英语语音课程建设—教学理念与教学方法
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20130607 7
• Intelligibility and Comprehensibility • Intelligibility – the degree to which a listener can recognize words, phrases, and utterances • comprehensibility – the ease with which listeners can understand a nonnative speaker: Comfortable intelligibility
20130607 4
• Many important features of pronunciation is relatively straightforward: • Features having the greatest impact on comprehensibility, • Features difficult for Chinese EFL learner, • Features of high priority to learners, and • Features easiest to teach.
• Native-Language Background and Linguistic Universals • The native-language sound system affects how learners pronounce English and how they hear it including consonants, vowels, stress, rhythm, intonation, and voice quality. • peach : pitch
20130607
2
• A renewed recognition that pronunciation is a crucial element of effective communication • Pronunciation teaching belongs in mainstream, communicative ESL classrooms. • ESL students place a high priority on instruction in pronunciation.
20130607 18
2. Factors Affecting L2 Pronunciation Learning
• Fossilization: fossilization or stabilization
– to plateau, perhaps permanently, after a number of years
20130607 17
2. Factors Affecting L2 Pronunciation Learning
• Personality • Outgoing, sociable learners are said to have an advantage over introverted, shy learners in acquiring oral-aural skills, including pronunciation. • A relaxed classroom atmosphere should also foster pronunciation
EFL Pronunciation Teaching in the China Context – Theories & Course Design
英语语音课程建设—教学理念与教学方法
Wang Guizhen Guangdong University of Foreign Studies
王桂珍 广东外语外贸大学
20130607
3
• Pronunciation is intimately linked to other oral/aural skills, both influencing and influenced by listening comprehension and fluency. • “speech loop between speaker and listener” (Gilbert) •
20130607 10
2. Factors Affecting L2 Pronunciation Learning
• Age and Social-Psychological Factors • Exposure and Use • Native-Language Background and Linguistic Universals • Personality • Fossilization
20130607 8
• The goal of intelligibility is uncontroversial: Without intelligibility, communication is impossible. • Errors with pronunciation and word choice are the two types of errors most likely to make a student incomprehensible (Gass and Selinker 2001, 266). • Grammatical errors, such as omitting the past tense in a sentence (e.g., *Last night I go to a movie) rarely lead to unintelligibility.
-To become more effective in oral communication
20130607 6
1. Goal Setting in Chinese EFL Pronunciation Teaching & Learning
• A native-like accent is not a realistic goal, nor is it a necessary one for effective communication in English. • More realistic pronunciation goals: • Intelligibility, • Confidence in speaking, • A reduction of accent features that distract the listener’s attention from intelligible messages (Morley 1994, Gilbert 1980, Celce-Murcia et al. 1996).
• Various causes of fossilization:
– LI interference, – motivation, – learners’ goals or needs, 20130607 – and age, etc.
20130607 12
2. Factors Affecting L2 PronuncΒιβλιοθήκη Baiduation Learning
• Exposure and Use • Amount of exposure • Extent to which they use it
20130607
13
2. Factors Affecting L2 Pronunciation Learning
20130607 11
2. Factors Affecting L2 Pronunciation Learning
• Age and Social-Psychological Factors
• A “critical period” for learning a language natively; • Adults having a deeper and stronger attachment to their native culture; • Adults’ greater cognitive abilities less effective in learning a new pronunciation
20130607 5
Why English Pronunciation?
There is a need. - To improve intelligibility - To enhance listening fluency
There is a dream.
-To speak like a native speaker There is a must.
20130607
1
• The teaching of pronunciation: at-odds with the teaching of grammar and vocabulary
• Coming in and out of fashion as various progressive movements in language acquisition have prevailed.
20130607 14
• Similarities between a native language and English can either facilitate or hinder learning.
20130607
15
• Universals are features of language that are in some sense easier, more natural, more common in languages, or typical of children learning their first language • less marked : more marked • for describing the relative ease or difficulty of related features of pronunciation
20130607 16
• The native language background(s) of students should influence the choice of pronunciation topics addressed in the classroom. • Difficulty with specific consonants depends heavily on native language. • Difficulties with English vowels are widespread. • Difficulties with stress, intonation, and rhythm are even more widespread.
20130607
9
• Features of pronunciation with the greatest impact (intermediate and advanced ESL learners) : • Accurate use of suprasegmentals (stress, rhythm, and intonation) appears to have a greater impact on intelligibility assessments by native listeners than accurate pronunciation of consonants and vowels (see, for example, Anderson-Hsieh et al. 1992, Derwing, Munro and Wiebe 1998, Hahn 2004).
