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A Discussion of the Ins and Outs of L2 Pronunciation Instruction: A Clash of Methodologies

Year 2018, Volume: 6 Issue: 2, 477 - 497, 29.04.2018
https://doi.org/10.16916/aded.395607

Abstract

The value attached to
pronunciation has kept changing continually in the methodological history of
language instruction. Depending on the nature of methodological considerations
that dominated research and teaching agenda, it either received too much
attention or was marginalized. This study sets out to provide a comprehensive
overview of pronunciation instruction from the 1950s to the present day, with a
particular reference to popular bipolar debates that characterized this
methodologically fluctuating period. Moreover, it attempts to examine the
general outlook on pronunciation and summarize major issues concerning what components
of pronunciation to include in the syllabus and how to teach it. The study also
discusses the role of computers and technology in pronunciation instruction by
incorporating data from empirical studies. Although some of the debates have
been inconclusive up until today, the intellectual effort put in the process
seems to have proved fruitful in providing some guidelines for dealing with the
challenging task of improving learners’ pronunciation. 

References

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  • Burgess, J., & Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 28(2), 191–215. https://doi.org/10.1016/S0346-251X(00)00007-5
  • Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching Pronunciation: A reference for teachers of English to speakers of other languages. New York: Cambridge University Press.
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  • Couper, G. (2003). The value of an explicit pronunciation syllabus in ESOL teaching. Prospect, 18(3), 53–70.
  • Dalby, J., & Kewley-Port, D. (1999). Explicit pronunciation training using automatic speech recognition technology. CALICO Journal, 16(3), 425–444.
  • Dalton, C. & Seidlhofer, B. (1994). Pronunciation. Oxford: Oxford University Press.
  • Dauer, R. M. (2005). The lingua franca core: A new model for pronunciation instruction? TESOL Quarterly, 39(3), 543–550. https://doi.org/10.2307/3588494
  • Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397. https://doi.org/10.2307/3588486
  • Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favour of a broad framework for pronunciation instruction. Language Learning, 48(3), 393–410. https://doi.org/10.1111/0023-8333.00047
  • Derwing, T., Munro, M., & Carbonaro, M. (2000). Does popular speech recognition software work with ESL speech? TESOL Quarterly, 34(3), 592–603. https://doi.org/10.2307/3587748
  • Engwall, O. (2012). Analysis of and feedback on phonetic features in pronunciation training with a virtual teacher. Computer Assisted Language Learning, 25(1), 37–64. https://doi.org/10.1080/09588221.2011.582845
  • Eskenazi, M. (1999). Using automatic speech processing for foreign language pronunciation tutoring: Some issues and a prototype. Language Learning and Technology, 2(2), 62–76.
  • Fraser, H. (2006). Helping teachers help students with pronunciation: A cognitive approach. Prospect, 21(1), 80–96.
  • Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. https://doi.org/10.1080/09588221.2012.700315
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İkinci Dilde Sesletim Öğretiminin Özüne Dair Bir Tartışma: Metodolojilerin Çatışması

Year 2018, Volume: 6 Issue: 2, 477 - 497, 29.04.2018
https://doi.org/10.16916/aded.395607

Abstract

Dil eğitiminin metodolojik tarihinde sesletime verilen
önem farklılık gösteregelmiştir. Araştırma ve öğretime dair gündemin baskın
olan ideolojilerin ve metodolojik değerlendirmelerin doğasına bağlı olarak,
sesletim ya çok fazla ilgi görmüş ya da bir kenara itilmiştir. Bu çalışma
özellikle metodolojik anlamda dalgalı bir dönemi simgeleyen iki kutuplu popüler
tartışmaların çerçevesinde, 1950’lerden günümüze sesletim eğitimine ayrıntılı
bir bakış ortaya koymayı hedeflemiştir. Bunun yanında sesletime genel bakışı
incelemeye ve müfredata dahil edilecek sesletim unsurlarına ve sesletimin nasıl
öğretilmesi gerektiğine dair temel konuları özetlemeye çalışmıştır. Çalışma
aynı zamanda ampirik araştırmalardan elde edilmiş veriler vasıtasıyla
bilgisayar ve teknolojinin sesletim eğitimindeki yerini ele almaktadır.
Sesletime dair tartışmalardan bazıları bu güne kadar bir sonuca ulaşamamış olsa
da bu süreçte ortaya konulan zihinsel çaba; zorlu bir iş olan öğrencilerin
sesletimlerini geliştirme işinin nasıl ele alınması gerektiğine dair bazı
ilkeler ortaya koymada semeresini vermiştir.

