Clear Speech

Gilbert, Judy B.

doi:10.1017/cbo9781139523172.005

Cited by 19 publications

(22 citation statements)

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“…pay attention to pronunciation-oriented listening instruction (Morley, 1991). According to Gilbert (1984), there is a close relationship between listening comprehension and pronunciation. If speakers do cannot be understood, they are cut off from conversation with the native speakers.…”

Section: Recommendations For English Pronunciation Instructionmentioning

confidence: 99%

English Pronunciation Instruction: Views and Recommendations

Gilakjani

2017

JLTR

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Abstract-Despite decades of advocacy for greater attention, research into pronunciation instruction in English language teaching continues to be restricted. This article provides a comprehensive review of some important issues of English pronunciation instruction. The purposes of this review are (a) to explain different views of pronunciation instruction, (b) to elaborate the role of pronunciation in language teaching methods, (c) to discuss native-like pronunciation, and (d) to mention some recommendations for the better teaching of English pronunciation. The review of the literature of this paper indicated that the objective of pronunciation instruction is not to gain native-like pronunciation and speak exactly like native speakers of English. Instead understandable pronunciation should be the ultimate aim of oral communication.

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Section: Recommendations For English Pronunciation Instructionmentioning

confidence: 99%

English Pronunciation Instruction: Views and Recommendations

Gilakjani

2017

JLTR

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“…Gilbert, 1984) maintain that suprasegmental features such as stress and intonation are an area of L2 phonology that we can actively influence as teachers. Textbooks designed for improving the pronunciation of students of English as a second language (e.g.…”

Section: Chapter Eightmentioning

confidence: 99%

Language Learnability and L2 Phonology

Archibald¹

1993

Studies in Theoretical Psycholinguistics

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“…The prosodic system is a "suprasegmental" 3 feature of the "paralinguistic" system given very high priority in the pronunciation curriculum (Chun, 1988;Dickerson, 1989;Gilbert, 1984Gilbert, , 1987McNerney & Mendelson, 1987;Pennington & Richards, 1986) and are the subject of a branch of linguistics, called Phonology of Intonation.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Developing Phonological Awareness in Blended-learning Language Courses

Dell'Aria¹,

McLoughlin²

2013

20 Years of EUROCALL: Learning From the Past, Looking to the Future

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Abstract. This study is based on Second Language Acquisition through blended learning and explores the application of new educational technologies in the development of distance education. In particular, the paper focuses on ways to enhance oral, aural, and intercultural skills through learners' engagement, develop authentic social interaction and intercultural awareness in virtual environments and at the same time actively engage the students' powers of perception, communication and reasoning. A speech visualization technology is introduced, specifically tailored to pronunciation training. It provides relevant and comprehensible visual feedback of all three components of speech: prosody-intonation, stress and rhythm. In this paper we stress that the achievement of successful communication should be the main objective of a second language learner, whilst overcoming the foreign accent can be deemed as a secondary goal. A strong or incorrect placement of word stress may impair understanding -from the listener's point of view -of the word(s) being pronounced. On the other hand, acquiring correct timing of phonological units helps to overcome the impression of foreign accent, which may ensue from an incorrect distribution of stressed vs. unstressed stretches of linguistic units such as syllables or metric feet. For these reasons our study looks at how to improve a student's performance both in perception and production of spoken Italian prosodic features, which include the correct position of stress at word level, the alternation of stress and unstressed syllables, the correct position of sentence accent, the generation of the adequate rhythm from the interleaving of stress, accent, phonological rules, and the generation of adequate intonation patterns for each utterance related to communicative functions.

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Clear Speech

Cited by 19 publications

References 0 publications

English Pronunciation Instruction: Views and Recommendations

English Pronunciation Instruction: Views and Recommendations

Language Learnability and L2 Phonology

Developing Phonological Awareness in Blended-learning Language Courses

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