Η αποτελεσματικότητα της ρητής ή υπόρητης διδασκαλίας της προφοράς σε Έλληνες μαθητές της αγγλικής: η περίπτωση της κατάκτησης των αγγλικών φωνηέντων

The effectiveness of explicit or Implicit pronunciation teaching to Greek learners of english: the case of acquisition of english vowels

Η αποτελεσματικότητα της ρητής ή υπόρητης διδασκαλίας της προφοράς σε Έλληνες μαθητές της αγγλικής: η περίπτωση της κατάκτησης των αγγλικών φωνηέντων

Papachristou, Vaia

Παπαχρήστου, Βάϊα

PhD Thesis

2014

Previous research on second language phonological acquisition has shown that mastery of the L2 phonological system constitutes a challenging task for L2 learners. Several parametres have been suggested to constrain pronunciation accuracy, such as, interference from speakers’ mother tongue, learners’ age, quality and quantity of exposure to the target language, as well as motivation, attitude and other social and psychological factors. However, research on pronunciation teaching and its potential effectiveness on learners’ L2 phonological development has been quite limited, especially in foreign language contexts.The main aim of the present thesis is to investigate the production of English vowels by Greek learners of English and the effectiveness of explicit vs. implicit pronunciation instruction within a foreign language setting. To this end, three groups of speakers aged 9 and 15 years old were examined; i.e. two experimental groups, one which received explicit pronunciation tuition and one which was taught the pronunciation of the English vowels implicitly, via the use of recasts, and a control one which did not get any pronunciation tuition. Both experimental groups received 43 mini pronunciation interventions embedded in the regular English classes at school. The methodology adopted was the one proposed by Celce-Murcia, Brinton and Goodwin (1996) moving from controlled and guided activities to more communicative ones. Additionally, L1 Greek and L1 English data were obtained in order to compare the vowel inventories of the two languages.The results showed that after teaching, explicit pronunciation instruction can selectively bring about a change in both young and older students’ L2 vowel production, while no improvement was reported for the implicit and control groups9for either age group. Generally, considerable intra- and inter-speaker variability was revealed after tuition and despite the small changes observed, systematic native-like production was difficult to attain. Moreover, no clear effect of learners’ age was documented. A thorough examination of the factors hindering pronunciation accuracy is presented and the findings are discussed on the basis of current theories of L2 phonological acquisition.

Ανθρωπιστικές Επιστήμες και Τέχνες ➨ Γλώσσα και Λογοτεχνία

Κοινωνικές Επιστήμες ➨ Εκπαίδευση

Social Sciences

Vowel production

Φωνολογική κατάκτηση δεύτερης/ξένης γλώσσας

Humanities and the Arts

Εκπαίδευση

Languages and Literature

Ρητή-υπόρητη διδασκαλία προφοράς

Φωνητική

Greek-Enqlish interlanquage

Γλώσσα και Λογοτεχνία

Ελληνική-Αγγλική διαγλώσσα

Education

Phonetics

Κοινωνικές Επιστήμες

Παραγωγή φωνηέντων

Second/foreign lanquage phonoloqical acquisition

Ανθρωπιστικές Επιστήμες και Τέχνες

Explicit-implicit pronunciation teaching

English

Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

Aristotle University Of Thessaloniki (AUTH)

Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Σχολή Φιλοσοφική. Τμήμα Αγγλικής Γλώσσας και Φιλολογίας. Τομέας Θεωρητικής και Εφαρμοσμένης Γλωσσολογίας

National Documentation Centre (EKT)

National Archive of PhD Theses

Συλλογή ΕΑΔΔ