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Rise-Up and Flow-Down: Teaching Pronunciation
https://doi.org/10.15066/00000632
https://doi.org/10.15066/00000632340954bd-9faa-4e76-87e1-7697b6573e5c
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
commu04 (778.3 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2022-03-31 | |||||
| タイトル | ||||||
| タイトル | Rise-Up and Flow-Down: Teaching Pronunciation | |||||
| タイトル | ||||||
| タイトル | Rise-Up and Flow-Down: Teaching Pronunciation | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | word stress | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | sentence stress | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | intonation; learners | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | fluency | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | rise-up and flow-down | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.15066/00000632 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
David A. , Isaacs
× David A. , Isaacs× David A. , Isaacs |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | English language learners (ELLs) during acquisition face challenges associated with English word stress, sentence stress, and intonation since each language is unique in this regard and has its own particular rhythmic system. Acquiring English language fluency is more than the study of grammar, words, and sentences, but also involves the practice and the perception of the emotional coloring of the utterances with correct pronunciation that does not interfere with communication. Pronunciation strategies is an important element of English fluency and can help mitigate miscommunication. Although making mistakes in this area is very common, learners can still learn to avoid errors that can interfere with communication when classroom instruction explicitly provides learners with the tools to overcome them. Utilizing instructional methods that focused on word stress, sentence stress, and intonation, first-and-second-year university students at a private university learned to recognize, practice, and perform correct English word stress, sentence stress, and intonation patterns using a novel approach to pronunciation instruction the researcher calls the rise-up and flow-down method. The results of the classroom practice over a semester indicate that there is a direct perceived improvement in the students’ ability to use English word stress, sentence stress, and intonation that may lead to an overall improvement in English fluency. The study hopes to add a valuable and practical classroom practice method to be used for the instruction of pronunciation. |
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| 書誌情報 |
北陸大学紀要 en : Bulletin of Hokuriku University 号 52, p. 191-197, 発行日 2022-03-31 |
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| 出版者 | ||||||
| 出版者 | 北陸大学 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 2186-3989 | |||||
| 権利 | ||||||
| 権利情報 | 〔査読有り〕の研究ノート | |||||
