Pronunciation and technology

Levis, John M.; Rehman, Ivana

doi:10.4324/9781003106609-24

Cited by 6 publications

(4 citation statements)

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“…This research was motivated by the concept of “the pronunciation teaching paradox” (Darcy, 2018, p. 16): the paucity of PI training for FL teachers (e.g., Huensch, 2018) and the lack of focus on pronunciation in the classroom (e.g., Foote et al, 2016) are accompanied with a recognition that pronunciation is essential by both teachers and students, regardless of their proficiency level (Levis, 2015; Zielinski & Yates, 2014). Furthermore, as explored in Section 2.2, textbooks cannot be the sole source of support for instructors.…”

Section: Discussionmentioning

confidence: 99%

French pronunciation instruction using the PACE model

Rose,

McBride

2023

Foreign Language Annals

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As an overwhelming amount of research has demonstrated that educator preparation programs do not adequately prepare instructors to teach pronunciation, this study aims to help teachers of foreign languages to implement and improve pronunciation instruction (PI) in their classroom by adapting PACE (Presentation, Attention, Co‐construction, and Extension), the commonly used model for grammar instruction. The present study explores the efficacy of this model in improving learners' ability (1) to associate target phonemes with the appropriate phonological context and (2) to produce target phonemes distinctly in a spontaneous speech task. Data suggest that a modified PACE model for PI can be effective in both intermediate‐ and advanced‐level courses. The possibility of adapting an existing and well‐known method for teaching grammar would allow teachers to implement and/or improve their PI with minimal additional training.

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Section: Discussionmentioning

confidence: 99%

French pronunciation instruction using the PACE model

Rose,

McBride

2023

Foreign Language Annals

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“…38–43), meta‐analyses suggest that learners generally benefit from explicit pronunciation instruction (Lee et al., 2015). Moreover, several studies on English and Spanish report that students want to receive explicit instruction on pronunciation (Levis, 2015) and they care about “accentedness” (Levis, 2016). Nevertheless, there appears to be trepidation on the part of the instructor, as some instructors view explicit pronunciation instruction as “useless” (Sturm, 2013, p. 655), while others recognize its importance but feel ill‐equipped to teach it explicitly (Darcy, 2018; Derwing & Munro, 2005).…”

Section: Implicit Versus Explicitmentioning

confidence: 99%

Implicit and explicit instruction in the second language classroom: A study of learner preferences in higher education

Stratton

2023

Die Unterrichtspraxis

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In a recent study, English‐speaking L2 learners of German who received explicit instruction made significantly greater improvements in pronunciation and vocabulary than learners who received implicit instruction. Against the backdrop of this work, the present study reports learner preferences and perceptions about implicit and explicit language instruction. Results highlight a general preference for explicit instruction among university students, with implicit instruction reported as a source of stress and learner anxiety. While implicit and explicit instruction both have a place in the L2 classroom, learners reported that explicit instruction helped circumvent crosslinguistic transfer and ease anxiety. Many learners reported the expectation of declarative knowledge as a function of higher education instruction, suggesting that the exclusive goal of communicative competence may be an insufficient target for university language students. This study highlights the importance of explicit instruction in the L2 classroom.

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“…Secondly, to enhance students' awareness of and interest in Chinese pronunciation. Pronunciation plays an important role in second language acquisition, and tones are integral to Chinese pronunciation (Levis, & Rehman, 2022).We can add the training of Chinese children's songs in the classroom and correct international students' Chinese pronunciation in a fun way. Furthermore, we organize and carry out rich and diversified Chinese activities or Chinese speech contests, guide students to dare to express themselves in Chinese and actively participate in the Chinese speech contests, increase the satisfaction and sense of achievement of expressing themselves in Chinese through the activities, stimulate the interest in learning Chinese, and help international students to perceive better and understand Chinese culture.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

The Impact of Chinese Language Learning Motivation on Intercultural Identity Among International Students at a Private University in Henan Province

Keat,

Jia

2023

J. of Law and Sust. Develop.

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Purpose: Chinese language learning motivation and the Chinese cultural identity of international students in China, as important influencing factors of second language learning, is a research topic of great practical value and actual significance. International students' Chinese language learning motivation affects intercultural identity to some extent. This study aims to explore the impact of Chinese language learning motivation on intercultural identity among international students and to provide experiences and reflections for the teaching and daily management of international students in the later stage. Research Methodology: Based on a questionnaire survey of 85 international students from an independent university in Henan Province, this paper uses SPSS26. software to analyze the overall degree of international students' Chinese language learning motivation and intercultural identity, the influence of different factors on motivation to learn Chinese and intercultural identity, and the impact of different Chinese language learning motivations on intercultural identity. Findings: There were significant differences in intrinsic motivation, extrinsic motivation, and intercultural identity by nationality, length of Chinese language study, and length of time in China for international students, and no significant differences by gender. International students' intrinsic and extrinsic motivations substantially positively affect intercultural identity. Students' overall Chinese language learning motivation and intercultural identity were high.

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Pronunciation and technology

Cited by 6 publications

References 0 publications

French pronunciation instruction using the PACE model

French pronunciation instruction using the PACE model

Implicit and explicit instruction in the second language classroom: A study of learner preferences in higher education

The Impact of Chinese Language Learning Motivation on Intercultural Identity Among International Students at a Private University in Henan Province

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