Tässä tutkimuksessa selvitettin suomalaisten kieltenopettajien käyttämiä ääntämisen opetuksen ja arvioinnin käytänteitä sekä niihin vaikuttavia tekijöitä. Kyselytutkimuksen vastaajat (n = 175) arvioivat oman ääntämistaitonsa pääosin hyväksi, mutta he ovat silti epävarmoja ääntämisen opettamisesta. Opettajankoulutus ei sisällä riittävästi, jos ollenkaan, tietoa ääntämisen opettamisesta. Tulokset tuovat esille opettajien oman koulutuksen tärkeyden: mitä enemmän koulutuksessa on ollut fonetiikan opetusta, sitä helpompana vastaajat pitävät ääntämisen opettamista. Nämä opettajat myös opettavat enemmän prosodiaa, joka on puheen ymmärrettävyydelle tärkeä suullisen kielitaidon osa-alue. Tuloksia voidaan hyödyntää opettajankoulutuksen ja opettajien täydennyskoulutuksen kehittämiseen. Opettajien kautta voidaan vaikuttaa opetuksen sisältöihin ja sitä kautta oppijoiden saavuttamaan parempaan ääntämistaitoon.
Phonetic knowledge facilitates the teaching of foreign language pronunciation – a survey of teaching pronunciation in Finnish schools
Abstract
We report results from a survey aimed at Finnish language teachers focusing on the currently used practices in teaching pronunciation skills in Finnish primary and secondary education. While respondents (n = 175) rated their own pronunciation skills mostly as good, they were nevertheless uncertain about how to teach pronunciation skills. The results of the survey reveal the importance of teachers' own education: the more phonetic training teachers have received, the easier it is for them to teach pronunciation. These teachers also teach more prosody, which is an important part of oral language skills for improving comprehension. Currently the teacher education provides insufficient knowledge on how to teach pronunciation. These results highlight the importance of teacher education and in-service teacher education. By developing teacher education we can influence language teaching and thereby improve the pronunciation skills of learners.
Keywords: Explicit teaching, L2 teaching, Phonetics, Pronunciation, Teacher education
Kuronen, M., P. Lintunen & T. Nieminen (toim.) . Näkökulmia toisen kielen puheeseenInsights into second language speech. AFinLA-e. Soveltavan kieli eteen tutkimuksia / n:o .-.
Minnaleena Toivola¹ & Riikka Ullakonoja²¹University of Helsinki, ²University of Jyväskylä
Iden fica on of Russian accented Finnish by na ve and non-na ve listeners with and without Finnish proficiencyThe study focuses on how different groups of listeners, that is na ve Finnish speakers (n = ), non-na ve learners of Finnish (n = ) and non-na ve non-learners of Finnish (n = ), judge samples (n = ) of Russian accented Finnish in an auditory experiment. The samples are readaloud phrases of three Finnish speakers and three L Russian beginner learners of Finnish who were recorded three mes at six-month intervals during their residence in Finland. The results show that the listener groups differ significantly from each other in the ability to iden fy the Russian accented samples. In addi on, all the listener groups reported to have paid more a en on to prosodic and segmental cues than speech rate. Finally, we conclude by considering implica ons of the study to further longitudinal studies on percep on of foreign accented speech.
In foreign language teaching, feedback is an essential part of learning pronunciation. It raises the learner’s awareness of the strengths and weaknesses of their pronunciation. Yet previous research has shown that teachers often feel uncomfortable when giving feedback on learners’ pronunciation. We conducted a survey among Finnish high school students to find out their pronunciation targets and what kind of feedback they would like to receive. The survey revealed that a clear majority (80 %, n=1953) of respondents appreciated good pronunciation and wished for native-like pronunciation. They hoped to receive feedback from the teacher, and they understood the importance of corrective feedback for learning. Based on our findings we encourage teachers to provide positive and corrective pronunciation feedback to their students to promote effective learning.
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