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Evidence in favor of a strategy-based model for English pronunciation instruction
Language Teaching ( IF 4.769 ) Pub Date : 2021-12-02 , DOI: 10.1017/s0261444821000380
Veronica G. Sardegna 1
Affiliation  

Research has increasingly demonstrated that pronunciation difficulties in English can seriously affect learners’ intelligibility and ability to comprehend spoken English. It is thus crucial that we find ways of helping learners of English become more intelligible. In this talk, I present compelling research evidence in support of a strategy-based pronunciation instruction model, and uncover individual learner, teacher, and instructional variables affecting long-term improvement. Findings from my published and ongoing studies involving different groups of learners and teachers highlight the critical role of teachers in self-regulated learning, and suggest the need for methodological refinements to the model. The results show that students’ self-regulated efforts at learning can be further enhanced and supported if combined with goal-setting and awareness-raising activities, online speech models and resources, video-recordings to assess progress, guided reflections on oral assignments, ongoing feedback, and re-assessments of goals after improvement. I conclude the talk with a discussion of these methodological refinements and possible avenues for future research.



中文翻译:

支持基于策略的英语发音教学模型的证据

越来越多的研究表明,英语发音困难会严重影响学习者的理解力和理解口语的能力。因此,我们必须找到帮助英语学习者变得更易懂的方法。在本次演讲中,我提出了令人信服的研究证据来支持基于策略的发音教学模型,并揭示影响长期改进的个人学习者、教师和教学变量。我已发表和正在进行的涉及不同学习者和教师群体的研究的结果强调了教师在自我调节学习中的关键作用,并表明需要对模型进行方法改进。结果表明,如果结合目标设定和提高认识活动、在线演讲模型和资源、评估进度的视频记录、对口头作业的指导性反思、正在进行的反馈,以及改进后对目标的重新评估。最后,我讨论了这些方法上的改进和未来研究的可能途径。

更新日期:2021-12-02
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