综合发音教学中可理解性的提高

IF 1.6
Isabelle Darcy, Brian Rocca
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引用次数: 1

摘要

将发音融入内容课程很有吸引力,因为它可以帮助学习者在自发的演讲中运用他们不断发展的发音技能。然而,语音教学(PI)在整合时的有效性仍有待证明。本研究评估了与未接受任何特定PI的组相比,接受综合PI(靶向超节段)的组在受控和自发语音任务中是否有所改善。我们测量了可理解性评级和感知单词重音和元音减少错误的比例的改善。结果表明,整合似乎总体上是有益的,包括在测量可理解性时的自发语音任务中。我们考虑到使用的不同任务来解释这些发现,并考察特定的教学方法(以形式为中心,交际语境化)对测试前后观察到的变化的贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Comprehensibility improvements in integrated pronunciation instruction
Integration of pronunciation into content courses is appealing because of its potential in helping learners apply their developing pronunciation skills in spontaneous speech. However, the effectiveness of pronunciation instruction (PI) when it is integrated still needs to be demonstrated. This study evaluates whether a group receiving integrated PI (targeting suprasegmentals) improved in controlled and spontaneous speech tasks, compared to a group who did not receive any specific PI. We measured improvements as comprehensibility ratings and proportion of perceived word stress and vowel reduction errors. The results show that integration appears to be beneficial overall, including in spontaneous speech tasks when comprehensibility is measured. We interpret these findings considering the different tasks used and examine the contribution of the specific instructional approach (form-focused with communicative contextualization) to the observed changes between pre- and post-test.
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CiteScore
2.60
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