ISSN: 2222-6990
Open access
It should be borne in mind that pronunciation is an important skill in learners’ L2 competence. Researchers are constantly trying to come up with techniques to make their students’ pronunciation abilities better. This paper aims to examine how corpora and two teaching techniques can be used to improve students’ pronunciation skills in a more effective manner. A review of the literature is provided in this paper, with a particular focus on the impact of corpus materials, critical listening, and shadowing on pronunciation teaching. The review indicates that students L2 competence can be enhanced by using corpus materials, critical listening, and shadowing separately. Hence, a C-CLASH (Corpus-based Critical Listening And Shadowing) model has been developed to assist in the instruction of pronunciation. Additionally, the limitations of C-CLASH are discussed.
Chen, M. L., Flowerdew, J., & Anthony, L. (2019). Introducing in-service English language teachers to data-driven learning for academic writing. System, 87, Article 102148.
Cherry, E. C., Halle, M., & Jakobson, R. (1953). Toward the logical description of languages in their phonemic aspect. Language, 34-46.
Couper, G. (2011). What makes pronunciation teaching work? Testing for the effect of two variables: socially constructed metalanguage and critical listening. Language Awareness, 20(3), 159-182.
Couper, G. (2015). Applying theories of language and learning to teaching pronunciation. In M. Reed & J. M. Levis (Eds.), The handbook of English pronunciation (pp. 413-432). West Sussex, UK: Wiley-Blackwell.
Crosthwaite, P., Wong, L. L. C., & Cheung, J. (2019, Sep). Characterising postgraduate students' corpus query and usage patterns for disciplinary data-driven learning. ReCALL, 31(3), 255-275.
Davidson, S., Yamada, A., Fernandez-Mira, P., Carando, A., Gutierrez, C. H. S., & Sagae, K. (2020). Developing NLP Tools with a New Corpus of Learner Spanish. In: 12th International Conference on Language Resources and Evaluation (LREC), Marseille, FRANCE.
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research (Vol. 42). John Benjamins Publishing Company.
Ernestus, M., & Warner, N. (2011). An introduction to reduced pronunciation variants. Journal of Phonetics, 39(SI), 253-260.
Ferrari-Bridgers, F., & Murolo, S. (2022). Assessing Critical Listening Skills in Accounting Community College Students: An Exploratory Inquiry of How Exercising Listening Skills Positively Impacts Students’ Test Performance. Business and Professional Communication Quarterly.
Fraser, H. (2001). Teaching pronunciation: A handbook for teachers and trainers. Three frameworks for an integrated approach. Sydney: New South Wales.
Fraser, H. (2006). Helping teachers help students with pronunciation: a cognitive approach. Prospect, 21(1), 80-96.
Fraser, H. (2009). Pronunciation as Categorisation: The Role of Contrast in Teaching English/R/and/L/. In Studies in applied linguistics and language learning (pp. 289-306). Newcastle upon Tyne: Cambridge Scholars Publishing.
Fraser, H. (2010). Cognitive theory as a tool for teaching second language pronunciation. In D. K. Sabine, B. Frank, & D. R. Antoon (Eds.), Fostering language teaching efficiency through cognitive linguistics (Vol. 17, pp. 357-379). Berlin: Walter de Gruyter.
Gass, S. M. (1988). Integrating research areas: A framework for second language studies. Applied linguistics, 9(2), 198-217.
Gilson, L. L., & Goldberg, C. B. (2015). Editors’ Comment:So, What Is a Conceptual Paper? Group & Organization Management, 40(2), 127-130.
https://doi.org/10.1177/1059601115576425
Gut, U. (2005). Corpus-based pronunciation training. In: Proceedings of Phonetics Teaching and Learning Conference, London.
Jaakkola, E. (2020). Designing conceptual articles: four approaches. AMS review, 10(1), 18-26.
Kadota, S. (2019). Shadowing as a practice in second language acquisition: Connecting inputs and outputs. New York: Routledge.
Kazu, H., & Demiralp, D. (2017). Comparison of Critical Listening Proficiency of Teacher Candidates in Terms of Several Variables. Eurasian Journal of Educational Research, 68, 81-95.
Lambert, S. (1992). Shadowing. Meta: Journal des traducteurs/Meta: Translators' Journal, 37(2), 263-273.
Lehmann, A. C., Sloboda, J. A., & Woody, R. H. (2007). Psychology for musicians: Understanding and acquiring the skills. Oxford, UK: Oxford University Press.
Livescu, K., & Glass, J. (2004). Feature-based pronunciation modeling for speech recognition. In: Proceedings of HLT-NAACL 2004: Short Papers, Boston, Massachusetts, USA.
Lu, C. L., & Dang, T. N. Y. (2022). Vocabulary in EAP learning materials: What can we learn from teachers, learners, and corpora? System, 106.
Ma, Q., Tang, J., & Lin, S. (2021). The development of corpus-based language pedagogy for TESOL teachers: a two-step training approach facilitated by online collaboration. Computer Assisted Language Learning, 1-30. https://doi.org/10.1080/09588221.2021.1895225
McGregor, S. L. (2017). Understanding and evaluating research: A critical guide. California: Sage Publications.
Otondo, F. (2016). Music technology, composition teaching and employability skills. Journal of Music, Technology & Education, 9(3), 229-240.
Pennington, M. C., & Rogerson-Revell, P. (2019). English pronunciation teaching and research: Contemporary perspectives (Vol. 10). London: Palgrave Macmillan.
Shin, Y. K., Cortes, V., & Yoo, I. W. (2018). Using lexical bundles as a tool to analyze definite article use in L2 academic writing: An exploratory study. Journal of Second Language Writing, 39, 29-41.
In-Text Citation: (Qian & Deris, 2023)
To Cite this Article: Qian, B., & Deris, F. D. (2023). Effective Ways to Improve the Intermediate English Learners’ Pronunciation: A Conceptual Paper. International Journal of Academic Research in Business and Social Sciences, 13(1), 504 – 512.
Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode