Stress, Rhythm, and Intelligibility in English
2
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
This paper argues that intelligibility should be a modest and realistic goal in current pronunciation teaching. Accordingly, I suggest that suprasegmental features such as syllables, stress, and rhythm should be taught explicitly in formal pronunciation classrooms to enhance the level of intelligibility. The lack of stress in Korean leads Korean EFL speakers to have lots of difficulties in speech production and perception. These difficulties arise mostly from Korean learners’ tendency to place prominence on every syllable and, in particular, on the first syllable of a word, which I dub the Initial Prominence Phenomenon in this paper. Rhythm, another important suprasegmental feature, plays the most significant part in enhancing Korean learners’ level of intelligibility. Furthermore, rhythm is treated as the most prominent key factor that characterizes Korean EFL learners as a foreigner.
Abstract
This paper argues that intelligibility should be a modest and realistic goal in current pronunciation teaching. Accordingly, I suggest that suprasegmental features such as syllables, stress, and rhythm should be taught explicitly in formal pronunciation classrooms to enhance the level of intelligibility. The lack of stress in Korean leads Korean EFL speakers to have lots of difficulties in speech production and perception. These difficulties arise mostly from Korean learners’ tendency to place prominence on every syllable and, in particular, on the first syllable of a word, which I dub the Initial Prominence Phenomenon in this paper. Rhythm, another important suprasegmental feature, plays the most significant part in enhancing Korean learners’ level of intelligibility. Furthermore, rhythm is treated as the most prominent key factor that characterizes Korean EFL learners as a foreigner.
참고문헌 (47)
- Anderson-Hsieh, J., "The effect of foreign accent and speaking rate on native speaker comprehension", Language Learning, 38, pp.561~593 (1988)
- Anderson-Hsieh, J., "The relationship between native speaker judgements of nonnative pronunciation and deviance in segmentals, prosody and syllable structure", Language Learning, 42, pp.529~555 (1992)
- Bond, Z., "Voicing, vowel and stress mispronunciations in continuous speech", Perception and Psychophysics, 34, pp.470~474 (1983)
- Brown, H. D., "Principles of Language Learning and Teaching" (2000), Addison Wesley Longman
- Celce-Murcia, M., "Teaching Pronunciation" (1996), Cambridge University Press
- Chomsky, Noam, "Language and Mind" (1972), Harcourt Brace Jovanovich
- Cole, R., "Listening for mispronunciations: A measure of what we hear during speech", Perception & Psychophysics, 57, pp.229~241 (1973)
- Cook, V., "Second Language Learning and Language Teaching" (1996), Arnold
- Crystal, David, "English as a Global Language" (2012), Cambridge University Press
- Cutler, A., "The use of prosodic information in word recognition, In Attention and Performance X", pp.183~196 (1984), Lawrence Erlbaum
- Derwing, T., "Evidence in favor of a broad framework for pronunciation instruction", Language Learning, 48, pp.393~410 (1998)
- foreign language curriculum, In New Perspectives on Grammar Teaching in Second Language Classrooms, "The place of grammar instruction in the second", pp.2002, Ellis, R.
- Elman, J., "Cognitive penetration of the mechanisms of perception", Journal of Memory and Language, 27, pp.143~165 (1988)
- Field, J., "Intelligibility and the listener: The role of lexical stress", TESOL Quarterly, 39(3), pp.399~423 (2005)
- Florez, M. C., "Improving adult ESL learners’ pronunciation skills", Phonetics, 25(2), pp.169~186 (1998)
- Fraser, H., "Helping teachers help students with pronunciation: A cognitive approach", Prospect: An Australian Journal of TESOL, 21(1), pp.1~15 (2006)
- Fry, D. B., "Experiments in the perception of stress", Language and Speech, 1, pp.126~152 (1958)
- Ganong, W., "Phonetic categorization in auditory word perception", Journal of Experimental Psychology: Human Perception and Performance, 6(1), pp.110~125 (1980)
- Gatbonton, E., "Learners’ ethnic group affiliation and L2 pronunciation accuracy: A sociolinguistic investigation", TESOL Quarterly, 39(3), pp.489~511 (2005)
- Geschwind, N., "The organization of language and the brain", Science, 170, pp.940~944 (1970)
- Gilakjani, Abbas P., "The significance of pronunciation in English Language Teaching", English Language Teaching, 5(4), pp.96~107 (2012)
- Guiora, A., "The effects of experimentally induced changes in ego states on pronunciation ability in second language: An exploratory study", Comprehensibility Psychiatry, 13, pp.421~428 (1972)
- Hawkins, J., "Psycholinguistic factors in morphological asymmetry, In Explaining Language Universals", pp.280~317 (1988), Basil Blackwell
- Hinofotis, F., "American undergraduate reaction to the communication skills of foreign teaching assistants", On TESOL ’80: Building Bridges: Research and Practice in TESL (1980)
- Hymes, D., "On communicative competence, In Sociolinguistics", pp.269~293 (1972), Penguin
- Jones, Daniel, "An English Pronouncing Dictionary", pp.1917
- Kawahara, S., "A positional effect sound symbolism: An experimental study", Proceedings of the Eighth Annual Meeting of the Japanese Cognitive Linguistics Association, 8, pp.417~427 (2008)
- Kelly, L. G., "Centuries of Language Teaching" (1969), Newbury House
- Krashen, S., "Lateralization, language learning, and the critical period: some new evidence", Language Learning, 23, pp.63~74 (1973)
- Krashen, S., "Second Language Acquisition and Second Language Learning" (1981), Pergamon Press Inc
- Krashen, S., "The Input Hypothesis: Issues and Implications" (1985), Longman
- Lambacher, S., "Teaching English pronunciation using a computer visual display", Paper presented at the IATEFL 29th International Annual Conference (1996)
- Lenneberg, E., "Biological Foundations of Language" (1967), Wiley
- Long, M., "Instructed second language acquisition, In Issues in Second Language Acquisition: Multiple Perspectives", pp.113~142 (1988), Newbury House
- Marslen-Wilson, W., "Functional parallelism in spoken word recognition", Cognition, 25, pp.71~102 (1987)
- Mattys, S., "Implications of stress-pattern differences in spoken-word recognition", Journal of Memory and Language, 42, pp.571~596 (2000)
- Morley, J., "The pronunciation component in teaching English to speakers of other languages", TESOL Quarterly, 25(3), pp.481~520 (1991)
- Nunan, David, "Language Teaching Methodology: A Textbook for Teachers" (1998), Longman
- O’Brien, M. G., "Pronunciation matters", Teaching German, 37(1), pp.1~9 (2004)
- Penfield, W., "Speech and Brain Mechanisms" (1959), Princeton University Press
- Savignon, S., "Communicative Competence: Theory and Classroom Practice" (1997), McGraw-Hill
- Schmitt, N., "An Introduction to Applied Linguistics" (2002), Oxford University Press
- Scovel, T., "“The younger the better” myth and bilingual education, In Language Ideologies: Critical Perspectives on the English Only Movement" (1999), National Council of Teachers of English
- Seidlhofer, B., "Pronunciation, In The Cambridge Guide to Teaching English to Speaker of Other Languages", pp.56~65 (2001), Cambridge University Press
- Smith, L. E., "International intelligibility of English: Direction and resources", World Englishes, 4, pp.333~342 (1985)
- Varasarin, P., "An Action Research Study of Pronunciation Training, Language Learning Strategies and Speaking Confidence", 박사, pp.2007
- Walsh, T., "Neurolinguistic considerations on the optimum age for second language learning, In Individual Differences and Universals in Language Learning Aptitude", pp.3~21 (1981), Newbury House