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Integrating Fluent Pronunciation Use Into Content-Based Esl Instruction: Two Case Studies, Amanda Baker
Integrating Fluent Pronunciation Use Into Content-Based Esl Instruction: Two Case Studies, Amanda Baker
Faculty of Social Sciences - Papers (Archive)
This paper examines the teaching practices of two ESL teachers who integrated pronunciation instruction into intermediate-level, content/task-based, oral communication courses in an Intensive English program. These practices are analysed according to five categories of pronunciation instruction: Language Awareness; Controlled Practice; Guided Practice, Fluency Development and Free Practice. The fourth category, Fluency Development, is defined based on the work of Nation and Newton (2009), who list, among several criteria, pressure to perform at greater speeds or at least "more smoothly" as central to improving learner fluency. Based on classroom observations, interviews with teachers and student questionnaires, the degree to which the …
Preliminaries To Haptic-Integrated Pronunciation Instruction, William Acton, Amanda Ann Baker, Michael Burri, Brian Teaman
Preliminaries To Haptic-Integrated Pronunciation Instruction, William Acton, Amanda Ann Baker, Michael Burri, Brian Teaman
Faculty of Social Sciences - Papers (Archive)
This paper reports on aspects of a haptic (movement plus touch) integrated system for classroom pronunciation instruction. It is based, in part, on established pedagogical practice in the use of somatic/kinesthetic techniques such as gesture in language instruction (Acton, 1984, 2012; Celce-Murcia, Brinton, Goodwin & Briner, 2010; McCafferty, 2004), and management of vocal resonance in singing and voice training (Lessac, 1997). The pedagogical method is designed for use by relatively untrained instructors and is generally best delivered through video with classroom follow up. Relatively recent research and development in haptics, especially in the areas of gaming, prosthetics and robotics, provides …