Suprasegmental features and their classroom application in pronunciation instruction
| dc.contributor.advisor | Sardegna, Veronica G. | en |
| dc.contributor.committeeMember | Horwitz, Elaine | en |
| dc.creator | Childs, Jacob Auburn | en |
| dc.date.accessioned | 2013-04-16T19:17:09Z | en |
| dc.date.accessioned | 2017-05-11T22:32:31Z | |
| dc.date.available | 2017-05-11T22:32:31Z | |
| dc.date.issued | 2012-12 | en |
| dc.date.submitted | December 2012 | en |
| dc.date.updated | 2013-04-16T19:17:09Z | en |
| dc.description | text | en |
| dc.description.abstract | This 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. | en |
| dc.description.department | Foreign Language Education | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.uri | http://hdl.handle.net/2152/19921 | en |
| dc.language.iso | en_US | en |
| dc.subject | Suprasegmentals | en |
| dc.subject | Prosody | en |
| dc.subject | Pronunciation | en |
| dc.title | Suprasegmental features and their classroom application in pronunciation instruction | en |