A Conceptual Approach to Teaching L2 Pronunciation: Perception of Word Stress

G. Couper
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Abstract

Research has demonstrated that pronunciation teaching can be effective, but there have been very few classroom-based studies that have focused on the perception aspect of pronunciation. This article explains the theory and practical application of a conceptual approach and reports on its impact on perception of English word stress. The quasi-experimental study (N=18) involved four fifty-minute lessons on stress in two-syllable words in a high-intermediate ESL class. The experimental (n=10) group was tested pre, post (mid-semester) and delayed (end-semester) and the comparison (n=8) group was tested twice before receiving the instruction in the second half of the semester and being tested again. In line with a conceptual approach, the innovative testing method used moves beyond traditional identification tasks in an attempt to measure changes in participants' conceptual understandings. The tests showed large and significant gains in perception, which were retained eight weeks later. The comparison group made no gains, but after instruction improved on a par with the experimental group. This study presents an effective way of teaching pronunciation concepts, supported by theory, that also leads to improvements in perception. It informs and provides a template for both teachers and researchers who may want to replicate the study.
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二语语音教学的概念方法:单词重音感知
研究表明,发音教学是有效的,但很少有基于课堂的研究关注发音感知方面。本文阐述了概念方法的理论和实际应用,并报告了它对英语单词重音感知的影响。这项准实验研究(N=18)包括四节50分钟的课程,在高中英语课堂上学习双音节单词的重音。实验组(n=10)分别进行前、后(学期中)、后(学期末)测试,对照组(n=8)分别进行两次测试,下半学期接受指导后再进行测试。与概念方法一致,所使用的创新测试方法超越了传统的识别任务,试图衡量参与者概念理解的变化。测试显示,认知能力有了很大的显著提高,这种提高在八周后依然存在。对照组没有任何进步,但经过指导后与实验组的进步相当。本研究提出了一种有效的语音概念教学方法,有理论支持,也能提高感知能力。它为想要复制该研究的教师和研究人员提供了一个模板。
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