Please use this identifier to cite or link to this item:
Title: Assessing instructional effects of proficiency-level EFL pronunciation teaching under a connected speech-based approach
Authors: Euler, Sasha S.
Keywords: English language teaching, EFL, pronunciation teaching, prosody
Issue Date: Dec-2014
Publisher: Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu
Citation: Studies in Second Language Learning and Teaching, 2014, vol. 4, no. 4, p.665-692
Abstract: This article discusses the assessment of pronunciation instruction under a new approach to pronunciation teaching centered on the role of connected speech in the prosodic system of English. It also offers a detailed discussion of various em- pirical problems in teaching-oriented L2 pronunciation research and suggests ways of addressing them in intervention studies. A new explanatory sequential mixed-methods design was developed for this study, which was used to assess 10 advanced EFL learners in Germany before and after 13 weeks of instruction. The results revealed co-occurring developments in learners’ use of prosody and connected speech in line with the rationale of the approach. The findings lead to various implications for language teaching and assessment. For future research, ways are suggested to increase the validity and predictiveness of L2 pronunciation research from both empirical and pedagogical perspectives
DOI: 10.14746/ssllt.2014.4.4.5
ISSN: 2083-5205
Appears in Collections:Studies in Second Language Learning and Teaching, 2014, vol. 4, no. 4

Files in This Item:
File Description SizeFormat 
SSLLT 4(4) 665-692 Euler.pdf126.12 kBAdobe PDFView/Open
Show full item record

Items in AMUR are protected by copyright, with all rights reserved, unless otherwise indicated.