cause problems to adolescent and adult learners but the limitations can be compensated to some degree.2.13.3. Learner’s attitude and sense of identityNonlinguistic factors can influence achievement in pronunciation. One of these factors that strongly determine the accuracy of learners’ pronunciation are a person’s... متن کامل
teachers end up wanting to avoid pronunciation altogether. When teaching pronunciation teachers need to bear in minds that pronunciation in comparison with the other aspects of learning will be always marked with personal attitudes towards the target language, learner’s abilities and so on; therefore there can never be... متن کامل
word from the other e.g. pin is differentiated from bin by the distinctive initial consonants /p/ and /b/. The sequential function means that the phonological form of a word consists of a sequence of phonemes, and that every phoneme consists of a set of (simultaneous) distinctive features (1992: 201). The minimal function of... متن کامل
1800s and early 1900s that pronunciation started to be taught through imitation and intuition (Celce- Murcia, Brinton, & Goodwin, 1996). Teacher, as the role model was the source of input for students to imitate and repeat. In this method, pronunciation was taught through intuition and imitation; students imitated a model... متن کامل
of course /v/ / / d. already /l/ / / 2.8.5. AssimilationAssimilation refers to change of place of articulation of final consonants of a words... متن کامل
real-life speech (Lam, 2002). They also need to be aware of time-creating devices (e.g., “um,” “uh,” and “eh”), facilitation devices (e.g., “you know,” “I mean,” and “well”), and compensation devices (e.g., redundant or repeated words, discourse markers, and other visual clues) inherent in spoken... متن کامل
links in the discourse and to anticipate. During these processes of identifying sounds, imposing structure, inferring meaning, and anticipating what comes next, memory clearly plays a crucial role. The limitations of echoic memory enable us to hold word sequences for only a few seconds and only initial analysis of the language... متن کامل
as speech rate (e.g. Blau, 1990; Conrad, 1989; Griffiths, 1990; Khatib & Khodabakhsh, 2010; Mc Bride, 2011), lexis (e.g., Johns & Dudley-Evans, 1980; Kelly, 1991), phonological features (e.g., Henrichsen, 1984) and background knowledge (e.g., Long, 1990). Research over the past number of years attempted to define... متن کامل
listening to songs where the purpose is enjoyment; (4) following instructions in order to carry out a task efficiently; (5) attending a lecture or following a lesson in order to understand concepts and information; and (6) listening to someone give a public address in order to infer views and attitudes. Elements of... متن کامل
required teachers to be highly proficient in the target language, which was not always possible. Also, it mimicked L1 learning, but did not take into account the differences between L1 and L2. One key difference is that L1 learners have abundant exposure to the target language, which the Direct Method could not hope to match... متن کامل