Verifying a holistic multimodal approach to pronunciation training of intermediate Polish learners of English

Abstract

The paper is an attempt to verify empirically a holistic multimodal approach to pronunciation training developed by Szpyra-Kozłowska (2015). It reports on a phonodidactic experiment carried out with two groups of Polish secondary school intermediate learners of English and demonstrates that the tested procedure is both more effective that the traditional imitation tasks and more attractive to the participants, as shown in a post-test questionnaire study.

Acquisition of English liaison among Chinese EFL learners from the perspective of language transfer

“…McAndrews [ 30 ] reviewed research that investigated the effects of instruction on suprasegmental listening skills and determined the extent to which instruction was effective in improving these skills. Szpyra-Kozlowska [ 31 ] empirically verified the holistic multimodal approach to pronunciation training they had developed earlier. Saito and Saito [ 23 ] examined in depth the effects of suprasegmental-based instruction on the global (comprehensibility) and suprasegmental (word stress, rhythm, and intonation) development of Japanese EFL learners and provided empirical support for the value of suprasegmental-based instruction in phonological development, even for beginner-level EFL learners with a limited amount of L2 conversational experience.…”