–62). LOT Netherlands Graduate School of Linguistics.
39 Tarone, E. (2010). Second language acquisition by low-literate learners: An under-studied population. Language Teaching, 43(1), 75–83. https://doi.org/10.1017/s0261444809005734
40 Tarone, E., Bigelow, M., & Hansen, K. (2009). Literacy and second language oracy. Oxford University Press.
41 Thomson, R., & Derwing, T. (2015). The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326–344. https://doi.org/10.1093/applin/amu076
42 U.S. Department of Education, Office of Career, Technical and Adult Education. (2016). Adult English language proficiency standards for adult education.
43 U.S. Department of Education, Office of Vocational and Adult Education. (2013). College and career readiness standards for adult education.
44 Walter, C. (2008). Phonology in second language reading: Not an optional extra. TESOL Quarterly, 42(3), 455–474. https://doi.org/10.1002/j.1545-7249.2008.tb00141.x
45 Zhang, R., & Yuan, Z. M. (2020). Examining the effects of explicit pronunciation instruction on the development of L2 pronunciation. Studies in Second Language Acquisition, 42(4), 905–918. https://doi.org/10.1017/s0272263120000121
Appendix: Doing a Basic Pronunciation Diagnostic
Our vignettes assume that teachers perform some type of pronunciation diagnostic or needs analysis for their students. There are many ways to do such a diagnosis, depending on the teacher and students (for more, see Morley, 1991). For those unaccustomed to diagnosing pronunciation systematically, we offer a simple approach that can be used even with students who have limited English. The diagnostic process has three steps: recording, listening, and evaluating. It is not necessary to notice every detail. A general picture of important pronunciation needs emerges from the process of diagnosis.
1 Record each student’s speech for 30 seconds or more. Alternatively, have groups of students work together doing some type of speaking or pronunciation task. This can allow more efficient diagnosis. A voice recording is sufficient, but a video recording will enable evaluation of physical movements during speech. For more advanced learners, this might result in 2–3 minutes; for low-level learners, try for at least 30 seconds. Recording can come from an interview or a monolog such as “my favorite holiday celebration.” (We do not encourage the use of reading aloud for literacy-level learners. Navigating the spelling-sound interface will lead to many errors that do not show up in free speech.)
2 Listen to each recording, then name and evaluate the most prominent errors.
3 Evaluate the main errors that are true for each student and for the class overall. A possible rubric is provided below.
Pronunciation Features | Holistic Scale | Errors Noticed (possible examples) | ||||
---|---|---|---|---|---|---|
Vowel sounds | 1 | 2 | 3 | 4 | 5 | “hit” sounds like heat “man” and “men” similar |
Few errors | Many errors | |||||
Consonant sounds | 1 | 2 | 3 | 4 | 5 | Initial consonants are mostly clear. Often deletes final consonants |
Few errors | Many errors | |||||
Voice Quality Settings | 1 | 2 | 3 | 4 | 5 | Minimal lip and jaw movement |
Few errors | Many errors | |||||
Thought groups | 1 | 2 | 3 | 4 | 5 | Phrases are usually very short or very long |
|