Slowed-Down Speech: A Teaching Tool for Listening/Pronunciation.

Autor/inn/en	Anderson-Hsieh, Janet; Dauer, Rebecca M.
Titel	Slowed-Down Speech: A Teaching Tool for Listening/Pronunciation.
Quelle	(1997) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
Schlagwörter	Leitfaden; Lehrerheft; Graue Literatur; Advanced Courses; Articulation (Speech); Classroom Techniques; English (Second Language); Foreign Students; Instructional Materials; Intonation; Language Processing; Language Rhythm; Listening Comprehension; Phonology; Pronunciation Instruction; Second Language Instruction; Skill Development; Speech Communication; Speech Skills; Teacher Education; Teaching Assistants; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Fortgeschrittenenunterricht; Klassenführung; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sprachverarbeitung; Sprachrhythmus; Hörverständnis; Fonologie; Ausspracheübung; Fremdsprachenunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Mündliche Leistung; Sprachfertigkeit; Lehrerausbildung; Lehrerbildung
Abstract	It is argued that slowed-down speech is a useful tool for teaching both listening comprehension and pronunciation to students of English as a second language. For listening comprehension, introduction of more, and longer pauses at grammatical boundaries allows more time for processing speech. The greater number of accented words and shorter grammatical constituents help the listeners to more easily relate the parts of the text to the whole. However, when using slowed-down speech for teaching listening, it is important to remember that slowed-down speech should always be followed by a repetition of the same utterance spoken at normal rates to avoid dependence on slow speech. Similarly, students can improve their own pronunciation by pausing more frequently and slowing down their articulation, particularly on stressed syllables. This not only helps overall rhythm and intelligibility, it can also be useful in mastering certain difficult consonants and consonant sequences. Examples of instructional materials used to train international teaching assistants are offered. Contains 8 references. (MSE)
Begutachtung
Erfasst von	ERIC (Education Resources Information Center), Washington, DC