Conceptualizing Pronunciation as Part of Translingual/Transcultural Competence: New Impulses for SLA Research and the L2 Classroom

Autor/in	Muller, Mareike
Titel	Conceptualizing Pronunciation as Part of Translingual/Transcultural Competence: New Impulses for SLA Research and the L2 Classroom
Quelle	In: Foreign Language Annals, 46 (2013) 2, S.213-229 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12024
Schlagwörter	Pronunciation; Multilingualism; Pronunciation Instruction; Teaching Methods; Second Language Instruction; Second Language Learning; Study Abroad; Language Usage; Cultural Awareness; Native Speakers; German; Foreign Countries; College Students; Role; Metalinguistics; Semi Structured Interviews; Qualitative Research; Case Studies; Canada; Germany + Suchen Sie Ihr Suchwort? Aussprache; Mehrsprachigkeit; Multilingualismus; Ausspracheübung; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Zweitsprachenerwerb; Studies abroad; Auslandsstudium; Sprachgebrauch; Cultural identity; Kulturelle Identität; Muttersprachler; Deutscher; Ausland; Collegestudent; Rollen; Metalanguage; Metasprache; Qualitative Forschung; Case study; Fallstudie; Case Study; Kanada; Deutschland
Abstract	This article aims to reconceptualize pronunciation teaching and learning according to the tenets of the 2007 MLA Report and its call for translingual/transcultural competence. The critical discussion of current teaching and research practices shows that the realm of pronunciation has benefitted little from debates on intercultural language learning. In order to link the teaching of pronunciation with learner needs in intercultural encounters, this article develops the concept of pronunciation-as-language. The theoretical exploration of this concept is supported by a narrative analysis of study-abroad learners' accounts, contrasting learners' perceptions of teaching practices with the complex role pronunciation plays in second language-mediated interactions. The results underline the importance of pedagogical approaches that encourage the critical reflection on and creative use of pronunciation beyond structural elements and native-speaker norms. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10