Phonetic Pedagogy

Ashby, Patricia

doi:10.1016/b0-08-044854-2/00013-4

Cited by 4 publications

(6 citation statements)

References 2 publications

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“…Thus phonetics curricula include a range of knowledge-and skill-based learning outcomes, which are typically assessed by traditional exams, class tests and coursework. The students' productive capabilities, however, which been considered a key skill for the phonetician since the early days of the discipline (Ashby and Ashby, 2013), cannot be assessed using these methods.…”

Section: Introductionmentioning

confidence: 99%

“…Although the format varies somewhat across institutions, in a typical oral, students must produce non-native sounds from IPA symbols, recognise and verbally label sounds produced by the examiner, and describe the stress and intonation of a sentence produced first by themselves, and then by the examiner. Thus the viva allows the assessment of the oral components of phonetics, alongside aspects of the content and theory (Ashby and Ashby, 2013;Joughin 1998). Despite the specialist activities involved, the phonetics oral retains many aspects of vivas in other disciplines such as foreign language studies and PhD examinations: students have to think and respond quickly, are not able to consult notes or prepare for specific questions, and all their responses must be given orally.…”

Section: Introductionmentioning

confidence: 99%

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Viva survivors – the effect of peer-mentoring on pre-viva anxiety in early-years students

Knight

Dipper

Cruice

2016

Studies in Higher Education

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link AcknowledgementsWe are grateful to the student participants and mentors who took part in this study 2 2 Abstract Viva voce exams are used in many disciplines as a test of students' knowledge and skills. Whilst acknowledged as a useful form of assessment, vivas commonly lead to a great deal of anxiety for students. This anxiety is also apparent for vivas in phonetics, where students must produce and recognise sounds drawn from across the world's languages, and pervious work has shown that viewing a video of a mock-viva does not reduce this anxiety. To address anxiety prior to phonetics vivas, 63 students, across three cohorts, engaged in a brief, isolated, peer-mentoring session with previously successful students ('viva survivors'). Anxiety about the viva was measured before and after the mentoring experience, using the short form of the State Trait Anxiety Inventory. There was a significant reduction in anxiety after mentoring, and a significant correlation between anxiety before mentoring and the decrease in anxiety after mentoring. Short-term mentoring is posited as a time-and cost-effective method to decrease viva-related anxiety across disciplines.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Viva survivors – the effect of peer-mentoring on pre-viva anxiety in early-years students

Knight

Dipper

Cruice

2016

Studies in Higher Education

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“…Теоретическую базу исследования составили работы в области фонетики английского языка зарубежных авторов: Дж. Келли (G. Kelly) [2], П. Роуча (P. Roach) [3], М. Хьюингс (M. Hewings) [4], Д. Кристала (D. Crystal) [5], П. Эшби (P. Ashby) [6], Т. Джонс (T. Jones) [7], Дж.Д. О'Коннер (J.D.…”

Section: материалы и методы исследованияunclassified

Problems in Teaching English Pronunciation and Intonation and the Ways of Their Solution

Sabirova¹,

Bodnar²,

Yatsenko³

2020

СНТ (MHT)

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На сегодняшний день существуют различные подходы, методы и методики обучения иностранным языкам. С точки зрения популярности и эффективности мы можем выделить коммуникативный подход, который явился основой для создания современных учебно-методических комплексов по английскому языку. Значительную роль в развитии коммуникативной компетенции обучающихся играют языковые навыки, на сформированности которых базируется речевая деятельность. К языковым навыкам относятся: лексические, грамматические и фонетические. Данное исследование направлено на изучение фонетических навыков, так как они являются обязательным условием адекватного понимания речевого сообщения, точности выражения мысли и выполнения языком коммуникативной функции. Работа над произношением начинается с начального этапа обучения иностранному языку и распространяется на весь курс в средней школе. Однако данный аспект изучения иностранного языка остается без внимания со стороны педагогов или не носит систематического характера. В результате на основании анализа зарубежных учебников в статье рассмотрены основные проблемы обучения слухопроизносительным и интонационным навыкам английского языка и представлены методические рекомендации и упражнения по обучению произношению и интонации английского языка с применением коммуникативного подхода. Статья ориентирована на преподавателей английского языка, а также преподавателей фонетики английского языка.

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“…Its application is often considered to be the totality of the discipline. I think it is important to dispel this myth and it was this belief that motivated the distinction made recently by Ashby and Ashby [3] between straight teaching and learning of phonetics on the one hand (so, general phonetics) and phonetics in teaching/ performing/technology/etc. on the other (applied phonetics).…”

Section: Introductionmentioning

confidence: 99%

“…It asks whether general phonetics is the same today as a century ago and whether we need it. Additionally, the paper seeks to clarify the confusion which seems to exist for some people today between the 'pure' and 'applied' forms of the subject [3]. …”

mentioning

confidence: 99%

International Symposium on Applied Phonetics (ISAPh 2016)

2016

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Focusing on general phonetics and its role in the world today, this paper explores what the term really means. Against a historical background, it outlines the development of general phonetics from its Victorian inception to the present day. It looks at the theoretical and practical sides of the subject (including ear-training and production training), and summarizes the IPA Certificate examination syllabus [1,2]. The paper considers the impact of reduced training opportunities and asks what this means for availability of expertise in terms of the widening demand for qualified practitioners. Arguing the importance of general phonetics in the modern world, the paper further seeks to encourage and promote the subjects' future security. It asks whether general phonetics is the same today as a century ago and whether we need it. Additionally, the paper seeks to clarify the confusion which seems to exist for some people today between the 'pure' and 'applied' forms of the subject [3].

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Phonetic Pedagogy

Cited by 4 publications

References 2 publications

Viva survivors – the effect of peer-mentoring on pre-viva anxiety in early-years students

Viva survivors – the effect of peer-mentoring on pre-viva anxiety in early-years students

Problems in Teaching English Pronunciation and Intonation and the Ways of Their Solution

International Symposium on Applied Phonetics (ISAPh 2016)

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