Changing Contexts and Shifting Paradigms in Pronunciation Teaching

Autor/in	Levis, John M.
Titel	Changing Contexts and Shifting Paradigms in Pronunciation Teaching
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 39 (2005) 3, S.369-377 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Teaching Methods; Language Teachers; Communicative Competence (Languages); English (Second Language); Second Language Instruction; Pronunciation Instruction; Educational History; Second Language Learning + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausspracheübung; History of education; Bildungsgeschichte; Zweitsprachenerwerb
Abstract	The history of pronunciation in English language teaching is a study in extremes. Some approaches to teaching, such as the "reformed method" and "audiolingualism", elevated pronunciation to a pinnacle of importance, while other approaches, such as the "cognitive movement" and early "communicative language teaching," mostly ignored pronunciation. Furthermore, to a large extent, pronunciation's importance has always been determined by ideology and intuition rather than research. In this article, the author further discusses the two contradictory principles where pronunciation research and pedagogy have been long influenced: (1) the nativeness principle; and (2) the intelligibility principle. (Contains 2 figures.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10