Phonetik in Deutsch als Fremdsprache

Conceptualizing Pronunciation As Part of Translingual/Transcultural Competence: New Impulses for SLA Research and the L2 Classroom

“…As a result, research has emphasized the communicative importance of training in both segmental and suprasegmental features, allowing language learners to practice isolated sounds as well as combinations of sounds and suprasegmental features in meaningful and continuous speech (e.g., Brazil, Coulthard, & Johns, ; Brown & Yule, ; Chun, ; Derwing & Munro, ; Munro & Derwing, ; Pennington & Richards, ). Current didactic approaches thus promote exercise typologies beyond “listen and repeat” pattern drills, focusing on both listening and speaking exercises, with the final target being the integration of intelligible pronunciation in more global speaking activities (e.g., Celce‐Murcia, Brinton, & Goodwin, ; Chun, ; Hirschfeld, ; Kelz, ; Morley, ).…”

“…Research on the manner in which pronunciation is taught (Breitkreutz et al, ; Jones, ; Müller, ) found that commercially produced course books and other teaching materials often have not addressed pronunciation in sufficient depth, at best presenting activities based on “listen and repeat” drills and decontextualized words and sentences. Consequently, the teaching of pronunciation in L2 classes appears to be rather limited and is characterized by a strong focus on segmental elements rather than a balance of segments and suprasegmentals, a lack of focus on pronunciation in communicative contexts, and insufficient materials for different learner needs and interests (Breitkreutz et al, ; Hirschfeld, ; S. Macdonald, ).…”