Literaturnachweis - Detailanzeige
| Autor/in | Roccamo, Ashley |
|---|---|
| Titel | Teaching Pronunciation in Just Ten Minutes a Day: A Method for Pronunciation Instruction in First-Semester German Language Classrooms. |
| Quelle | In: Die Unterrichtspraxis - teaching German, 48 (2015) 1, S. 59-83
PDF als Volltext |
| Beigaben | Anhang; Tabellen 9 |
| Sprache | englisch |
| Dokumenttyp | online; Zeitschriftenaufsatz |
| ISSN | 1756-1221 |
| DOI | 10.1111/tger.10181 |
| Schlagwörter | Methodik; Anfangsunterricht; Deutsch als Fremdsprache; Ausspracheschwierigkeit |
| Abstract | Anyone who has studied a foreign language (FL) knows that acquiring satisfactory pronunciation skills in that language is an elusive task. Even speakers at very high levels of proficiency may continue to speak with a noticeable foreign accent. Pronunciation plays a vital role in effective communication of meaning, yet is often ignored in beginner-level FL classrooms. Reasons for this vary; instructors may worry about time constraints or a lack of resources in the classroom or believe that students will improve their pronunciation skills with more language experience or time abroad. Yet this is often not the case; many second language (L2) learners fail to improve their accent on their own, even after years of instruction or immersion. Providing beginning learners with pronunciation instruction has many potential advantages, from preventing fossilization to helping L2 learners acquire syntax. This article gauges the effectiveness of pronunciation training for beginners and describes an effective pronunciation instruction unit designed for use as a warm-up in beginner-level German language classrooms. First-semester German learners were trained on three important components of German pronunciation: lexical stress placement, German /r/ sounds, and the voiceless fricatives [ç] (the ich-laut) and [x] (the ach-laut). Results from this study demonstrate that it is possible to effectively teach pronunciation to beginners in only ten minutes per day, and the article concludes with suggestions that instructors can use to begin training in their own first-year classrooms. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/2 |
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