Syllable Circles for Pronunciation Learning and Teaching

Autor/inn/en	Whipple, John; Cullen, Charlie; Gardiner, Keith; Savage, Tim
Titel	Syllable Circles for Pronunciation Learning and Teaching
Quelle	In: ELT Journal, 69 (2015) 2, S.151-164 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccu094
Schlagwörter	Syllables; Second Language Learning; Second Language Instruction; Suprasegmentals; Pronunciation Instruction; Visualization; Teacher Attitudes; Student Attitudes; Phonology; English (Second Language); Protocol Analysis; Observation; Interviews; Teaching Methods + Suchen Sie Ihr Suchwort? Silbe; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausspracheübung; Visualisation; Visualisierung; Lehrerverhalten; Schülerverhalten; Fonologie; English as second language; English; Second Language; Englisch als Zweitsprache; Beobachtung; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Syllable Circles are interactive visualizations representing prominence as a feature in short phrases or multi-syllable words. They were designed for computer-aided pronunciation teaching. This study explores whether and how interactive visualizations can affect language learners' awareness of prominence, or stress, in English pronunciation. The study followed seven learners and three teachers. Think-aloud protocols, notes from direct observation, and interviews allowed for six streams of data. It was found that interactive visualizations of Syllable Circles facilitate learners' noticing of prominence. Learners and teachers believed interactive visualizations were a useful means for presenting prominence and other suprasegmental features, and would be valuable learning and teaching resources. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01