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ABC pronunciary [[electronic resource] ] : American English pronunciation dictionary / / Mary Gretchen Iorio, Charles E. Beyer
| ABC pronunciary [[electronic resource] ] : American English pronunciation dictionary / / Mary Gretchen Iorio, Charles E. Beyer |
| Autore | Iorio Mary Gretchen |
| Pubbl/distr/stampa | [Cambridge, England], : Vocalis, Ltd., c2001 |
| Descrizione fisica | 113 p. : ill |
| Altri autori (Persone) | BeyerCharles E |
| Soggetto topico |
English language - Pronunciation
English language - Phonetics |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-932653-00-7 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910452529703321 |
Iorio Mary Gretchen
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| [Cambridge, England], : Vocalis, Ltd., c2001 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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ABC pronunciary [[electronic resource] ] : American English pronunciation dictionary / / Mary Gretchen Iorio, Charles E. Beyer
| ABC pronunciary [[electronic resource] ] : American English pronunciation dictionary / / Mary Gretchen Iorio, Charles E. Beyer |
| Autore | Iorio Mary Gretchen |
| Pubbl/distr/stampa | [Cambridge, England], : Vocalis, Ltd., c2001 |
| Descrizione fisica | 113 p. : ill |
| Altri autori (Persone) | BeyerCharles E |
| Soggetto topico |
English language - Pronunciation
English language - Phonetics |
| ISBN | 1-932653-00-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910782066803321 |
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Iorio Mary Gretchen
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| [Cambridge, England], : Vocalis, Ltd., c2001 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The childs delight [[electronic resource] ] : together with an English grammar / / by Tho. Lye .
| The childs delight [[electronic resource] ] : together with an English grammar / / by Tho. Lye . |
| Autore | Lye Thomas <1621-1684.> |
| Pubbl/distr/stampa | London, : Printed by S. Simmons for Tho. Parkhurst ..., 1671 |
| Descrizione fisica | [13], 162 [i.e. 152] p., [4] p. of plates : ill |
| Soggetto topico |
English language - Pronunciation
English language - Grammar |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNISA-996395477103316 |
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Lye Thomas <1621-1684.>
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| London, : Printed by S. Simmons for Tho. Parkhurst ..., 1671 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
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Decode multisyllable words (CCSS RF.3.3c)
| Decode multisyllable words (CCSS RF.3.3c) |
| Pubbl/distr/stampa | Dayton, OH : , : Lorenz Educational Press, , [2014] |
| Descrizione fisica | 1 online resource (8 pages) |
| Disciplina | 428.13 |
| Collana | Common Core State Standards |
| Soggetto topico |
English language - Vowels
English language - Pronunciation |
| Soggetto genere / forma | Electronic books. |
| ISBN | 0-7877-0853-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910465882103321 |
| Dayton, OH : , : Lorenz Educational Press, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Decode multisyllable words (CCSS RF.3.3c)
| Decode multisyllable words (CCSS RF.3.3c) |
| Pubbl/distr/stampa | Dayton, OH : , : Lorenz Educational Press, , [2014] |
| Descrizione fisica | 1 online resource (8 pages) |
| Disciplina | 428.13 |
| Collana | Common Core State Standards |
| Soggetto topico |
English language - Vowels
English language - Pronunciation |
| ISBN | 0-7877-0853-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910792756503321 |
| Dayton, OH : , : Lorenz Educational Press, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Decode multisyllable words (CCSS RF.3.3c)
| Decode multisyllable words (CCSS RF.3.3c) |
| Pubbl/distr/stampa | Dayton, OH : , : Lorenz Educational Press, , [2014] |
| Descrizione fisica | 1 online resource (8 pages) |
| Disciplina | 428.13 |
| Collana | Common Core State Standards |
| Soggetto topico |
English language - Vowels
English language - Pronunciation |
| ISBN | 0-7877-0853-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910812664503321 |
| Dayton, OH : , : Lorenz Educational Press, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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English and German diction for singers : a comparative approach / / Amanda Johnston ; foreword by Barbara Honn
| English and German diction for singers : a comparative approach / / Amanda Johnston ; foreword by Barbara Honn |
| Autore | Johnston Amanda <1971-> |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Lanham, Maryland : , : Rowman & Littlefield, , 2016 |
