Voice and Mirroring in SLA: Top-Down Pedagogy for L2 Pronunciation Instruction

Autor/inn/en	LaScotte, Darren; Meyers, Colleen; Tarone, Elaine
Titel	Voice and Mirroring in SLA: Top-Down Pedagogy for L2 Pronunciation Instruction
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 52 (2021) 1, S.144-154 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (LaScotte, Darren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688220953910
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Pronunciation; Pronunciation Instruction; Communicative Competence (Languages); Educational Objectives; Interlanguage; Social Influences; Teaching Assistants; Phonology; Foreign Students; Graduate Students; English (Second Language); Program Descriptions; Instructional Effectiveness; Video Technology + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Aussprache; Ausspracheübung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Educational objective; Bildungsziel; Erziehungsziel; Zielsprache; Sozialer Einfluss; Fonologie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Unterrichtserfolg
Abstract	There are two broad approaches to the research and teaching of second-language (L2) pronunciation--'bottom-up' and 'top-down'--which roughly align with structural and communicative approaches to language teaching. A bottom-up approach, explicitly focusing on de-contextualised linguistic forms, is structuralist and predominated in the second half of the 20th century; a top-down approach to L2 pronunciation takes a more communicative orientation, defining the instructional goal not as acquiring a native-speaker accent, but rather as 'intelligibility.' In consideration of this pronunciation goal (i.e. intelligibility) and recent L2 acquisition theoretical frameworks emphasising the role of social and contextual factors in shaping interlanguage (IL) systems, we argue that a top-down approach is paramount to L2 pronunciation instruction. Drawing on variationist research on IL phonology and a brief recount of International Teaching Assistant pronunciation course programs in the US, we present the Mirroring Project as an effective top-down pedagogical approach for L2 pronunciation instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01