• Intelligibility and Comprehensibility • Intelligibility – the degree to which a listener can recognize words, phrases, and utterances • comprehensibility – the ease with which listeners can understand a nonnative speaker: Comfortable intelligibility
20130607 4
• Many important features of pronunciation is relatively straightforward: • Features having the greatest impact on comprehensibility, • Features difficult for Chinese EFL learner, • Features of high priority to learners, and • Features easiest to teach.
• Native-Language Background and Linguistic Universals • The native-language sound system affects how learners pronounce English and how they hear it including consonants, vowels, stress, rhythm, intonation, and voice quality. • peach : pitch
20130607
2
• A renewed recognition that pronunciation is a crucial element of effective communication • Pronunciation teaching belongs in mainstream, communicative ESL classrooms. • ESL students place a high priority on instruction in pronunciation.
20130607 18
2. Factors Affecting L2 Pronunciation Learning
• Fossilization: fossilization or stabilization
– to plateau, perhaps permanently, after a number of years
20130607 17
2. Factors Affecting L2 Pronunciation Learning
• Personality • Outgoing, sociable learners are said to have an advantage over introverted, shy learners in acquiring oral-aural skills, including pronunciation. • A relaxed classroom atmosphere should also foster pronunciation
EFL Pronunciation Teaching in the China Context – Theories & Course Design
英语语音课程建设—教学理念与教学方法
Wang Guizhen Guangdong University of Foreign Studies
王桂珍 广东外语外贸大学
20130607
3
• Pronunciation is intimately linked to other oral/aural skills, both influencing and influenced by listening comprehension and fluency. • “speech loop between speaker and listener” (Gilbert) •
20130607 10
2. Factors Affecting L2 Pronunciation Learning
• Age and Social-Psychological Factors • Exposure and Use • Native-Language Background and Linguistic Universals • Personality • Fossilization
20130607 8
• The goal of intelligibility is uncontroversial: Without intelligibility, communication is impossible. • Errors with pronunciation and word choice are the two types of errors most likely to make a student incomprehensible (Gass and Selinker 2001, 266). • Grammatical errors, such as omitting the past tense in a sentence (e.g., *Last night I go to a movie) rarely lead to unintelligibility.
-To become more effective in oral communication
20130607 6
1. Goal Setting in Chinese EFL Pronunciation Teaching & Learning
• A native-like accent is not a realistic goal, nor is it a necessary one for effective communication in English. • More realistic pronunciation goals: • Intelligibility, • Confidence in speaking, • A reduction of accent features that distract the listener’s attention from intelligible messages (Morley 1994, Gilbert 1980, Celce-Murcia et al. 1996).
• Various causes of fossilization:
– LI interference, – motivation, – learners’ goals or needs, 20130607 – and age, etc.
20130607 12
2. Factors Affecting L2 PronuncΒιβλιοθήκη Baiduation Learning
• Exposure and Use • Amount of exposure • Extent to which they use it
20130607
13
2. Factors Affecting L2 Pronunciation Learning
20130607 11
2. Factors Affecting L2 Pronunciation Learning
• Age and Social-Psychological Factors
• A “critical period” for learning a language natively; • Adults having a deeper and stronger attachment to their native culture; • Adults’ greater cognitive abilities less effective in learning a new pronunciation
20130607 5
Why English Pronunciation?
There is a need. - To improve intelligibility - To enhance listening fluency
There is a dream.
-To speak like a native speaker There is a must.
20130607
1
• The teaching of pronunciation: at-odds with the teaching of grammar and vocabulary
• Coming in and out of fashion as various progressive movements in language acquisition have prevailed.
20130607 14
• Similarities between a native language and English can either facilitate or hinder learning.
20130607
15
• Universals are features of language that are in some sense easier, more natural, more common in languages, or typical of children learning their first language • less marked : more marked • for describing the relative ease or difficulty of related features of pronunciation
20130607 16
• The native language background(s) of students should influence the choice of pronunciation topics addressed in the classroom. • Difficulty with specific consonants depends heavily on native language. • Difficulties with English vowels are widespread. • Difficulties with stress, intonation, and rhythm are even more widespread.
20130607
9
• Features of pronunciation with the greatest impact (intermediate and advanced ESL learners) : • Accurate use of suprasegmentals (stress, rhythm, and intonation) appears to have a greater impact on intelligibility assessments by native listeners than accurate pronunciation of consonants and vowels (see, for example, Anderson-Hsieh et al. 1992, Derwing, Munro and Wiebe 1998, Hahn 2004).