Contrastive vs Non-Contrastive Meta-Phonetic Input in Teaching Foreign Language Pronunciation

Abstract

de 80 adultes slovaques. La qualité de leur prononciation anglaise, telle qu'elle se reflète dans la structure des voyelles, est mesurée avant et après l'input contrastif dans le groupe expérimental et l'input non contrastif dans le groupe contrôle. Les valeurs sont ensuite comparées aux valeurs standard des voyelles de l'anglais britannique. On fait l'hypothèse que les voyelles anglaises produites par le groupe expérimental se rapprochent davantage des valeurs standard que les voyelles produites par le groupe contrôle. Les résultats montrent une approximation plus juste dans le groupe expérimental, ce qui indique une plus grande efficacité de l'entrée métaphonétique contrastive dans l'enseignement de la prononciation des langues étrangères.

The Phonics Method in Teaching Efl Pronunciation to Young Learners With Dyslexia

“…the way words sound does not always reflect their written form. Teaching and learning EFL (English as a foreign language) pronunciation is thus rather difficult, especially for speakers of phonemic languages with a systematic correspondence between letters and sounds (Kralova et al, 2020). In the English language, a grapheme can be pronounced in different ways, a grapheme cluster can be pronounced as one sound, or one phoneme is addressed by various graphemes.…”

“…They were able to come up with their own examples to create "families" of the same sound. The graphemes that tend to cause problems to Slovak learners because of native language interference were selected (Kralova, Nemcokova & Birova, 2020): a as in cat; ar as in car; al as in ball; sh as in fish; ch as in chin or school; th as in thin or father; ee as in week; ea as in mean; ng as in sing; wr as in wrap; kn as in knee; and final e changing the preceding vowel as in cake. Identical lesson plans were used in both groups, but a short reading practice followed by the Phonics instructions was introduced in the experimental group only to point out the Phonics rules and practice pronunciation.…”