Research into Practice: How Research Appears in Pronunciation Teaching Materials

Autor/in	Levis, John M.
Titel	Research into Practice: How Research Appears in Pronunciation Teaching Materials
Quelle	In: Language Teaching, 49 (2016) 3, S.423-437 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
DOI	10.1017/S0261444816000045
Schlagwörter	Pronunciation; Pronunciation Instruction; Phonetics; Instructional Materials; Intonation; Suprasegmentals; Teaching Methods; Connected Discourse; Second Language Learning; Second Language Instruction + Suchen Sie Ihr Suchwort? Aussprache; Ausspracheübung; Phonetik; Fonetik; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	Research into pronunciation has often disregarded its potential to inform pedagogy. This is due partly to the historical development of pronunciation teaching and research, but its effect is that there is often a mismatch between research and teaching. This paper looks at four areas in which the (mis)match is imperfect but in which a greater recognition of research can lead to better teaching materials (high variability phonetic training, intonation, information structure, and setting priorities). Furthermore, two areas in which teaching materials are desperate for research to be carried out (connected speech and the primacy of suprasegmentals) will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01