Teaching English Pronunciation Online to Swedish Primary-School Teachers

Cunningham, Una

doi:10.1007/978-3-319-11092-9_4

Cited by 9 publications

(5 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The implementation of Christian Education in the early congregation can help deepen members' understanding of Christian teachings, help them develop faith and spirituality, and prepare future church leaders. However, to achieve these goals, the implementation of Christian Religious Education must be adapted to the social and cultural context of congregation members, and use appropriate technology to improve the quality of educational programs (Cunningham, 2019).…”

Section: Christian Learned Wisdommentioning

confidence: 99%

Implementation of Christian Education in Early Congregations in the Church: Its Relevance to the Era of Society 5.0 and Christian Learned Wisdom

Sitompul,

Purba,

Hutabarat

et al. 2023

edukasia

View full text Add to dashboard Cite

The implementation of Christian Religious Education in the context of the church, related to the Christian Religious Education of the early church in the Bible, although there are changes regarding the implementation of Christian Religious Education technically, but the principle of Christian Religious Education in the early church remains a reference Christian Religious Education of the current church, for this research discusses the implementation of Christian Religious Education in the early congregations of the church and its relevance to the era of Society 5.0, as well as the importance of learned wisdom in the development of Christian Religious Education and sustainable community development. The history of the early church congregation is also explained, as well as the contribution of Christian Education in shaping character and building society in the era of Society 5.0. This research uses literature method, and the purpose of this study is to provide a comprehensive and integrated view of the Implementation of Christian Religious Education Early Congregational in the Church and its relevance in the era of Society 5.0.

show abstract

Section: Christian Learned Wisdommentioning

confidence: 99%

Implementation of Christian Education in Early Congregations in the Church: Its Relevance to the Era of Society 5.0 and Christian Learned Wisdom

Sitompul,

Purba,

Hutabarat

et al. 2023

edukasia

View full text Add to dashboard Cite

show abstract

“…I en studie av McAllister (2007) undersöktes distinktionen /s-z/ i slutet av ord och studien visar att svenskspråkigas uttal av /s/ identifierades som /s/ av engelskspråkiga lyssnare, medan hälften av de svenskspråkigas uttal av /z/ tolkades som /s/. Cunningham (2015) nämner också bland annat problemet med uttalet av /z/.…”

Section: Litteraturöversiktunclassified

Förståelighetsperspektiv på finlandssvenskars vanliga uttalsdrag i engelska

Tergujeff

Zetterholm

2022

View full text Add to dashboard Cite

Studien undersöker uttalsdrag som kan förorsaka missförstånd i finlandssvenska tonåringars uttal av engelska. Det finns viss kunskap om utmaningar finlandssvenskar möter när de lär sig det engelska uttalet, men mycket få empiriska studier som undersöker vilka uttalsdrag som faktiskt orsakar missförstånd. För att undersöka detta användes inspelningar av tonåringar vars förstaspråk var finlandssvenska. De läste in konstruerade meningar med utvalda uttalsdrag som kan förväntas orsaka missförstånd. Ett lyssnartest genomfördes med tonåringar (n = 48) vars förstaspråk var engelska. Resultaten visar att de förekommande uttalsdragen ledde till varierad grad av missförstånd hos lyssnarna. Av de undersökta uttalsdragen var det framför allt avsaknad av frågeintonation, felaktigt uttal av /θ, ð, v/ och när <y> uttalades som affrikatan /ʤ/ som orsakade mest frekventa missförstånd. En slutsats är att dessa uttalsdrag bör prioriteras i engelskundervisning för finlandssvenskar, medan skillnaden mellan /i–ɪ/ och uttalet av ordfinalt /z/ inte visade sig vara lika viktigt för förståeligheten och därför inte behöver lika mycket uppmärksamhet i uttalsundervisningen i engelska.

show abstract

“…When assigned to teach phonetics courses to English majors and pre-service teachers, Jeong soon discovered the incompatibility between herself as a phonetics lecturer and the extant curriculum for the courses. The curriculum largely stood on the nativeness principle that "holds it is both possible and desirable [for L2 speakers] to achieve native-like pronunciation" (Levis, 2005: 370), using the Contrastive Analysis Hypothesis (CAH) (e.g., see Cunningham, 2015;Sylvén, 2013), which predicts non-native speakers' pronunciation features in view of their L1 phonological systems and regards such features, when present, as 'errors' that should be removed or corrected (see Munro, 2018 for a critical discussion of the CAH in pronunciation teaching). By contrast, Jeong explicitly rejects native-speaker-centric views (Jeong, Thorén & Othman, 2017, 2020, instead relying on the intelligibility principle that "holds that [speakers] simply need to be understandable" without having to emulate 'standard' native speaker accents (Levis, 2005: 370).…”

Section: How It Startedmentioning

confidence: 99%

English phonology in a globalized world: Challenging native speakerism through listener training in universities in Sweden and the US

Jeong¹,

Lindemann²,

Forsberg³

2021

Preprint

View full text Add to dashboard Cite

English phonetics and phonology often focus on improving learners’ pronunciation. However, phonological processing is ‘a two-way street’ involving both speaker and listener. Thus, pronunciation instruction in this globalized time needs to be complemented with ways to help listeners understand a wide range of accents, thereby challenging the native speakerism and standard language ideology of more traditional English teaching. In this paper, we share our experiences of promoting listener abilities in university courses in Sweden and the US, two very different teaching contexts. In Sweden, Jeong takes a truly phonetic approach, starting from students’ own pronunciations rather than a ‘standard’ model, and focuses on ability to comprehend diverse accents. In the US, Lindemann uses native-speaking students’ complaints about supposedly incomprehensible instructors, not as justification for further training of instructors who are already proficient English users, but as an opportunity to offer listener training to the students. Put together, these experiences provide a basis for reflection on the teaching of L2 phonetics and pronunciation in other languages such as Swedish, and the benefits of shifting some of the focus from speaker to listener in order to begin to overcome native speakerism and standard language ideology.

show abstract

Teaching English Pronunciation Online to Swedish Primary-School Teachers

Cited by 9 publications

References 8 publications

Implementation of Christian Education in Early Congregations in the Church: Its Relevance to the Era of Society 5.0 and Christian Learned Wisdom

Implementation of Christian Education in Early Congregations in the Church: Its Relevance to the Era of Society 5.0 and Christian Learned Wisdom

Förståelighetsperspektiv på finlandssvenskars vanliga uttalsdrag i engelska

English phonology in a globalized world: Challenging native speakerism through listener training in universities in Sweden and the US

Contact Info

Product

Resources

About