Van uitspraakonderzoek naar uitspraakonderwijs. Implicaties van het onderzoek naar uitspraakverwerving voor de onderwijspraktijk
(2008) Toegepaste Taalwetenschap in Artikelen — Vol. 80, n° 1, p. 29-39 (2008)
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- Abstract
- The study of pronunciation (especially prosody) has often been marginalized within the field of applied linguistics. As a result, teachers are often left to rely on their own intuitions and/or tend to neglect pronunciation in their teaching practice. This article shows that applied linguistic research on interlanguage phonology and foreign accent has much to offer to second/foreign language teachers in terms of helping them to set learning goals, identifying appropriate pedagogical priorities for the classroom, and determining the most effective approaches to teaching. After a brief review of the literature on the acquisition of L2 pronunciation, these issues are discussed within a framework in which mutual intelligibility is the primary concern. Finally, we emphasise the need for more collaboration between researchers and practitioners, so that more classroom-relevant research on pronunciation learning and teaching will be conducted in the future.
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Rasier, L. (2008). Van uitspraakonderzoek naar uitspraakonderwijs. Implicaties van het onderzoek naar uitspraakverwerving voor de onderwijspraktijk. Toegepaste Taalwetenschap in Artikelen, 80(1), 29-39. https://doi.org/10.1075/ttwia.80.04ras (Original work published 2008)