Teaching High-Value Pronunciation Features: Contrastive Stress for Intermediate Learners

Autor/inn/en	Levis, John M.; Levis, Greta Muller
Titel	Teaching High-Value Pronunciation Features: Contrastive Stress for Intermediate Learners
Quelle	In: CATESOL Journal, 30 (2018) 1, S.139-160 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	Pronunciation; Pronunciation Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Phonology; Language Fluency; Pretests Posttests; Contrastive Linguistics; Control Groups; Experimental Groups; Grammar; Native Speakers; Evaluators; Speech Communication; Teaching Methods; College Students; Instructional Effectiveness; Comparative Analysis; Listening Comprehension; Statistical Analysis + Suchen Sie Ihr Suchwort? Aussprache; Ausspracheübung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Fonologie; Language skill; Language skills; Sprachkompetenz; Linguistics; Kontrastive Linguistik; Grammatik; Muttersprachler; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Unterrichtserfolg; Hörverständnis; Statistische Analyse
Abstract	Pronunciation features are not equal in how they affect listeners' ability to understand. Some are low value, while others are high value. This study explores whether contrastive stress is high value. Previous research has shown that identification of contrastive stress is learnable (Pennington & Ellis, 2000), and that explicit teaching about contrastive stress patterns can improve production for advanced learners (Hahn, 2002; Muller Levis & Levis, 2012). To test whether instruction on contrastive stress improved comprehensibility and fluency in spontaneous speech, we developed a 3-week class for intermediate ESL learners, whose pre- and posttest productions were rated by native listeners. Ratings for fluency showed no improvement. Ratings for comprehensibility significantly improved for the experimental group while control participants showed no improvement. Improvement resulted both from better contrastive stress and greater comfort with producing grammatical frames to express the contrasts. The article concludes by discussing the importance of high-value pronunciation features for improved comprehensibility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01