Assessing Instructional Effects of Proficiency-Level EFL Pronunciation Teaching under a Connected Speech-Based Approach

Autor/in	Euler, Sasha S.
Titel	Assessing Instructional Effects of Proficiency-Level EFL Pronunciation Teaching under a Connected Speech-Based Approach
Quelle	In: Studies in Second Language Learning and Teaching, 4 (2014) 4, S.665-692 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	English (Second Language); Second Language Learning; Language Proficiency; Advanced Students; Second Language Instruction; Pronunciation; Instructional Effectiveness; Teaching Methods; Connected Discourse; Intonation; Suprasegmentals; Foreign Countries; Pronunciation Instruction; Speech Communication; Validity; Mixed Methods Research; Undergraduate Students; North American English; Pretests Posttests; Statistical Analysis; Qualitative Research; Germany + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Fortgeschrittener; Fremdsprachenunterricht; Aussprache; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Ausspracheübung; Gültigkeit; Amerikanisches Englisch; Statistische Analyse; Qualitative Forschung; Deutschland
Abstract	This article discusses the assessment of pronunciation instruction under a new approach to pronunciation teaching centered on the role of connected speech in the prosodic system of English. It also offers a detailed discussion of various empirical problems in teaching-oriented L2 pronunciation research and suggests ways of addressing them in intervention studies. A new explanatory sequential mixed-methods design was developed for this study, which was used to assess 10 advanced EFL learners in Germany before and after 13 weeks of instruction. The results revealed co-occurring developments in learners' use of prosody and connected speech in line with the rationale of the approach. The findings lead to various implications for language teaching and assessment. For future research, ways are suggested to increase the validity and predictiveness of L2 pronunciation research from both empirical and pedagogical perspectives. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://ssllt.amu.edu.pl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01