Second Language Pronunciation. Группа авторов

Читать онлайн.
Название Second Language Pronunciation
Автор произведения Группа авторов
Жанр Языкознание
Серия
Издательство Языкознание
Год выпуска 0
isbn 9781119801573



Скачать книгу

instruction on the development of L2 pronunciation. Studies in Second Language Acquisition, 42(4), 905–918. https://doi.org/10.1017/s0272263120000121

      Appendix: Doing a Basic Pronunciation Diagnostic

      Our vignettes assume that teachers perform some type of pronunciation diagnostic or needs analysis for their students. There are many ways to do such a diagnosis, depending on the teacher and students (for more, see Morley, 1991). For those unaccustomed to diagnosing pronunciation systematically, we offer a simple approach that can be used even with students who have limited English. The diagnostic process has three steps: recording, listening, and evaluating. It is not necessary to notice every detail. A general picture of important pronunciation needs emerges from the process of diagnosis.

      1 Record each student’s speech for 30 seconds or more. Alternatively, have groups of students work together doing some type of speaking or pronunciation task. This can allow more efficient diagnosis. A voice recording is sufficient, but a video recording will enable evaluation of physical movements during speech. For more advanced learners, this might result in 2–3 minutes; for low-level learners, try for at least 30 seconds. Recording can come from an interview or a monolog such as “my favorite holiday celebration.” (We do not encourage the use of reading aloud for literacy-level learners. Navigating the spelling-sound interface will lead to many errors that do not show up in free speech.)

      2 Listen to each recording, then name and evaluate the most prominent errors.

      3 Evaluate the main errors that are true for each student and for the class overall. A possible rubric is provided below.

Pronunciation Features Holistic Scale Errors Noticed (possible examples)
Vowel sounds 1 2 3 4 5 “hit” sounds like heat “man” and “men” similar
Few errors Many errors
Consonant sounds 1 2 3 4 5 Initial consonants are mostly clear. Often deletes final consonants
Few errors Many errors
Voice Quality Settings 1 2 3 4 5 Minimal lip and jaw movement
Few errors Many errors
Thought groups 1 2 3 4 5 Phrases are usually very short or very long
Logical phrases Phrases too short or long
Word stress 1 2 3 4 5 Longer words have no clear stress
Correct stress Unclear emphasis
Intonation 1 2 3 4 5 Pitch sounds monotone. Not easy to know where sentences end.
Pitch rises & falls Pitch flat or confusing
Overall Fluency 1 2 3 4 5 A lot of silent pauses
Speaks smoothly Speaks haltingly

       Ron I. Thomson

       Brock University

      When my son Elliot was a toddler, he would proudly let people know that his name was “Elliort” [ɛlijɝt]. This went on for many months until one day, for posterity, I recorded him in the following exchange:

      DADDY: What’s your name?

      SON: Elliort

      DADDY: Elliort?

      SON: No! Elliort!

      DADDY: Okay, Elliort.

      SON: (laughing) DAUGHTER: (interrupting) Elliot! SON: Elliot DAUGHTER: Elliot SON: Yeah, Elliot. (after several more such exchanges) DADDY: Elliot? SON: Yes. DADDY: Say it. SON: Elliort