تعداد نشریات | 161 |
تعداد شمارهها | 6,479 |
تعداد مقالات | 70,032 |
تعداد مشاهده مقاله | 123,014,015 |
تعداد دریافت فایل اصل مقاله | 96,247,415 |
بررسی رویکرد معلمان و فراگیران زبان انگلیسی به عنوان زبان خارجی نسبت به آموزش ضمنی و صریح تلفظ | ||
پژوهشهای زبانشناختی در زبانهای خارجی | ||
مقاله 1، دوره 9، شماره 2، شهریور 1398، صفحه 323-346 اصل مقاله (285.03 K) | ||
نوع مقاله: علمی پژوهشی(عادی) | ||
شناسه دیجیتال (DOI): 10.22059/jflr.2019.251464.472 | ||
نویسندگان | ||
رضا باقری نویسی* 1؛ اویس توحیدی راد2 | ||
1استادیار،گروه زبان و ادبیات انگلیسی، دانشگاه قم، قم، ایران | ||
2مدرس، گروه زبان و ادبیات انگلیسی، دانشگاه قم | ||
چکیده | ||
مطالعه ی حاضر به بررسی رویکرد معلمان و زبان آموزان زبان انگلیسی به عنوان زبان خارجی نسبت به آموزش ضمنی و صریح تلفظ پرداخته است. به همین منظور، ۷۱ معلم و ۸۸ زبان آموز، نسخه ی تعدیل شده از پرسشنامه ی "گرایش و انگیزه های زبان آموزان نسبت به تلفظ" که توسط ساردینیا، لی و کاسی (۲۰۱۴)و پرسشنامه ی دیگری را که توسط لی (۲۰۰۰) طراحی شده بود را کامل کردند. نتایج نشان داد که زبان آموزان نسبت به معلمان گرایش و نگرش مثبت تری در خصوص آموزش تلفظ داشتند. در مقایسه با فراگیران مبتدی و پیشرفته، زبان آموزان با سطح متوسط نگرش مثبت تری نسبت به آموزش تلفظ داشتند. به علاوه، هم معلمان و هم زبان آموزان، تمایل بیشتری به آموزش ضمنی تلفظ از خود نشان دادند. در نتیجه، مواد آموزشی باید به گونه ای طراحی شوند که زبان آموزان به سوی روش های ضمنی آموزش تلفظ ترغیب شوند. ضمنا معلمان نیز باید زمینه ی لازم برای فراگیری ضمنی تلفظ توسط زبان آموزان در محیط کلاس را فراهم کنند. | ||
کلیدواژهها | ||
گرایش؛ آموزش ضمنی؛ آموزش صریح؛ تلفظ؛ زبان آموزان؛ معلمان | ||
عنوان مقاله [English] | ||
Investigating EFL teachers and learners' attitudes toward implicit and explicit instruction of pronunciation | ||
نویسندگان [English] | ||
Reza Bagheri Nevisi1؛ Oveis Tohidirad2 | ||
1Assistant Professor,Department of English Language and Literature, University of Qom, Qom, Iran | ||
2Instructor, Department of English language and Literature, University of Qom, Qom, Iran | ||
چکیده [English] | ||
This present research project aimed at investigating EFL teachers and learners' attitudes toward implicit and explicit instruction of pronunciation. To this end, 71 teachers and 88 learners completed a modified version of LAMP (Learner Attitudes and Motivations for Pronunciation) Inventory developed by Sardegna, Lee and Kusey (2014) and another questionnaire by Lee (2000).. The results revealed that learners had higher attitude than teachers toward pronunciation. Regarding learners' proficiency levels, the intermediate learners of English had the highest attitude in comparison with the beginners and the advanced ones. Moreover, both teachers and learners displayed high attitude toward implicit instruction of pronunciation. The study implies that teaching materials should be designed in a way that students are more encouraged to adopt implicit approaches to pronunciation learning. Teachers should also try to create more opportunities for students to effectuate implicit instruction in classroom settings. Accordingly, learners will be cognizant of and well-informed about what effective strategies to use while mastering correct and appropriate pronunciation. | ||
کلیدواژهها [English] | ||
Attitude, implicit instruction, explicit instruction, pronunciation, learners, teachers | ||
مراجع | ||
Baleghizadeh, S. & Dadashi, M. (2011). The effect of direct and indirect correction feedback on students spelling errors. Retrieved from http:// www. Revistas. Unal. Edu.
Barrera Pardo, D. (2004). Can pronunciation be taught? A review of research and implications for teaching. Revista Alicantina de Estudios Ingleses [Alicante Journal of English Studies], 17, 6–38.
Bio, B. (2011). Error correction: Where, when, and how? Retrieved May 22, 2013 from http://www.carla.Umn.edu/immersion/ACIE/voll/May 1998.
Brown, A. (2014). Pronunciation and phonetics: a practical guide for English language teachers. New York City, New York: Rutledge.
Burns, A. (2003). Clearly speaking: pronunciation in action for teachers. National Center for English Language Teaching and Research, Macquarie Universality, Sydney NSW 2109.
Catford J. C. & D. B. Pisoni (1970). “Auditory vs. Articulatory Training in Exotic Sounds”. The Modern Language Journal, 54(7): 477-481.
Celce-Murcia, M. Brinton, D. & Goodwin, J. M. (1996). Teaching Pronunciation: A reference for teachers of English to speakers of other languages. Cambridge: New York: Cambridge University Press.
Cenoz, J. and Lecumberri, M. L. G. (1999). The acquisition of English pronunciation: Learners’ views. International Journal of Applied Linguistics, 9(1), 3-15.
Cook, V. (1991). Second language learning and language teaching. London: Edward Arnold.
