Setting segmental priorities for English learners: Evidence from a longitudinal study.

Autor/inn/en	Munro, Murray J.; Derwing, Tracey M.; Thomson, Ron I.
Titel	Setting segmental priorities for English learners: Evidence from a longitudinal study.
Quelle	In: International review of applied linguistics in language teaching, 53 (2015) 1, S. 39-60 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen; Tabellen 4
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0019-042X; 1613-4141
DOI	10.1515/iral-2015-0002
Schlagwörter	Empirische Forschung; Langzeituntersuchung; Ausspracheschulung; Fremdsprachenunterricht; Englischunterricht; Erwachsener
Abstract	Contemporary views of adult pronunciation instruction emphasize the development of intelligible speech using empirically-validated pedagogical principles. Because learners typically have limited time for pronunciation work, instruction should be provided in a way that maximizes the use of the available opportunities. However, achievement of such a goal entails applying detailed knowledge of the phonetic learning process with due attention to the nature of differences that arise among learners, whether they share or do not share the same native language. In this longitudinal investigation, we examined productions of consonants and consonant clusters in English learners from two language backgrounds over a two-year period. Extensive between- and within-group variability was observed, with some targets produced very well at the outset, and others improving over time. The results argue against a common curriculum for learners. Instead, pronunciation instruction that focuses on individual learners' needs is called for. The findings are discussed in terms of strategies that might be used to develop effective and efficient pedagogical practices. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2