Assessing instructional effects of proficiency-level EFL pronunciation teaching under a connected speech-based approach

Loading...
Thumbnail Image

Date

2014-12

Advisor

Editor

Journal Title

Journal ISSN

Volume Title

Publisher

Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu

Title alternative

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

Description

Sponsor

Keywords

English language teaching, EFL, pronunciation teaching, prosody

Citation

Studies in Second Language Learning and Teaching, 2014, vol. 4, no. 4, p.665-692

Seria

ISBN

ISSN

2083-5205

Title Alternative

Rights Creative Commons

Creative Commons License

Uniwersytet im. Adama Mickiewicza w Poznaniu
Biblioteka Uniwersytetu im. Adama Mickiewicza w Poznaniu
Ministerstwo Nauki i Szkolnictwa Wyższego