| Descrizione fisica | 1 online resource (360 p.) |
| Disciplina | 783/.043 |
| Soggetto topico |
Singing - Diction
English language - Pronunciation German language - Pronunciation |
| ISBN | 1-4422-6090-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
English And German Diction For Singers ; Contents; Musical Examples; Foreword; Preface; PART I: INTRODUCTION; Chapter 1: Elementary Concepts; 1.1 Phonetics and the International Phonetic Alphabet; 1.2 Vowel classification; 1.3 Consonant classification; 1.4 Organs of speech; 1.5 Points of articulation; Chapter 2: Proficiency in English IPA; 2.1 Vowels; 2.2 Diphthongs; 2.3 Triphthongs; 2.4 Consonants; Chapter 3: Proficiency in German IPA; 3.1 Vowels; 3.2 Diphthongs; 3.3 Consonants; PART II: ENGLISH; Chapter 4: Introduction to English Diction for Singers; 4.1 Challenges of singing in English
12.3 Influence of mother tongue12.4 Common mispronunciations; 12.5 Influence of speech habits; PART III: GERMAN; Chapter 13: Introduction to German Diction for Singers; 13.1 Hochdeutsch and Bühnendeutsch; 13.2 Reference books; 13.3 Neue Rechtschreibung; 13.4 Orthographic features: Umlaut and Eszett (ß); Chapter 14: German Phonemes; Chapter 15: The Structure of German; 15.1 Root system and word structure; 15.2 Grammatical and inflectional endings; 15.3 Prefixes and suffixes; 15.4 Compound words; 15.5 Word origin and loan words; 15.6 Glottal attacks or onsets 19.3 Treatment of monosyllabic incidental words |
| Record Nr. | UNINA-9910798542603321 |
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Johnston Amanda <1971->
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| Lanham, Maryland : , : Rowman & Littlefield, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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English and German diction for singers : a comparative approach / / Amanda Johnston ; foreword by Barbara Honn
| English and German diction for singers : a comparative approach / / Amanda Johnston ; foreword by Barbara Honn |
| Autore | Johnston Amanda <1971-> |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Lanham, Maryland : , : Rowman & Littlefield, , 2016 |
| Descrizione fisica | 1 online resource (360 p.) |
| Disciplina | 783/.043 |
| Soggetto topico |
Singing - Diction
English language - Pronunciation German language - Pronunciation |
| ISBN | 1-4422-6090-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
English And German Diction For Singers ; Contents; Musical Examples; Foreword; Preface; PART I: INTRODUCTION; Chapter 1: Elementary Concepts; 1.1 Phonetics and the International Phonetic Alphabet; 1.2 Vowel classification; 1.3 Consonant classification; 1.4 Organs of speech; 1.5 Points of articulation; Chapter 2: Proficiency in English IPA; 2.1 Vowels; 2.2 Diphthongs; 2.3 Triphthongs; 2.4 Consonants; Chapter 3: Proficiency in German IPA; 3.1 Vowels; 3.2 Diphthongs; 3.3 Consonants; PART II: ENGLISH; Chapter 4: Introduction to English Diction for Singers; 4.1 Challenges of singing in English
12.3 Influence of mother tongue12.4 Common mispronunciations; 12.5 Influence of speech habits; PART III: GERMAN; Chapter 13: Introduction to German Diction for Singers; 13.1 Hochdeutsch and Bühnendeutsch; 13.2 Reference books; 13.3 Neue Rechtschreibung; 13.4 Orthographic features: Umlaut and Eszett (ß); Chapter 14: German Phonemes; Chapter 15: The Structure of German; 15.1 Root system and word structure; 15.2 Grammatical and inflectional endings; 15.3 Prefixes and suffixes; 15.4 Compound words; 15.5 Word origin and loan words; 15.6 Glottal attacks or onsets 19.3 Treatment of monosyllabic incidental words |
| Record Nr. | UNINA-9910809807103321 |
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Johnston Amanda <1971->
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| Lanham, Maryland : , : Rowman & Littlefield, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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English pronunciation instruction : research-based insights / / edited by Anastazija Kirkova-Naskova, Alice Henderson, Jonás Fouz-González
| English pronunciation instruction : research-based insights / / edited by Anastazija Kirkova-Naskova, Alice Henderson, Jonás Fouz-González |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2021] |
| Descrizione fisica | 1 online resource (410 pages) |
| Disciplina | 421.52 |
| Collana | AILA Applied Linguistics Series |
| Soggetto topico |
English language - Pronunciation
English language - Pronunciation by foreign speakers English language - Study and teaching - Foreign speakers |
| Soggetto genere / forma | Essays. |
