Improving L2 pronunciation inside and outside the classroom
Improving L2 pronunciation inside and outside the classroom
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提高课堂内外的 L2 发音
DOI：
10.5007/2175-8026.2018v71n3p99
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Hanna Kivistö
中科院分区：
文献类型：
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作者：
Angélica Carlet;Hanna Kivistö
西班牙语/加泰罗尼亚语的英语作为外语（EFL）的学习者参加了一个正式的教学（FI）期间结合明确的发音教学，其中包括理论和实践的方法，英语音段语音，以及参与者的第一语言和目标语言之间的对比分析，英语。在为期8周的指导治疗前后，对英语学习者感知和发出二语元音的能力进行了评估。结果表明，英语学习者对嵌入在真实的和非词中的元音的感知能力得到了显著提高。然而，没有发现由于收到的指示，生产有所改善。虽然这些结果表明，学习者的感知技能可以提高教师为主导的教学，明确的发音指导的数量和可用性是不足以修改学习者的语音生产。因此，最佳结果要求学习者在课堂环境之外继续学习。基于这一目的，本文提出了两个旨在提高学习者语音意识的自主活动：L1-L2语音比较任务和语音自我意识问卷。
Spanish/Catalan learners of English as a Foreign Language (EFL) attended a formal instruction (FI) period combined with explicit pronunciation instruction, which consisted of theoretical and practical approaches to English segmental phonetics as well as a contrastive analysis between the participants’ first languages and the target language, English. The EFL learners’ ability to perceive and produce L2 vowels was assessed before and after the 8-week instructional treatment. Results show that the EFL learners significantly improved their perception of vowel sounds embedded in real and non-words. However, no improvement in production was found as a result of the instruction received. While these results suggest that learners’ perceptual skills can be improved with teacher-led instruction, the quantity and availability of explicit pronunciation instruction is not sufficient to modify learners’ speech production. Thus, optimal results require learners to continue learning outside the classroom context. With this aim, this paper presents two autonomous activities developed to increase learners’ awareness about phonology: L1-L2 Pronunciation Comparison Task and a Phonological Self-awareness Questionnaire.