Couper, G. (2003). The value of an explicit pronunciation syllabus in ESOL teaching. Prospect, 18(3), 53-70.
Couper, G. (2006). The short and long-term effects of pronunciation instruction. Prospect, 21(1), 46-66.
Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning,48(3), 393-410.
Dekeyser, R. (2008). Implicit and explicit learning. In C. J. Doughty & M. H. Long (Eds.). The handbook of second language acquisition. Malden, MA: Blackwell. 313- 348.
Elliot, A. R. (1995). Foreign Language Phonology: Field independence, attitude, and the success of formal instruction in Spanish pronunciation. The Modern Language Journal, 79(iv), 530-542.
Ellis, R. (2008). The Study of second language acquisition (2nd ed.). New York City, NewYork: freeman University Press.
Ellis, R. (2009). Implicit and explicit learning, knowledge and instruction. Implicit and explicit knowledge in second language learning, testing and teaching, 42, 3-25.
Gilakjani, A. P. (2012). The significance of pronunciation in language teaching. English Language Teaching, 5(4), 96. Harmer, J. (2007). The practice of English language teaching (4th ed.). London, UK. Longman.
Hashemian, M. Heidari, S, K. (2012). An analysis of pronunciation errors of Iranian EFL learners. Iranian Journal of Research in English Language Teaching, 1(1), 5-18. Hayati, A. M. (2010). Notes on teaching English pronunciation to EFL learners: A case of Iranian high school students. English Language Teaching, 3(4), 121-126.
Hebert, J. (1993). PracTESOL: It's not what you say, but how you say it. TESOL in Context, 3(1), 15-22.
Hughes, C. (2006). Qualitative and quantitative approaches. Retrieved from: http://www2.warwick.ac.uk/fac/soc/sociology/staff/academicstaff/chughes/hughes index/teaching research process/qualitative quantitative/qualitative quantitative.
Jabbari, A. A., & Samavarchi, L. (2011). Persian learners’ syllabification of English consonant clusters. International Journal of English Linguistics. 1(1), 236-246.
Kang, O. (2010). ESL learners' attitudes toward pronunciation instruction and varieties of English. Proceedings of the 1st pronunciation in second language learning and teaching conference. Iowa State University, Sept. 2009. (pp. 105-118). Ames, IA: Iowa State University. Kanellou, V. (2001). A survey on the teaching of English to Greek students in Thessaloniki Greece: Pronunciation status, standards, errors and teaching. Unpublished MA Thesis. Cardiff, U.K.: Cardiff University.
Katayama, A. (2007). Japanese EFL students’ preferences toward correction of classroom oral errors. The Asian EFL Journal, 9(4), 289-305.
Kelch, K. & Santana-Williamson, E. (2002). ESL students' attitudes toward native- and nonnative-speaking instructors' accents. The CATESOL Journal, 14(1), 57-72.
Khamkhien, A. (2010). Thai learners' English pronunciation competence: lesson learned from word stress assignment. Journal of Language Teaching and Research, 1(6), 757-764.
Lee, C. (2000). The attitude of teachers towards the role of accent and intelligibility in pronunciation teaching in Taiwan. ELTED, 5(1), 47-65.
Macdonald, S. (2002). Pronunciation – views and practices of reluctant teachers. Prospect, 17(3), 3–18.
Madden, M. & Moore, Z. (1997). ESL students’ opinions about instruction in pronunciation. Texas Papers in Foreign Language Education, 3(1), 15-32.
Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25(1), 51-74.
Nunan, D. (2003). Practical English Language Teaching. Boston: McGraw Hill.
Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
Papachristou, V. (2011). Explicit vs. implicit pronunciation teaching to Greek children: the case of the acquisition of English vowels. Selected papers from the 19th ISTAL. 371-381.
Peacock, M. (1999). Beliefs about language learning and their relationship to proficiency. Applied Linguistics, 9(2), 247-265.
Pennington, M. C. (1998). The teachability of phonology in adulthood: A re-examination. IRAL, 36(4), 323-341.
Phillips, D. (2003). Longman Preparation Course for the TOEFL Test: The Paper Test. Pearson Education. New York City, New York.
Saito, K. (2013). Reexamining effects of form-focused instruction on L2 pronunciation development: The role of explicit phonetic information. Studies in Second Language Acquisition, 35(01),1-29.
Sardegna, V. G., Lee, J., & Kusey, C. (2014), Development and validation of the learner attitudes and motivations for pronunciation (LAMP) inventory, System, 47, 162-175. DOI: 10.1016/j.system.2014.10.009.
Schmidt, R. (2010). Attention, awareness, and individual differences in language learning. In W.M. Chan, S. Chi, K. N. Cin, J. Istanto, M. Nagami, J. W. Sew, T. Suthiwan, & I. Walker (Eds.), Proceedings of CLaSIC2010, Singapore, December 2-4 (pp.721-737). Singapore: National University of Singapore, Centre for Language Studies.
Spada, N., & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60(2), 263-308.
Tokumoto, M., & Shibata M. (2011), Asian varieties of English: Attitudes towards pronunciation. World Englishes. 30(3), 392-408.
Uneputty, A. R. (2014). Beliefs and Attitudes toward English Pronunciation of First Year Students in Interpersonal Speaking Course. (Doctoral dissertation, Program Studi Pendidikan Bahasa Inggris FBS-UKSW.
Ur, P. (1996). A course in language teaching: practice and theory. Cambridge: Cambridge University Press.
Wong, R. (1987). Learner variables and pre-pronunciation considerations in teaching pronunciation. In J. Morley (Ed.), Current perspectives on pronunciation: Practices anchored in theory (pp. 13-28). Washington, DC: TESOL.
| ||
آمار تعداد مشاهده مقاله: 793 تعداد دریافت فایل اصل مقاله: 744 |