By Ewa Waniek-Klimczak, Miroslaw Pawlak
The e-book comprises contributions from practitioners and theoreticians who discover the pronunciation of English from quite a few views: phonetic, phonological, psycholinguistic and sociolinguistic. in response to the unifying subject of the amount, person contributions examine the features of a overseas accessory, its construction and notion, research the improvement of equipment and methods in pronunciation educating, overview their use in lecture room fabrics and within the school room itself, and examine the stipulations for moment language studying and educating from the point of view of rookies and lecturers. The booklet bargains a distinct blend of a scholarly study with useful purposes, encouraged through the years by means of the paintings of Professor Włodzimierz Sobkowiak, who has researched pronunciation educating and pioneered technology-oriented, corpus-based techniques to the learn of English pronunciation in Poland.
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Extra resources for Teaching and Researching the Pronunciation of English: Studies in Honour of Włodzimierz Sobkowiak
First, while the conviction about the overall value of pronunciation instruction could indeed be expected to be related to attainment, such a relationship may not be the case for the various facets of instruction investigated in the present study, since, as was demonstrated above, different instructional options may be perceived as equally useful in different situations by the very same students, which makes it difﬁcult to pinpoint a direct link with attainment. Second, the culprit for this lack of relationship could be a considerable degree of individual variation, which is predictable in the case of learners at this level, and their cognizance of the need to adjust instructional practices to different targets, tasks, goals and current priorities, which, in line with the tenets of complex system theories (Larsen-Freeman & Cameron, 2008), indicates that the interaction between beliefs and learning outcomes is intricate, dynamic, and affected by other variables.
Learner attitudes and L2 pronunciation in Austria. World Englishes, 16, 115-127. , & Weckwerth, J. (2005). Polish students’ attitudes to native English accents. In K. Dziubalska-Kołaczyk, & J. ), English pronunciation models: A changing scene (pp. 251-292). Bern: Peter Lang. Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press. Kenworthy, J. (1987). Teaching English pronunciation. London: Longman. Krzyżyński, J. (1988). Folk linguistics and its inﬂuence on the attitudes and motivation of learners of English as a foreign language.
In E. Waniek-Klimczak & L. ), Teaching and researching English accents in native and non-native speakers (pp. 85-101). Heidelberg – New York: Springer. Sawir, E. (2002). Beliefs about language learning: Indonesian learners’ perspectives and some implications for classroom practices. Australian Journal of Education, 46, 323-337. Schulz, R. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA-Colombia. Modern Language Journal, 85, 244-258.
Teaching and Researching the Pronunciation of English: Studies in Honour of Włodzimierz Sobkowiak by Ewa Waniek-Klimczak, Miroslaw Pawlak