Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Intonation, the Student, and the Language Arts. |
| Quelle | (1988), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Class Activities; Classroom Environment; Elementary Secondary Education; Intonation; Language Arts; Oral Language; Stress (Phonology); Teaching Methods; Written Language |
| Abstract | Students need teacher guidance to have ample practice in understanding and using the concept of intonation and its inherent parts: (1) stress (placing emphasis); (2) pitch (higher or lower sound); and (3) juncture (pauses). To communicate effectively, students need to utilize stress, pitch, and juncture appropriately in oral and written discourse. A stimulating class environment will provide a variety of learning opportunities. Audio-visual materials may be used to introduce students to the use of stress in written discourse, after which students, working in committees, may practice stressing words differently within a sentence, and discuss how this changes meaning. Finally, students may read aloud to each other, using diverse patterns of stress. The concept of pitch may be introduced by demonstration on musical instruments, and with examples of varying spoken pitches, as in recordings of poets reading their work. Pitch should be emphasized as a tool for communicating ideas and content to others. Juncture emphasizes brief pauses within a word, as well as pauses between words. The teacher may read aloud various sentences without appropriate juncture and discuss with students why these sentences fail to communicate adequately. (Fifteen references are attached.) (SR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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