| ISBN | 90-272-5907-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- English Pronunciation Instruction -- Editorial page -- Title page -- Copyright page -- Table of contents -- List of tables -- List of figures -- Acknowledgements -- Contributors -- Chapter 1. Advancing towards research-informed pronunciation pedagogy -- Introduction -- In search of the intersection between research and practice -- Structure of the volume -- Intended readership -- References -- Part I. Linking research and practice -- Chapter 2. Connecting the dots between pronunciation research and practice -- Background -- Ongoing concerns about pedagogical implications -- Why researchers and teachers have trouble communicating -- Other differences between teachers and researchers -- Where research can inform teaching -- What teachers would find helpful -- What researchers would find helpful -- Conclusion -- References -- Chapter 3. When a psycholinguist enters the multilingual classroom: Bridging the gap between psycholinguistics and pronunciation teaching -- Introduction -- The multilingual classroom -- Differences between L2 and L3 learners in pronunciation acquisition -- Psycholinguistic accounts of L3/Ln pronunciation acquisition -- Teaching L3/Ln pronunciation: Extensions and challenges -- Pedagogical recommendations for L3/Ln pronunciation -- Calls for action -- Calls for teachers -- Calls for researchers -- Conclusion -- References -- Part II. Surveying beliefs, attitudes and classroom practices -- Chapter 4. Teaching English pronunciation in Croatian elementary schools: Views and practices -- Introduction -- Teaching pronunciation -- The research study -- Aim and research questions -- Participants -- Instrument -- Procedure -- Results and analysis -- Attitudes to pronunciation -- Teacher training -- Textbook materials -- Teaching practices and addressing pronunciation difficulties -- Discussion of results and key findings.
Pedagogical implications -- Conclusion -- Acknowledgements -- References -- Appendix A. Questionnaire about the pronunciation and teaching practices of Croatian and English: Teacher's questionnaire -- Appendix B. Questionnaire about the pronunciation and teaching practices of croatian and English: Learner's questionnaire -- Chapter 5. Cause for optimism: Non-native pre-service teacher's attitudes towards and beliefs about accent -- Introduction and theoretical framework -- Attitudes towards English accents in the local educational contex -- Self-report perspective on accentedness -- Research aims -- Research methodology -- Data collection -- Participants -- Results and analyses -- General view on English teachers -- Current experience with university lecturers -- Imagined teacher identity -- Correlational analysis -- Discussion -- Pedagogical implications -- Conclusion -- References -- Appendix A. Accent attitudes questionnaire -- Appendix B. Prompts for an awareness-raising activity -- Chapter 6. Summative and formative pronunciation assessment in Polish secondary schools: The students' perspective -- Introduction -- Summative and formative assessment -- Pronunciation assessment in the FL classroom -- Method -- Research questions -- Participants -- Instrument -- Data-gathering and analysis procedures -- Results: Presentation and discussion -- Quantitative data: Frequency of SA and FA of pronunciation -- Quantitative data: Task types used for SA/FA and pronunciation aspects assessed by SA/FA -- Qualitative data -- Pedagogical implications -- Conclusion -- References -- Appendix. Questionnaire for students - assessment in secondary school -- Thank you for joining the study! -- Chapter 7. Pronunciation learning strategies: A task-based perspective -- Introduction -- Previous research on pronunciation learning strategies -- The current study. Research questions -- Participants -- Stimulus materials -- Instruments -- Procedure -- Results and analysis -- Task 1 results: Vowel identification -- Task 2 results: IPA-to-orthography -- Task 3 results: Vowel matching -- Task 4 results: Minimal pair matching and providing vowel symbols -- Task 5 results: Identifying letters representing vowels and diphthongs -- Task 6 results: Identifying schwa in a simple text -- Discussion and key findings -- Pedagogical implications -- Conclusion -- References -- Part III. Using corpora to inform instruction -- Chapter 8. The intonation contour of non-finality revisited: Implications for EFL teaching -- Introduction -- Theoretical framework and previous research -- The functions of intonation contours -- Rising contours and speaking styles -- Hypothesis and possible pedagogical implications -- Corpus and method -- Corpus -- Method -- Results and discussion -- Tonal distribution in the corpus -- Results per speaker -- Pedagogical implications -- The visualisation of prosody -- The map task as a support for authentic oral production -- Conclusion -- References -- Appendix. Four texts of the EUROM1 corpus recorded for