Introduction: Cognitive Linguistics, Language
      Acquisition, and Pedagogy

Achard, Michel; Niemeier, Susanne

doi:10.1515/9783110199857.1

Cited by 10 publications

(4 citation statements)

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“…Although language awareness is a broad and multifaceted construct, some aspects of this phenomenon refer to being aware of “the way language works to convey meaning” (Hawkins, , p. 5) and also to an understanding of “how language is acquired” (Tulasiewicz, , p. 10). Both aspects of language awareness, so defined, are compatible with Couper's conception of pronunciation training as meaningful practice in a communicative context (Achard & Niemeier, ; Fraser, ).…”

Section: Learner Awarenesssupporting

confidence: 59%

Learner Pronunciation, Awareness, and Instruction in French as a Second Language

Kennedy¹,

Blanchet

Trofimovich³

2014

Foreign Language Annals

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This study examined the speech of 30 adult learners of French as a second language (L2) in a 15‐week listening/speaking course, investigating the relationship between learners' pronunciation development and their pronunciation awareness, measured through learners' conceptions of learning. The course targeted segmental and suprasegmental aspects, including connected speech processes (enchaînement, liaison), intonation, and fluency. Learners wrote weekly journals eliciting measures of pronunciation awareness and completed read‐aloud and picture description tasks at the course's beginning and end. Speech was analyzed through seven measures, including fluency and segmental and suprasegmental accuracy. Results showed significant improvements in learners' segmental production, enchaînement, and some aspects of intonation and fluency. Several variables were associated with pronunciation awareness measures. Results are discussed in light of L2 pronunciation development and instruction‐awareness links.

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Section: Learner Awarenesssupporting

confidence: 59%

Learner Pronunciation, Awareness, and Instruction in French as a Second Language

Kennedy¹,

Blanchet

Trofimovich³

2014

Foreign Language Annals

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“…This is essentially a usage-based approach, which views language not as an autonomous component of the mind but rather as a tool, which is used flexibly to co-construct meaning and achieve communication (Achard & Niemeier, 2004). Thus, pronunciation is an integral part of the meaning-making process (Bybee, 2001).…”

Section: Introductionmentioning

confidence: 99%

What makes pronunciation teaching work? Testing for the effect of two variables: socially constructed metalanguage and critical listening

Couper

2011

Language Awareness

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While there is growing evidence that pronunciation teaching can work, there is a need to establish what it is that makes it work. The study reported here tested for the effect of two particular factors: socially constructed metalanguage (SCM) and critical listening (CL). SCM is a term proposed for metalanguage developed by students working together with the teacher using already understood first language (L1) concepts to help in the formation of target language phonological concepts. CL is based on listening and contrasting to learn phonological categories and their boundaries. The study involved four groups of six high-intermediate level adult students. Each group received 45-50 minutes of instruction on pronouncing syllable codas. The instruction was carefully scripted for each group to create four conditions; SCM+/CL+, SCM+/CL−, SCM−/CL+, and SCM−/CL−. The results showed significant immediate effects for SCM on speech production and for CL on speech perception. The SCM+/CL+ lesson was replicated for four members of the SCM−/CL− group, who then made similar gains to those achieved by the first group to receive SCM+/CL+ instruction. These results add to the theoretical debate on what makes pronunciation instruction effective and have practical implications for the classroom.

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“…A atenção seletiva a aspectos salientados poderá se configurar em novos insights, em novas sistematizações, ou 'unidades linguísticas', suficientemente automatizadas para competir com os esquemas da LM em nível de igualdade (ACHARD, 1997;ACHARD;NIEMEIER, 2004). Essas unidades poderão originar novos mapeamentos, que eventualmente poderão se entrincheirar na memória de longo prazo, ficando disponíveis para futura utilização (TALMY, 2000;ELLIS, N., 1999).…”

Section: Revisão Da Literaturaunclassified

Ajustando o foco atencional de alunos adultos a itens gramaticais opacos: conectivos concessivos

Marques

2010

Rev. bras. linguist. apl.

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O presente trabalho mostra o cerne - a metodologia - assim como a análise quantitativa e as conclusões de uma investigação sobre os efeitos promissores do redirecionamento atencional de alunos adultos a aspectos específicos da LE. O trabalho desencadeador da 'percepção consciente' desses alunos à importância e ao uso dos conectivos concessivos em períodos compostos por subordinação ocorreu por meio de uma sequência de intervenções na prática pedagógica, em atividades /tarefas interligadas tematicamente, que propiciaram uma maior recorrência e saliência do foco de tratamento. Os resultados promissores indicam que essas atividades geradoras de percepção consciente e conscientização foram as maiores responsáveis por uma alteração significativa na escalada positiva do nível de desempenho na produção escrita desses alunos.

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Introduction: Cognitive Linguistics, Language Acquisition, and Pedagogy

Cited by 10 publications

References 0 publications

Learner Pronunciation, Awareness, and Instruction in French as a Second Language

Learner Pronunciation, Awareness, and Instruction in French as a Second Language

What makes pronunciation teaching work? Testing for the effect of two variables: socially constructed metalanguage and critical listening

Ajustando o foco atencional de alunos adultos a itens gramaticais opacos: conectivos concessivos

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