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Making Pronunciation Visible

Making Pronunciation Visible : Gesture In Teaching Pronunciation

 Smotrova, Tetyana.
 2017.
 p. 59–89. English
GestureTeacherStudentIntermediate toolTeach the pronunciationUse
Tác giả CN Smotrova, Tetyana.
Nhan đề Making Pronunciation Visible : Gesture In Teaching Pronunciation /Tetyana Smotrova.
Thông tin xuất bản 2017.
Mô tả vật lý p. 59–89.
Tóm tắt The study examines the teacher and student gesture employed in teaching and learning suprasegmental features of second language (L2) pronunciation such as syllabification, word stress, and rhythm. It presents microanalysis of video-recorded classroom interactions occurring in a beginner-level reading class in an intensive English program at a U.S. university. Results indicate that the teacher employed gesture as an instructional tool to facilitate the students identification and production of syllables, word stress, and the rhythm of speech. This was accomplished through reiterative gestures, or catchments, which enabled the students to visualize and experience the intangible pronunciation phenomena. The students appropriated the teacher s gestures through creative imitation and employed them as a learning tool in the process of gaining control over the suprasegmental features of L2 pronunciation. The study has implications for L2 pedagogy, suggesting that teachers need to be made aware of the pedagogical uses of gesture as a mediational tool for teaching L2 pronunciation and be sensitized to attending to student gestures.
Thuật ngữ chủ đề Gesture-Intermediate tool-Use-Teach the pronunciation-Teacher-Student
Từ khóa tự do Teacher
Từ khóa tự do Student
Từ khóa tự do Gesture
Từ khóa tự do Intermediate tool
Từ khóa tự do Teach the pronunciation
Từ khóa tự do Use
Nguồn trích Tesol Quarterly- Volume 51, Issue 1 March 2017.
MARC
Hiển thị đầy đủ trường & trường con
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300[ ] |a p. 59–89.
520[ ] |a The study examines the teacher and student gesture employed in teaching and learning suprasegmental features of second language (L2) pronunciation such as syllabification, word stress, and rhythm. It presents microanalysis of video-recorded classroom interactions occurring in a beginner-level reading class in an intensive English program at a U.S. university. Results indicate that the teacher employed gesture as an instructional tool to facilitate the students identification and production of syllables, word stress, and the rhythm of speech. This was accomplished through reiterative gestures, or catchments, which enabled the students to visualize and experience the intangible pronunciation phenomena. The students appropriated the teacher s gestures through creative imitation and employed them as a learning tool in the process of gaining control over the suprasegmental features of L2 pronunciation. The study has implications for L2 pedagogy, suggesting that teachers need to be made aware of the pedagogical uses of gesture as a mediational tool for teaching L2 pronunciation and be sensitized to attending to student gestures.
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