the ANGLISH corpus -- Chapter 9. Rationale and design of a study of foreign accented academic English -- Introduction -- Context -- European EMI: Speakers and listeners -- Complex learning, cognitive load, and accentedness -- Prosody and comprehensibility -- Language transfer and its impact -- IP-CAFES project -- Research questions and hypotheses -- Collecting the corpus recordings -- Selecting and creating the stimuli -- Creating and administering the perception tests -- Using qualitative and quantitative data -- Pedagogical implications -- Course content and format -- Speaker training -- Listener training -- Conclusion -- References -- Appendix A. Read-aloud text. Appendix B. IP-CAFES Listener questionnaire -- Chapter 10. Corrective feedback and unintelligibility: Do they work in tandem during tandem interactions? -- Introduction -- Background -- Methodology -- The SITAF tandem corpus -- Identifying corrective feedback instances -- Identifying miscommunication instances -- Results and analysis -- Corrective feedback instances -- Miscommunication instances -- Discussion -- Pedagogical implications -- Conclusion -- References -- Appendix. Post-recording questionnaires -- Part IV. Investigating learners' output -- Chapter 11. Acquisition of English onset consonant clusters by L1 Chinese speakers -- Introduction -- The present study -- The acquisition of English syllable structure by L1 Chinese speakers -- Research questions -- Research methodology -- Stimulus materials -- Participants -- Procedure -- Data analysis and results -- Discussion of results and key findings -- Pedagogical implications -- Phase 1. Familiarisation with initial consonant clusters -- Phase 2. Contrasting and discrimination of initial consonant clusters -- Phase 3. Follow-up practice -- Conclusions -- References -- Appendix 1. Stimuli -- Chapter 12. Vowel reduction in English grammatical words by Macedonian EFL learners -- Introduction -- Previous research studies on vowel reduction -- The current study -- Research questions -- Research methodology -- Participants -- Stimuli -- Procedure -- Data analysis -- Frequency of weak form use -- Weak form use across proficiency levels -- Weak forms use across word categories -- Weak forms use across trained and untrained groups -- Frequency of weak forms use across strong vowels -- Discussion -- Pedagogical implications -- Conclusion -- Acknowledgements -- References -- Appendix A. Stimulus materials and tasks for data collection. Appendix B. Handout for raters to select the pronunciation variant they hear -- Appendix C. Strong and weak forms of grammatical words used as target words -- Part V. Exploring tools and techniques -- Chapter 13. Integrating prosodic features in a children's English course -- Introduction -- Prosodic features of English and Czech -- Young learners and language teaching -- Research objectives and hypotheses -- Method -- Participants -- English lessons -- Example of a typical lesson -- Materials and recording -- Analyses -- Results and discussion -- General discussion -- Limitations -- Pedagogical implications -- Conclusion -- Funding -- References -- Appendix. Recording texts -- Chapter 14. Differential effects of lexical and non-lexical high-variability phonetic training on the production of L2 vowels -- Introduction -- Conditions in HVPT -- Methods -- Participants -- Materials -- Phonetic training -- Testing -- Procedures -- Data analysis -- Results -- Generalisation effects -- Training group effects -- Discussion -- Pedagogical implications -- Conclusion -- References -- Appendix A. Stimuli -- Appendix B. Parameter estimates -- Chapter 15. Mobile apps for pronunciation training: Exploring learner engagement and retention -- Introduction -- Computer-Assisted Pronunciation Training (CAPT) -- Computer vs. mobile -- Mobile (pronunciation) apps and affordances -- Mobile-Assisted Pronunciation Training (MAPT) -- Mobile app engagement and retention -- The present study -- Method -- Course description -- Participants -- Instruments -- Procedure -- Data analysis -- RQ1: Importance of MAPT for learners -- RQ2: App engagement and retention by learners -- Discussion -- Pedagogical implications -- Limitations -- Conclusion -- References -- Apps -- Index. |
| Record Nr. | UNINA-9910794506303321 |
| Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
English pronunciation instruction : research-based insights / / edited by Anastazija Kirkova-Naskova, Alice Henderson, Jonás Fouz-González
| English pronunciation instruction : research-based insights / / edited by Anastazija Kirkova-Naskova, Alice Henderson, Jonás Fouz-González |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2021] |
| Descrizione fisica | 1 online resource (410 pages) |
| Disciplina | 421.52 |
