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Voice and Mirroring in L2 Pronunciation Instruction [Kõva köide]

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  • Formaat: Hardback, 188 pages, kõrgus x laius: 234x155 mm, kaal: 3116 g, 22 figures
  • Sari: Applied Phonology and Pronunciation Teaching
  • Ilmumisaeg: 22-Feb-2023
  • Kirjastus: Equinox Publishing Ltd
  • ISBN-10: 180050277X
  • ISBN-13: 9781800502772
Teised raamatud teemal:
Voice and Mirroring in L2 Pronunciation InstructionSuurem pilt
  • Formaat: Hardback, 188 pages, kõrgus x laius: 234x155 mm, kaal: 3116 g, 22 figures
  • Sari: Applied Phonology and Pronunciation Teaching
  • Ilmumisaeg: 22-Feb-2023
  • Kirjastus: Equinox Publishing Ltd
  • ISBN-10: 180050277X
  • ISBN-13: 9781800502772
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781800502772.html
Märksõnad:
Voice and Mirroring in L2 Pronunciation Instruction presents an approach to teaching pronunciation which aims for learners to internalize the voices (complexes of linguistic and non-linguistic features that embody particular speakers emotion, social stance, and group identification) of proficient speakers of the second language (L2). Beginning with a review of bottom-up and top-down approaches to second language acquisition (SLA) research and pronunciation teaching, the authors present previously published and new findings in interlanguage phonology and variationist approaches to SLA showing the powerful impact of sociolinguistic context on L2 pronunciation. On the basis of this review, the authors argue that a top-down approach which begins with social context is preferable in both the research and teaching of L2 pronunciation. They highlight the Mirroring Project as one such approach that includes the social factors impacting L2 pronunciation, such as interlocutor, empathy, and nonverbal elements. With accompanying instructional activities that have been used in a variety of teaching and learning settings in the U.S., the authors demonstrate how this project can help language learners modify their L2 pronunciation patterns and improve their intelligibility as they internalize and channel the voices of speakers they have selected as models.

The audience for the volume includes language teachers, particularly those desiring to use top-down pedagogical approaches like the Mirroring Project to improve learners intelligibility, and academic researchers interested in studying the way adults can acquire second language phonology by holistically adopting and channeling the voices of speakers they admire. The book is also of potential interest to language teacher educators, curriculum developers, and textbook writers.
Series Editor's Preface ix
Acknowledgments xi
List of Abbreviations
xii
Chapter 1 Introduction to Voice and Mirroring in L2 Pronunciation Instruction
1(7)
Outline of the Book
2(1)
Some Terminology
3(5)
Chapter 1 In Review
6(1)
Chapter 1 Notes
7(1)
Chapter 2 Bottom-Up and Top-Down Theories of Second-Language Acquisition
8(20)
Orientation to Language and Learning
8(1)
Structuralist Language Analysis
8(1)
Cognitivist Learning Theory
9(1)
Cognitivist Theories of SLA: Behaviorist, Innatist, and Developmental
10(3)
A Variationist Theory of SLA
13(3)
Critical Period for Learning a Native-Like Accent
16(2)
Field-Specific Language: A Growing Focus on Intelligibility
18(1)
Intelligibility and Suprasegmentals
19(1)
Field-Specific Vocabulary
20(1)
The "SLA Wars" over Variation in IL
21(7)
Chapter 2 In Review
25(2)
Chapter 2 Notes
27(1)
Chapter 3 Top-Down Research on Interlanguage Phonology
28(17)
Orientation to Language and Learning
28(1)
Intelligibility as Speaking Goal
29(1)
Prosody
30(6)
Non-Verbal Communication
36(1)
Pragmatics
37(2)
Accent Expressing Identity as Speaking Goal
39(1)
Identity and IL Phonology
40(5)
Chapter 3 In Review
43(1)
Chapter 3 Notes
44(1)
Chapter 4 Research on the Impact of Internalized Voices on Interlanguage Phonology
45(20)
Agency in L2 Style-Shifting
45(5)
Sociocultural Theory
50(2)
Internalizing Voices
52(2)
Voice and Language Play in SLA
54(11)
Chapter 4 In Review
62(1)
Chapter 4 Notes
63(2)
