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Ensino da componente fonético-fonológica: uma síntese e um exemplo de português para estrangeiros
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In: Linguística : Revista de Estudos Linguísticos da Universidade do Porto, Vol 12, Pp 41-72 (2017) (2017)
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| 62 |
Development of Second Language French Oral Skills in an Instructed Setting: A Focus on Speech Ratings
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In: Canadian Journal of Applied Linguistics; Vol. 20 No. 2 (2017): Special Issue: Current Perspectives on Oral Communicative Competence of French Second Language Speakers; 32-50 ; Revue canadienne de linguistique appliquée; Vol. 20 No. 2 (2017): Numéro spécial : Perspectives actuelles sur la compétence de communication à l'oral en français langue seconde; 32-50 ; 1920-1818 ; 1481-868X (2017)
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| 64 |
A percepção das vogais arredondadas do francês por falantes nativos de português brasileiro
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In: ISSN: 2386-2629 ; Chimera: Romance Corpora and Linguistic Studies ; https://hal.archives-ouvertes.fr/hal-03475320 ; Chimera: Romance Corpora and Linguistic Studies, Universidad Autónoma de Madrid, 2016, 3 (2), pp.251-263 ; https://revistas.uam.es/chimera (2016)
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| 65 |
Quietsch, Quatsch, Matsch: Prototypische Unterrichtskontexte zur Förderung von Sprachkompetenz ...
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| 66 |
Quietsch, Quatsch, Matsch: Prototypische Unterrichtskontexte zur Förderung von Sprachkompetenz
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In: Stitzinger, Ulrich [Hrsg.]; Sallat, Stephan [Hrsg.]; Lüdtke, Ulrike [Hrsg.]: Sprache und Inklusion als Chance?! Expertise und Innovation für Kita, Schule und Praxis. 1. Auflage. Idstein : Schulz-Kirchner Verlag 2016, S. 145-152. - (Sprachheilpädagogik aktuell; 2) (2016)
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| 67 |
A Study of the Intelligibility, Comprehensibility and Interpretability of Standard Marine Communication Phrases as Perceived by Chinese Mariners
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In: Dissertations and Theses (2016)
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| 68 |
The design of an instrument to evaluate sotware for EFL/ESL pronunciation teaching
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In: English Publications (2016)
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| 69 |
Exploring English pronunciation teaching in Vietnam: time for a new approach?
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Vu, Hai Yen. - : Sydney, Australia : Macquarie University, 2016
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| 70 |
Silent “E”: reflexões sobre a influência da ortografia na pronúncia
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Andrade, Maria Angélica de Castilho. - : Universidade Tecnológica Federal do Paraná, 2016. : Curitiba, 2016. : Brasil, 2016. : Ensino de Línguas Estrangeiras Modernas, 2016. : UTFPR, 2016
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| 71 |
Anchoring academic vocabulary with a "hard hitting" haptic pronunciation teaching technique
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In: Faculty of Social Sciences - Papers (2016)
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| 72 |
Audiovisual translation in teaching foreign languages: contributions of dubbing to develop fluency and pronunciation in spontaneous conversations
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 26, 2016, pags. 9-21 (2016)
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| 73 |
The weight of phonological vs. phonetic accent in teaching pronunciation : Implications and applications
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In: Linguarum Arena : Revista do Programa Doutoral em Didáctica de Línguas da Universidade do Porto, Vol 7, Iss a7, Pp 31-48 (2016) (2016)
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Abstract:
Teaching pronunciation especially in Second Language (L2) and Foreign Language (FL) learning situations has traditionally involved some haphazard practices and procedures such as dealing with it mechanically and exclusively through modeling by the instructor and repetition by the learner as if speech is a mechanical skill and the exclusive function of the auditory sense. Moreover, teaching pronunciation in those situations has often failed to focus on aspects that are more important for effective and efficient communication and comprehension. Generally speaking, this paper is an attempt at shifting the pedagogy of teaching pronunciation in the cognitive direction since speech is physical only at its surface structure, but distinctly cognitive at its deep structure with the brain being at the helm of the efficient process of speech. This pedagogical shift is premised on two major principles. First, it promotes a multisensory (auditory, visual, tactile-kinesthetic) and multicognitive (think, associate, analyze, synthesize etc…) approach (MMA) to replace the exclusively auditory one and build sets of teaching and learning strategies based on those three senses to function jointly whenever relevant. Second, to respond to the failure to secure effi cient pronunciation with no or with minimum accent, the dichotomy of phonological accent vs. phonetic accent is introduced. Phonological accent results from mispronunciations that lead to radical semantic (meaning) change, whereas phonetic accent rarely interferes with meaning. From a didactic perspective, priority in teaching L2 or FL pronunciation should be geared in the direction of overcoming phonological accent first and then work on phonetic accent.
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Keyword:
implications and applications; P1-1091; Philology. Linguistics; phonetic and phonological accent; phonetics; phonology; Teaching pronunciation and the MMA
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URL: https://doaj.org/article/732ad666ae8c42cc89bdc535fb1ec3a7
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| 78 |
ОБУЧЕНИЕ РУССКОЙ ФОНЕТИКЕ И ОРФОЭПИИ В ДАГЕСТАНСКОЙ ШКОЛЕ С УЧЕТОМ ИНТЕРФЕРЕНЦИИ
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| 79 |
Second Language Pronunciation Teaching: Insights from Research
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Review of English phonology and pronunciation teaching, (2011), by P. Rogerson-Revell. London: Continuum. Pp. xii + 352. ISBN: 978-0-8264-2403-7
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In: ISSN: 0025-1003 ; EISSN: 1475-3502 ; Journal of the International Phonetic Association ; https://hal.archives-ouvertes.fr/hal-01940355 ; Journal of the International Phonetic Association, Cambridge University Press (CUP), 2015, 45 (03), pp.316-319 (2015)
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