Assessing instructional effects of proficiency-level EFL pronunciation teaching under a connected speech-based approach
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Date
2014-12
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Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu
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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
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Keywords
English language teaching, EFL, pronunciation teaching, prosody
Citation
Studies in Second Language Learning and Teaching, 2014, vol. 4, no. 4, p.665-692