References

  • Ali, S. (2016). Towards the development of a comprehensive pedagogical framework for pronunciation training based on adapted automatic speech recognition systems. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED572009〈=tr&site=eds-live&authtype=ip,uid https://doi.org/10.1017/CBO9780511497667.018
  • Bakla, A. (2012). The effectiveness of instruction through Moodle and accent reduction software on the pronunciation of EFL teacher trainees (Unpublished Doctoral Dissertation). Hacettepe University, Institute of Social Sciences, Ankara, Turkey.
  • Bongaerts, T. (1999). Ultimate attainment in L2 pronunciation: The case of very advanced late L2 learners. In D. Birdsong (Ed.), Second language acquisition and the critical period hypothesis (pp. 133–159). Mahway, NJ: Erlbaum.
  • Broughton, G., Brumfit, C., Flavell, R., Hill, P., & Pincas, A. (1980). Teaching English as a foreign language (2nd ed.). New York, NY: The Authors.
  • Brown, A. (2008). Pronunciation and good language learners. In C. Griffiths (Ed.), Lessons from Good Language Learners (pp. 197–207). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511497667.018
  • Brown, H. D. (2007). Teaching by principles (2nd ed.). White Plains, NY: Longman.
  • Burgess, J., & Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 28(2), 191–215. https://doi.org/10.1016/S0346-251X(00)00007-5
  • Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching Pronunciation: A reference for teachers of English to speakers of other languages. New York: Cambridge University Press.
  • Celce-Murcia, M., Brinton, D. M., Goodwin, J. M., & Griner, B. (2010). Teaching pronunciation: A course book and reference guide. Hong Kong: Cambridge University Press.
  • Couper, G. (2003). The value of an explicit pronunciation syllabus in ESOL teaching. Prospect, 18(3), 53–70.
  • Dalby, J., & Kewley-Port, D. (1999). Explicit pronunciation training using automatic speech recognition technology. CALICO Journal, 16(3), 425–444.
  • Dalton, C. & Seidlhofer, B. (1994). Pronunciation. Oxford: Oxford University Press.
  • Dauer, R. M. (2005). The lingua franca core: A new model for pronunciation instruction? TESOL Quarterly, 39(3), 543–550. https://doi.org/10.2307/3588494
  • Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397. https://doi.org/10.2307/3588486
  • Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favour of a broad framework for pronunciation instruction. Language Learning, 48(3), 393–410. https://doi.org/10.1111/0023-8333.00047
  • Derwing, T., Munro, M., & Carbonaro, M. (2000). Does popular speech recognition software work with ESL speech? TESOL Quarterly, 34(3), 592–603. https://doi.org/10.2307/3587748
  • Engwall, O. (2012). Analysis of and feedback on phonetic features in pronunciation training with a virtual teacher. Computer Assisted Language Learning, 25(1), 37–64. https://doi.org/10.1080/09588221.2011.582845
  • Eskenazi, M. (1999). Using automatic speech processing for foreign language pronunciation tutoring: Some issues and a prototype. Language Learning and Technology, 2(2), 62–76.
  • Fraser, H. (2006). Helping teachers help students with pronunciation: A cognitive approach. Prospect, 21(1), 80–96.
  • Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. https://doi.org/10.1080/09588221.2012.700315
  • Goodwin, J. (2001). Teaching pronunciation. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 117–137). New York, NY: Newbury House.
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There are 94 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Arif Bakla

Mehmet Demirezen

Publication Date April 29, 2018
Published in Issue Year 2018Volume: 6 Issue: 2

Cite

APA Bakla, A., & Demirezen, M. (2018). A Discussion of the Ins and Outs of L2 Pronunciation Instruction: A Clash of Methodologies. Ana Dili Eğitimi Dergisi, 6(2), 477-497. https://doi.org/10.16916/aded.395607