Phonetics
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What are the 5 phases suggested for teaching pronunciation with the communicative framework? | show 🗑
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show | • Read foreign language literature
• Develop students’ general mental discipline and intellectual development
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What are the principles of GTM? | show 🗑
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DM basic principles: (1-5) | show 🗑
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DM basic principles: (6-8) | show 🗑
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DM basic principles: (9-11) | show 🗑
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show | • Spoken language prioritized
• Intuitive-imitative orientation of pronunciation teaching
• Native-like pronunciation was the focus
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DM shortcomings: (5 elements) | show 🗑
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show | The need for learners to consciously attend to or notice the linguistic features under study.
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show | Mainly to acquired articulatory features. Such as the position of the organs in the specific production. For instance, the placement of the vocal cords, tenseness or laxness of the jaw muscles, etc...
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DESCRIPTION AND ANALYSIS - PHASE-1 What are some useful tools? | show 🗑
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DESCRIPTION AND ANALYSIS - PHASE-1 Do these tools fit all language groups? | show 🗑
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DESCRIPTION AND ANALYSIS - PHASE-1 Is just pointing out how the features are produced in isolation enough? | show 🗑
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LISTENING DISCRIMINATION - PHASE 2 Why is it important? | show 🗑
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show | Learners listen to new features & are asked to identify/distinguish from similar features
Word-stress lesson: counting the number of syllables & indic. which syll receives the strongest stress
Connected speech: identify all consonant-to-vowel linking
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LISTENING DISCRIMINATION - PHASE 2 Do listeners hear the difference right away? | show 🗑
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LISTENING DISCRIMINATION - PHASE 2 What is the goal of the listening discrimination phase? | show 🗑
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show | Help learners focus attention on the form while simultaneously attending to meaning.
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show | Push learners to increase their accuracy while beginning to automatize the production of the feature.
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show | Not a controlled practice>semi-controlled/structured practice because the context is given and much of the lang. is provided. However, more emphasis on the Learn. express meaning (personal details and their own ideas). Focus:fluency and accuracy
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show | Structured communication exercises, such as information-gap activities or cued dialogues, that enable the learner to monitor for the specified feature.
Ex: Student A- Student B dialogue
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show | Feedback should wait until the activity is completed in order to not disturb the learners while they are communicating.
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show | CONTROLLED PRACTICE BY ITSELF MAY HAVE LITTLE LONG-TERM EFFECT ON THE ACCURANCY OF LEARNERS' PRODUCTION because Ss need to practice in real operating conditions. It is the only way they will develop strategic abilities to perform accurately and fluently.
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show | It is essential that pronunciation tasks are open-ended and that it requires NEGOTIATION OF MEANING.
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COMMUNICATIVE PRACTICE - PHASE-5 What is the most important task that a teacher has in designing a communicative practice? | show 🗑
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COMMUNICATIVE PRACTICE - PHASE-5 What must the learner pay attention to regarding production? | show 🗑
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show | Storytelling, role play, interviews, debate, values clarification, and problem solving
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show | During communicative practice, feedback on production tends to be delayed until completion of the activity so as not to interrupt learners during the act of communication. Again, the source of feedback may be either the teacher or other learners.
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CONTROLLED PRACTICE - PHASE-3 What is the practice based on ? | show 🗑
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show | Because it leads to improved performance
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show | Learning in general begins with controlled processing in the short-term mem. Gradually>repeated rehearsal, learned feature = more automatic. Hence the reason why pronunciation features should be taught over many class lessons and in a meaningful context.
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CONTROLLED PRACTICE - PHASE-3 Does this theory mean that students parroting a teacher is correct? | show 🗑
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CONTROLLED PRACTICE - PHASE-3 Is one or two lessons enough to move on to the next phase? | show 🗑
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CONTROLLED PRACTICE - PHASE-3 What do controlled activities focus on? | show 🗑
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show | During controlled-practice feedback on accuracy can occur at any time since the primary purpose of this practice phase is accuracy of production. In pair or small group work feedback may be delivered either by peers or by the teacher.
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show | Accuracy of production
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show | 1- The study of the spoken language
2. Phonetic training in order to establish good pronunciation habits (native-like) teachers and students
3. The use of conversation texts and dialogues to introduce conversational phrases and idioms
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Reform Movement advocated what? PART II | show 🗑
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show | 5. Problematic vowel phonemes (Minimal pair rapid repetition practice to harness human laziness)
6. Mocking exercises to illustrate pronunciation characteristics to be avoided
7. Encouraged slow over-articulated speech
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show | first method to have a theory• Make lg teaching possible to large groups• Emphasizing sentence production, control over gramm. structures and dev. of oral ability• Dev. simple techniques and making use of lg lab• Developing the separation of the lg skills
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Audiolingualism - IN SUM-Disavantages | show 🗑
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show | (EARLY) Communicative Language Teaching (CLT)
Main principles
a) Develop communicative competence (Hymes, 1971)
b) The four language skills must be taught
Purpose of CLT: Let students communicate fluently in L2
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What did the fourth wave focus on? | show 🗑
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What is intelligibility? | show 🗑
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Why is the broad definition on intelligibility is ambiguous? | show 🗑
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show | The pendulum in the middle
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show | -A listener’s ability to recognize word forms
-The extent to which an acoustic signal, generated by a speaker, can be correctly recovered by a listener
-Intelligibility: the ability of listeners to recognise individual words
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What does speech need to be? Does it need to be perfect? | show 🗑
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What is comprehensibility (3x)? | show 🗑
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show | a listener’s ability to identify and interpret the speaker’s intentions behind the word or utterance (e.g.,
pragmatics, involving among other things, knowledge of the speaker’s world)
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show | -listen & imitate
-phonetic training
-minimal pair drills
-contextualized minimal pairs
-visual aids
-tongue twister
-dev. approximation drills
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How is pronunciation taught in CLT? (Suprasegmental) | show 🗑
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show | • Age
• Exposure to L2
• Background knowledge
• Aptitude
• Attitude and motivation
• Role of learner’s L1
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What factors contribute to effective teaching of pronunciation? Institutional and setting variables | show 🗑
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What are the different types of language aptitudes? (make sure you understand and can explain each of these) | show 🗑
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Motivation: The three types of motivation (Schumann, 1986)? (Student should know these and be able to explain each) | show 🗑
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show | -The interference or influence of L1 on the L2 acquisition
+ transfer: similarity between the two facilities L2 acquisition
neg transfer: dissimilarity between the two interfere/hinders L2 acquisition, predict the potential learning problem
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show | the capacity to discriminate and code foreign sounds such that they can be recalled.
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What is grammatical sensitivity? | show 🗑
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What is inductive lg learning abilitty? | show 🗑
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show | the amount of rote learning activity needed to internalize something
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What is ego permeability? | show 🗑
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show | - New information
- Emphatic stress
- Contrastive stress
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The consonants can be found in 5 positions. What are they? | show 🗑
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Are prefixes strongly stressed? | show 🗑
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show | multiples of 10 have strong stress on the first syllable (TWENty and TWENtieth)
-teen and ordinals
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Can suffixe change the stressed syllable of words? | show 🗑
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