Contrastive vs non-contrastive meta-phonetic input in teaching foreign language pronunciation
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F20%3A63526037" target="_blank" >RIV/70883521:28150/20:63526037 - isvavai.cz</a>
Výsledek na webu
<a href="http://journals.openedition.org/lidil/7377" target="_blank" >http://journals.openedition.org/lidil/7377</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.4000/lidil.7377" target="_blank" >10.4000/lidil.7377</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Contrastive vs non-contrastive meta-phonetic input in teaching foreign language pronunciation
Popis výsledku v původním jazyce
Almost every study on explicit meta-phonetic instruction in teaching foreign language (L2) pronunciation confirms its facilitating effect. However, hardly any studies applying contrastive (L1-L2) meta-phonetic instruction are available so far. The current study examines the effectiveness of contrastive meta-phonetic input in comparison with the effectiveness of non-contrastive (L2) meta-phonetic input via the laboratory analysis of 80 adult Slovak speakers' English pronunciation. Their English pronunciation quality, as reflected in the formant structure of vowels is measured before and after the contrastive input in the experimental group and non-contrastive input in the control group. The values are then compared to the standard values of British English vowels. It is hypothesized that English vowels produced by the experimental group approximate to the standard values more than the vowels produced by the control group. The results showed a more significant approximation in the experimental group which indicates higher effectiveness of contrastive meta-phontic input in teaching foreign language pronunciation. © Lidil.
Název v anglickém jazyce
Contrastive vs non-contrastive meta-phonetic input in teaching foreign language pronunciation
Popis výsledku anglicky
Almost every study on explicit meta-phonetic instruction in teaching foreign language (L2) pronunciation confirms its facilitating effect. However, hardly any studies applying contrastive (L1-L2) meta-phonetic instruction are available so far. The current study examines the effectiveness of contrastive meta-phonetic input in comparison with the effectiveness of non-contrastive (L2) meta-phonetic input via the laboratory analysis of 80 adult Slovak speakers' English pronunciation. Their English pronunciation quality, as reflected in the formant structure of vowels is measured before and after the contrastive input in the experimental group and non-contrastive input in the control group. The values are then compared to the standard values of British English vowels. It is hypothesized that English vowels produced by the experimental group approximate to the standard values more than the vowels produced by the control group. The results showed a more significant approximation in the experimental group which indicates higher effectiveness of contrastive meta-phontic input in teaching foreign language pronunciation. © Lidil.
Klasifikace
Druh
J<sub>SC</sub> - Článek v periodiku v databázi SCOPUS
CEP obor
—
OECD FORD obor
60203 - Linguistics
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2020
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Lidil
ISSN
1146-6480
e-ISSN
—
Svazek periodika
61
Číslo periodika v rámci svazku
neuvedeno
Stát vydavatele periodika
FR - Francouzská republika
Počet stran výsledku
12
Strana od-do
1-12
Kód UT WoS článku
—
EID výsledku v databázi Scopus
2-s2.0-85090512332