A Conceptual Approach to Teaching L2 Pronunciation: Perception of Word Stress

Autor/in	Couper, Graeme
Titel	A Conceptual Approach to Teaching L2 Pronunciation: Perception of Word Stress
Quelle	In: TESL-EJ, 26 (2022) 1, (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Couper, Graeme)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teaching Methods; Pronunciation; Pronunciation Instruction; Phonology; Second Language Learning; Second Language Instruction; Achievement Gains; English (Second Language); Language Proficiency; Task Analysis; Identification; Concept Formation; Comparative Analysis; Language Tests; Testing; Instructional Improvement; Metalinguistics; Language Teachers; Listening Skills; Foreign Countries; Refugees; Immigrants; Auditory Perception; College Preparation; New Zealand + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Aussprache; Ausspracheübung; Fonologie; Zweitsprachenerwerb; Fremdsprachenunterricht; Achievement gain; Leistungssteigerung; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Aufgabenanalyse; Identifikation; Identifizierung; Concept learning; Begriffsbildung; Language test; Sprachtest; Testdurchführung; Testen; Unterrichtsqualität; Metalanguage; Metasprache; Language teacher; Sprachunterricht; Ausland; Flüchtling; Immigrant; Immigrantin; Immigranten; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Neuseeland
Abstract	Research has demonstrated that pronunciation teaching can be effective, but there have been very few classroom-based studies that have focused on the perception aspect of pronunciation. This article explains the theory and practical application of a conceptual approach and reports on its impact on perception of English word stress. The quasi-experimental study (N=18) involved four fifty-minute lessons on stress in two-syllable words in a high-intermediate ESL class. The experimental (n=10) group was tested pre, post (mid-semester) and delayed (end-semester) and the comparison (n=8) group was tested twice before receiving the instruction in the second half of the semester and being tested again. In line with a conceptual approach, the innovative testing method used moves beyond traditional identification tasks in an attempt to measure changes in participants' conceptual understandings. The tests showed large and significant gains in perception, which were retained eight weeks later. The comparison group made no gains, but after instruction improved on a par with the experimental group. This study presents an effective way of teaching pronunciation concepts, supported by theory, that also leads to improvements in perception. It informs and provides a template for both teachers and researchers who may want to replicate the study. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01