| Collana | AILA Applied Linguistics Series |
| Soggetto topico |
English language - Pronunciation
English language - Pronunciation by foreign speakers English language - Study and teaching - Foreign speakers |
| Soggetto genere / forma | Essays. |
| ISBN | 90-272-5907-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- English Pronunciation Instruction -- Editorial page -- Title page -- Copyright page -- Table of contents -- List of tables -- List of figures -- Acknowledgements -- Contributors -- Chapter 1. Advancing towards research-informed pronunciation pedagogy -- Introduction -- In search of the intersection between research and practice -- Structure of the volume -- Intended readership -- References -- Part I. Linking research and practice -- Chapter 2. Connecting the dots between pronunciation research and practice -- Background -- Ongoing concerns about pedagogical implications -- Why researchers and teachers have trouble communicating -- Other differences between teachers and researchers -- Where research can inform teaching -- What teachers would find helpful -- What researchers would find helpful -- Conclusion -- References -- Chapter 3. When a psycholinguist enters the multilingual classroom: Bridging the gap between psycholinguistics and pronunciation teaching -- Introduction -- The multilingual classroom -- Differences between L2 and L3 learners in pronunciation acquisition -- Psycholinguistic accounts of L3/Ln pronunciation acquisition -- Teaching L3/Ln pronunciation: Extensions and challenges -- Pedagogical recommendations for L3/Ln pronunciation -- Calls for action -- Calls for teachers -- Calls for researchers -- Conclusion -- References -- Part II. Surveying beliefs, attitudes and classroom practices -- Chapter 4. Teaching English pronunciation in Croatian elementary schools: Views and practices -- Introduction -- Teaching pronunciation -- The research study -- Aim and research questions -- Participants -- Instrument -- Procedure -- Results and analysis -- Attitudes to pronunciation -- Teacher training -- Textbook materials -- Teaching practices and addressing pronunciation difficulties -- Discussion of results and key findings.
Pedagogical implications -- Conclusion -- Acknowledgements -- References -- Appendix A. Questionnaire about the pronunciation and teaching practices of Croatian and English: Teacher's questionnaire -- Appendix B. Questionnaire about the pronunciation and teaching practices of croatian and English: Learner's questionnaire -- Chapter 5. Cause for optimism: Non-native pre-service teacher's attitudes towards and beliefs about accent -- Introduction and theoretical framework -- Attitudes towards English accents in the local educational contex -- Self-report perspective on accentedness -- Research aims -- Research methodology -- Data collection -- Participants -- Results and analyses -- General view on English teachers -- Current experience with university lecturers -- Imagined teacher identity -- Correlational analysis -- Discussion -- Pedagogical implications -- Conclusion -- References -- Appendix A. Accent attitudes questionnaire -- Appendix B. Prompts for an awareness-raising activity -- Chapter 6. Summative and formative pronunciation assessment in Polish secondary schools: The students' perspective -- Introduction -- Summative and formative assessment -- Pronunciation assessment in the FL classroom -- Method -- Research questions -- Participants -- Instrument -- Data-gathering and analysis procedures -- Results: Presentation and discussion -- Quantitative data: Frequency of SA and FA of pronunciation -- Quantitative data: Task types used for SA/FA and pronunciation aspects assessed by SA/FA -- Qualitative data -- Pedagogical implications -- Conclusion -- References -- Appendix. Questionnaire for students - assessment in secondary school -- Thank you for joining the study! -- Chapter 7. Pronunciation learning strategies: A task-based perspective -- Introduction -- Previous research on pronunciation learning strategies -- The current study. Research questions -- Participants -- Stimulus materials -- Instruments -- Procedure -- Results and analysis -- Task 1 results: Vowel identification -- Task 2 results: IPA-to-orthography -- Task 3 results: Vowel matching -- Task 4 results: Minimal pair matching and providing vowel symbols -- Task 5 results: Identifying letters representing vowels and diphthongs -- Task 6 results: Identifying schwa in a simple text -- Discussion and key findings -- Pedagogical implications -- Conclusion -- References -- Part III. Using corpora to inform instruction -- Chapter 8. The intonation contour of non-finality revisited: Implications for EFL teaching -- Introduction -- Theoretical framework and previous research -- The functions of intonation