Teaching Pronunciation: Toward Intelligibility and Comprehensibility

Autor/inn/en	Galante, Angelica; Piccardo, Enrica
Titel	Teaching Pronunciation: Toward Intelligibility and Comprehensibility
Quelle	In: ELT Journal, 76 (2022) 3, S.375-386 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Galante, Angelica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccab060
Schlagwörter	Pronunciation Instruction; Intelligibility; English (Second Language); Second Language Learning; Teaching Methods; Rating Scales; Guidelines; Phonology; Educational Indicators; Speech Communication; Audio Equipment; Drama; Familiarity; Feedback (Response); Foreign Students; College Students; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Ausspracheübung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Rating-Skala; Richtlinien; Fonologie; Educational indicato; Bildungsindikator; Audio-CD; Schauspiel; Collegestudent; Ausland; Kanada
Abstract	Pronunciation is a common topic of interest in ELT but teachers may be unsure of what features of pronunciation to prioritise, especially in multilingual classes. While research calls for explicit pronunciation instruction that focuses on improving intelligibility and comprehensibility, implementation is still a challenge. This article presents pedagogical applications following the new CEFR descriptors for phonological control. We discuss a 40-hour pronunciation course for international ESL students from diverse L1s in a Canadian university. Pronunciation instruction was delivered through controlled speech practice and drama tasks for practice of extemporaneous speech. Students completed weekly audio recordings, received extensive feedback and completed self-reflections. Moreover, the teacher assessed pre- and post-course recordings to identify change over time. Results show that students developed awareness of pronunciation features that can contribute to more intelligible and comprehensible speech and that a listener's lack of familiarity with speech diversity can play a role in how speech is perceived. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01