Teaching Pronunciation in Just Ten Minutes a Day: A Method for Pronunciation Instruction in First‐Semester German Language Classrooms

Roccamo, Ashley Lynne

doi:10.1111/tger.10181

Cited by 7 publications

(7 citation statements)

References 44 publications

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“…Various studies provide evidence supporting that there is a positive correlation between pronunciation proficiency and pronunciation instruction. (Arrieta, 2017;Camus-Oyarzun, 2016;Chiba, 2012;Couper, 2003;Derwing & Munro, 2005;Elliott, 1995;Huthaily, 2008;Kissling, 2015;Roccamo, 2015;Thomson & Derwing, 2014;Tlazalo Tejeda & Basurta Santos, 2014;Zamora, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…With the aim of collecting quantitative data of the study about pre-service EFL teachers' attitudes toward pronunciation, "The Pronunciation Attitude Inventory" was implemented. The inventory originally developed by Elliott (1993) and adapted by Roccamo (2015) was the most commonly used data collection instrument in the studies investigating language learners' attitudes toward pronunciation of target language. The last two items of the inventory used by Roccamo were dropped out of the inventory used in the present study for the reason that they were open-ended questions, and, thus, the removal of these items would not influence the validity and reliability of the instrument.…”

Section: Pronunciation Attitude Inventorymentioning

confidence: 99%

“…ith the advent of communicative language teaching (CLT), intelligible communication has been attracting renewed attention within the field of second and foreign language teaching, and pronunciation has begun to be recognized as one of the most crucial aspects of intelligible communication (Alastuey, 2013;Elias, 2000;Levis, 2005;Munro & Derwing, 1999;Sifakis, 2014). A basic level of pronunciation is required for effective communication and for preventing comprehension problems, misunderstandings and communication breakdowns (Roccamo, 2015). In case of inadequate phonological skills, learners might be judged by listeners negatively in terms of their overall language ability as well (Gilakjani & Sabouri, 2016).…”

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confidence: 99%

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The Pre-Service EFL Teachers’ Development of Phonological Processing and Evaluation of Their Attitudes toward Pronunciation

Aksakalli

Yağız

2020

GIST

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This study aimed at investigating EFL pre-service teachers’ attitudes toward pronunciation and pronunciation teaching. Another purpose was to explore the outcomes of pronunciation instruction on EFL pre-service teachers’ phonological development and based on the findings to provide suggestions taking learners’ pedagogical needs into consideration. The study was conducted using a quantitative research design method. 107 EFL pre-service teachers participated in the study. The quantitative instruments were Pronunciation Attitude Inventory, pre and post period of the intervention. During one term, the researcher provided EFL pre-service teachers with pronunciation instruction focusing on segmental and suprasegmental features in English pronunciation. Pre- and post-tests were used to measure to what extent language learners improved their pronunciation in English using a reading passage and participants’ performances were recorded through a tape recorder. The administration of the inventory took place at the end of the semester and the participants were asked to read and respond the whole inventory in 15 minutes. After completing data collection process, two native speakers of English as the raters of the study rated all the participants’ pre-test and post-test performances one by one. A pronunciation rubric which involves 5 categories including vowels, consonants, intonation, word-stress and comprehensibility was used in order to assess learners’ performances. The results revealed that the participants had generally positive attitudes toward pronunciation. Similarly, it was found that pronunciation instruction improved the participants’ pronunciation at the segmental and suprasegmental levels as well as their comprehensibility.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Pronunciation Attitude Inventorymentioning

confidence: 99%

mentioning

confidence: 99%

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The Pre-Service EFL Teachers’ Development of Phonological Processing and Evaluation of Their Attitudes toward Pronunciation

Aksakalli

Yağız

2020

GIST

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“…Another research gap regards the need for studies with beginning L2 learners, as most of the previous studies have used intermediate and advanced L2 learners as participants (e.g., Couper, 2006; Gordon, Darcy, & Ewert, 2013; Khaghaninejad & Maleki, 2015; Khanbeiki & Abdolmanafi‐Rokni, 2015; Lord, 2005; Ruellot, 2011; Saito, 2011; Sturm, 2013). An exception is Roccamo's (2015) study, which included beginning learners of German. However, implicit and explicit methods of instruction were not differentiated in her study.…”

Section: Implicit and Explicit Instructionmentioning

confidence: 99%

“…Moreover, some instructors avoid teaching pronunciation because they believe that pronunciation instruction is not effective (Derwing & Munro, 2014). However, research shows that pronunciation instruction is not only effective for improving learners’ pronunciation skills (e.g., Gordon, Darcy, & Ewert, 2013; Lord, 2005; Roccamo, 2015; Sturm, 2013) but it can also improve other language skills such as listening comprehension (Khaghaninejad & Maleki, 2015) and the acquisition of certain grammatical features in German (Martin & Jackson, 2016). Therefore, the question whether pronunciation should be taught has shifted to the question how it should be taught and what aspects of pronunciation should be emphasized.…”

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confidence: 99%

The Effectiveness of Implicit and Explicit Instruction on German L2 Learners’ Pronunciation

Peltekov

2020

Die Unterrichtspraxis

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Previous research has investigated the effectiveness of implicit and explicit instructional methods on second language (L2) learners’ grammatical accuracy. However, there is a scarcity of studies focused on the effects of the two teaching methods on L2 learners’ pronunciation. To fill this gap, the present study examined the effects of implicit and explicit instruction on the pronunciation of beginning learners of German. Over the course of one semester, one group of learners (n=5) was taught pronunciation explicitly (i.e., using phonetic rules), another group (n=5) implicitly (i.e., without phonetic rules), and a third group (n=5) received no pronunciation instruction. A pretest‐posttest design was used to measure learners’ improve ment in accent and comprehensibility. A slight improvement in both variables was observed under all conditions, but no significant difference in progress was found across the three groups. The findings suggest that some learner variables (e.g., age) might be better predictors of improvement than the type of instruction. Moreover, not all pronunciation features were equally relevant for L2 learners’ comprehensibility and accent. The results have implications for L2 pronunciation teaching.

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Making the Teaching of Suprasegmentals Accessible

O'Brien

2022

Second Language Pronunciation

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Teaching Pronunciation in Just Ten Minutes a Day: A Method for Pronunciation Instruction in First‐Semester German Language Classrooms

Cited by 7 publications

References 44 publications

The Pre-Service EFL Teachers’ Development of Phonological Processing and Evaluation of Their Attitudes toward Pronunciation

The Pre-Service EFL Teachers’ Development of Phonological Processing and Evaluation of Their Attitudes toward Pronunciation

The Effectiveness of Implicit and Explicit Instruction on German L2 Learners’ Pronunciation

Making the Teaching of Suprasegmentals Accessible

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