contours -- Rising contours and speaking styles -- Hypothesis and possible pedagogical implications -- Corpus and method -- Corpus -- Method -- Results and discussion -- Tonal distribution in the corpus -- Results per speaker -- Pedagogical implications -- The visualisation of prosody -- The map task as a support for authentic oral production -- Conclusion -- References -- Appendix. Four texts of the EUROM1 corpus recorded for the ANGLISH corpus -- Chapter 9. Rationale and design of a study of foreign accented academic English -- Introduction -- Context -- European EMI: Speakers and listeners -- Complex learning, cognitive load, and accentedness -- Prosody and comprehensibility -- Language transfer and its impact -- IP-CAFES project -- Research questions and hypotheses -- Collecting the corpus recordings -- Selecting and creating the stimuli -- Creating and administering the perception tests -- Using qualitative and quantitative data -- Pedagogical implications -- Course content and format -- Speaker training -- Listener training -- Conclusion -- References -- Appendix A. Read-aloud text. Appendix B. IP-CAFES Listener questionnaire -- Chapter 10. Corrective feedback and unintelligibility: Do they work in tandem during tandem interactions? -- Introduction -- Background -- Methodology -- The SITAF tandem corpus -- Identifying corrective feedback instances -- Identifying miscommunication instances -- Results and analysis -- Corrective feedback instances -- Miscommunication instances -- Discussion -- Pedagogical implications -- Conclusion -- References -- Appendix. Post-recording questionnaires -- Part IV. Investigating learners' output -- Chapter 11. Acquisition of English onset consonant clusters by L1 Chinese speakers -- Introduction -- The present study -- The acquisition of English syllable structure by L1 Chinese speakers -- Research questions -- Research methodology -- Stimulus materials -- Participants -- Procedure -- Data analysis and results -- Discussion of results and key findings -- Pedagogical implications -- Phase 1. Familiarisation with initial consonant clusters -- Phase 2. Contrasting and discrimination of initial consonant clusters -- Phase 3. Follow-up practice -- Conclusions -- References -- Appendix 1. Stimuli -- Chapter 12. Vowel reduction in English grammatical words by Macedonian EFL learners -- Introduction -- Previous research studies on vowel reduction -- The current study -- Research questions -- Research methodology -- Participants -- Stimuli -- Procedure -- Data analysis -- Frequency of weak form use -- Weak form use across proficiency levels -- Weak forms use across word categories -- Weak forms use across trained and untrained groups -- Frequency of weak forms use across strong vowels -- Discussion -- Pedagogical implications -- Conclusion -- Acknowledgements -- References -- Appendix A. Stimulus materials and tasks for data collection. Appendix B. Handout for raters to select the pronunciation variant they hear -- Appendix C. Strong and weak forms of grammatical words used as target words -- Part V. Exploring tools and techniques -- Chapter 13. Integrating prosodic features in a children's English course -- Introduction -- Prosodic features of English and Czech -- Young learners and language teaching -- Research objectives and hypotheses -- Method -- Participants -- English lessons -- Example of a typical lesson -- Materials and recording -- Analyses -- Results and discussion -- General discussion -- Limitations -- Pedagogical implications -- Conclusion -- Funding -- References -- Appendix. Recording texts -- Chapter 14. Differential effects of lexical and non-lexical high-variability phonetic training on the production of L2 vowels -- Introduction -- Conditions in HVPT -- Methods -- Participants -- Materials -- Phonetic training -- Testing -- Procedures -- Data analysis -- Results -- Generalisation effects -- Training group effects -- Discussion -- Pedagogical implications -- Conclusion -- References -- Appendix A. Stimuli -- Appendix B. Parameter estimates -- Chapter 15. Mobile apps for pronunciation training: Exploring learner engagement and retention -- Introduction -- Computer-Assisted Pronunciation Training (CAPT) -- Computer vs. mobile -- Mobile (pronunciation) apps and affordances -- Mobile-Assisted Pronunciation Training (MAPT) -- Mobile app engagement and retention -- The present study -- Method -- Course description -- Participants -- Instruments -- Procedure -- Data analysis -- RQ1: Importance of MAPT for learners -- RQ2: App engagement and retention by learners -- Discussion -- Pedagogical implications -- Limitations -- Conclusion -- References -- Apps -- Index. |
| Record Nr. | UNINA-9910824169403321 |
| Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
