Browsing by Subject "Pronunciation"
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Item Goals and priorities for English pronunciation instruction(2013-05) Martin, Kelly Elizabeth; Sardegna, Veronica G.English pronunciation instruction is not a common component of most language classrooms, with the large majority of ESL/EFL teachers lacking the knowledge and expertise to successfully reduce their students’ segmental and suprasegmental pronunciation errors. Therefore, this report aims to provide English teachers with the necessary instructional goals, priorities, and suggestions to guide students in their pronunciation improvement, both during a course and beyond. The first chapter reviews the pronunciation education strategies of the past, and proceeds to offer contemporary approaches for English instructors and learners focusing on autonomous student strategy use. Secondly, the pedagogical priorities for pronunciation improvement in the short and long-term, for both segmental and suprasegmental features, are identified. The third chapter offers suggestions for teachers on how to use these goals and priorities within a course, as well as discussing classroom environments conducive for pronunciation improvement. This report makes a case for the importance of student empowerment through the utilization of autonomous learning strategies, allowing students to take control over their individual language acquisition process.Item An inquiry into the perceived and actualized efficacy of individualized second language pronunciation instruction(2012-05) Smith, Kathleen Christian; Sardegna, Veronica G.; Horwitz, Elaine K.Though communicative methodologies have been preeminent over the past several decades, the skill of L2/FL pronunciation instruction has remained in the shadows, having been relegated to the sidelines along with the outdated methodologies with which it was taught. The purpose of this study was to gan insight into the efficacy of one types of second language pronunciation instruction: Individualized English pronunciation instruction under the Covert Rehearsal Model (Dickerson, 1989). To this end, seventeen university ESL students from various degree programs were recruited to receive six hours of English pronunciation tutoring spread out across six to eight weeks. Instruction was provided by eleven MA student-teachers (tutors), who concurrently received instruction in applied linguistics and pronunciation pedagogy. To evaluate the actual and perceived efficacy of the model. this study drew upon multiple instruments, such as recorded pre- and post-student-assessments, student and tutor questionnaires, and tutor portfolios. Study results indicated that (a) the individualized pronunciation instruction provided by graduate student-teachers was effective in improving tutees' reading of English reduced vowels, contracted words, intonation contours, and primary phrasal stress, and (b) tutees perceived their instruction as both effective and personally empowering.Item Instruction on pronunciation learning strategies : research findings and current pedagogical approaches(2012-12) Chang, Chun-Hui; Sardegna, Veronica G.; Horwitz, Elaine KSince the late 1980s, pronunciation has played a prominent role in the foreign/ second language classroom. Recently, under the influence of the growing attention to language learning strategies and instruction, pronunciation instructors have devoted more attention to teaching learners the strategies that can contribute to their improvement in pronunciation. The purpose of this Report is to examine the literature on language learning strategies and strategy training, with a specific focus on pronunciation. This Report concludes with a pedagogical lesson grounded on the literature reviewed. The main goal of the lesson is to facilitate students’ pronunciation learning through strategy training and practice.Item Making sense of speech : a practical approach to pronunciation assessment(2014-12) Kroman, Steven Andrew; Garza, Thomas J.Recent research has shifted the focus of pronunciation instruction from achieving native-like speech in learners to correcting issues that affect the intelligibility of the learners’ speech. Research also suggests that suprasegmental features of pronunciation, such as intonation, rhythm, and stress, have a considerable influence on intelligibility. By using Dickerson’s (1989) Covert Rehearsal Model, which includes predictive strategies that encourage learner autonomy, instructors have the tools necessary to effectively help learners improve their intelligibility. However, the question as to which instructional targets should be taught in the classroom still remains. This report outlines one way in which instructors can use a diagnostic assessment in order to discover which instructional targets are most appropriate for their learners.Item Motivational teaching strategies for pronunciation(2010-12) Kusey, Crystal Lyn; Sardegna, Veronica G.; Schallert, DianeCurrent research into L2 motivation addresses all aspects of language learning. However, there is a paucity of research into students’ L2 motivations to improve their speaking skills. Specifically, research on pronunciation issues is very rare. This report sheds light on factors that relate to pronunciation issues and their facilitating or hindering effects on L2 motivation. It starts by reviewing research that informs about students’ social-psychological and utilitarian motivations to acquire a second language. Interestingly, these general L2 motivations are mostly affected by factors related to students’ pronunciation skills. The second section discusses the negative factors, which have been found to hinder students’ motivations to learn, and in particular to improve their pronunciation. Based on these research findings, the third section of the report offers recommends pronunciation-teaching strategies to motivate and empower students. This report makes a case for Multi-competence that focuses on increased intelligibility through suprasegmentals and sociopragmatic awareness.Item Suprasegmental features and their classroom application in pronunciation instruction(2012-12) Childs, Jacob Auburn; Sardegna, Veronica G.; Horwitz, ElaineThis Report examines the importance of suprasegmentals and how one might teach them. I demonstrate, through the readings of experts in the field, the close relationship between suprasegmental features and intelligibility, which I support with a review of research literature as the goal of instruction. Pronunciation and suprasegmental research in pedagogy is analyzed and discussed, and teacher and learner beliefs are compared with current research-backed conclusions. Finally, this Report provides the readers with sample lessons on nuclear stress to demonstrate how to incorporate a five-step pronunciation framework into a classroom or tutoring setting.Item Teaching suprasegmentals through strategy use and technology(2014-12) Noble, Emily Marie; Horwitz, Elaine Kolker, 1950-In an increasingly global world, there is a growing demand for pronunciation instruction. A focus on intelligibility as the goal in pronunciation instruction has risen to the forefront of the literature. Suprasegmentals are a practical goal for instruction since they have been shown to have a greater impact on overall intelligibility, but many language curricula do not allocate time or resources to pronunciation instruction at all, making it difficult for teachers to incorporate much needed suprasegmental learning in language classrooms. This Report suggests a practical way to incorporate suprasegmental learning in a mixed language background classroom: a project that incorporates a Web 2.0 tool, VoiceThread, and Covert Rehearsal Model strategy use.