Chapter 5 Top-Down Pronunciation Pedagogies with a Focus on Voice and Intelligibility
65(27)
Recommendations for Top-Down Pronunciation Instruction
65(5)
Tracking and Shadowing Pedagogies
70(8)
Drama Technique Pedagogies
78(10)
Review of Top-Down Pedagogies
88(4)
Chapter 5 In Review
90(2)
Chapter 6 The Mirroring Project
92(41)
Introduction to Mirroring
92(3)
The Mirroring Project in 10 Steps
95(4)
Where to Find Videos of Speakers for Mirroring Projects
99(1)
Case Studies
100(1)
Kan-Ting (Mandarin/Taiwanese NS)
101(1)
Time 1 Initial Recording
101(6)
Model Speaker: Anthony Atala
107(2)
Time 2 Kan-Ting Mirroring Anthony Atala
109(3)
Time 3 Kan-Ting Channeling Atala
112(3)
Observable Changes From Time 1 to Time 3
115(3)
Manish (Indian English/Tamil NS)
118(1)
Time 1 Initial Recording
118(3)
Model Speaker: Steve Jobs
121(2)
Time 2 Manish Mirroring Steve Jobs
123(3)
Time 3 Manish Channeling Steve Jobs
126(3)
Observable Changes From Time 1 to Time 3
129(4)
Chapter 6 In Review
131(1)
Chapter 6 Notes
132(1)
Chapter 7 Conclusion
133(19)
Book
Chapters in Review
133(2)
Closing Remarks
135(2)
References
137(15)
Appendix A Student Worksheets and Handouts for Mirroring Activities in L2 Classrooms
152(8)
Mirroring a Native or Intelligible Non-Native English Speaker: Student Worksheet 1
152(2)
Mirroring Project Analysis & Mark-Up: Student Worksheet 2
154(1)
Transcription Practice Activity: Student Worksheet 3
155(1)
Trial Version Self-Critique: Student Worksheet 4
156(1)
Final Version Self-Critique: Student Worksheet 5
157(1)
Channeling a Model: Student Worksheet 6
158(1)
Evaluation of Channeling Project: Student Worksheet 7
159(1)
Appendix B Teacher Notes for the Mirroring Project
160(7)
Analysis Phase
161(1)
Step 1 Pronunciation and Body Language Challenges
161(1)
Step 2 Selection of Model Speaker and Speech Sample
161(1)
Step 3 Segment Purpose and Tone
162(1)
Step 4 Speech/Non-verbal Analysis
162(1)
Mirroring Phase
163(1)
Step 5 Mirror Model
163(1)
Step 6 Internalizing Speech (Practice Activity)
164(1)
Step 7 Trial Version
164(1)
Step 8 Trial Version Critique
165(1)
Step 9 Final Version and Analysis
165(1)
Channeling Phase
165(1)
Step 10 Channeling and Evaluation
165(1)
Adaptation to an Online Environment
166(1)
Author Index 167(4)
Subject Index 171
Darren LaScotte is currently completing a PhD degree in Second Language Education at the University of Minnesota, where he is an ESL Teaching Specialist in the Minnesota English Language Program and an Affiliate Faculty member in French & Italian and Curriculum and Instruction. He is also an Adjunct Faculty member in Second Language Teaching and Learning at Hamline University. Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she was formerly a teacher educator. She has also served as an Adjunct Faculty member in the Second Language Teaching and Learning Program at Hamline University. Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota. Darren LaScotte is currently completing a PhD degree in Second Language Education at the University of Minnesota, where he is an ESL Teaching Specialist in the Minnesota English Language Program and an Affiliate Faculty member in French & Italian and Curriculum and Instruction. He is also an Adjunct Faculty member in Second Language Teaching and Learning at Hamline University. Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she was formerly a teacher educator. She has also served as an Adjunct Faculty member in the Second Language Teaching and Learning Program at Hamline University. Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota. Darren LaScotte is currently completing a PhD degree in Second Language Education at the University of Minnesota, where he is an ESL Teaching Specialist in the Minnesota English Language Program and an Affiliate Faculty member in French & Italian and Curriculum and Instruction. He is also an Adjunct Faculty member in Second Language Teaching and Learning at Hamline University. Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she was formerly a teacher educator. She has also served as an Adjunct Faculty member in the Second Language Teaching and Learning Program at Hamline University. Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.