In the course of the last three decades a whole new prominence has been granted to the significance of foreign language (FL) learning. Due to the recent development of globalization, further emerging of multi-national enterprises and the coalescence of the European Union, this appears to be the logical consequence. Because of its nowadays widely accepted status as a lingua franca (Acar 2006) the learning and teaching of English as the most frequently spoken second language has gained importance – in Germany as well as in most industrialized countries speaking prevalently another first language (L1). In the recent past, since the end of the 19th century, changing trends have focused on different methods of language teaching, such as the ability to translate texts, correct use of grammar, or wide range of vocabulary. However, the teaching of English pronunciation finally has come back into the focus of interest since the second half of the 1980s due to the mentioned economic and social changes. Nowadays the ability to (net-) work internationally – and thus reach the “ultimate goal of communication with other speakers of the second language” (Brown 1994: 226) seems to be one of the highest goals of achievement of second language (L2) learning. During the time of almost one century of pronunciation teaching the attitude towards the issue has changed as well: as Chun (1991: 179) states in her article, the development started from a segmental and comparative sound repetition learning strategy, followed by a period of simply ignoring the topic completely from the 1960s to the early 1980s, leading finally to the up-to-date approach of teaching suprasegmentals, sentence intonation as well as other aspects of connected speech. The most current approach towards second language teaching lies, according to Neri, Cucchiarini and Strik (2006: 357), in “the achievement of communicative effectiveness”. This means that learners do not necessarily have to eradicate the slightest traces of foreign accent in their productions of L2 speech but are trained to avoid serious pronunciation errors.
Table of Contents
- 1 Introduction
- 2 Foreign Accent: A Practical Approach for Teaching
- 3 Sources of Influence on Learners' Pronunciation
- 3.1 Utilization of Individual Personal Resources
- 3.1.1 Age
- 3.1.2 L1 Background and Interference
- 3.1.3 Gender
- 3.1.4 Language Aptitude
- 3.1.5 Personality and Motivation
- 3.2 Social and Cultural Issues
- 3.2.1 Interactions in the Classroom
- 3.2.2 Socio-Cultural Factors
- 3.1 Utilization of Individual Personal Resources
- 4 Conclusion
- 5 References
Objectives and Key Themes
This paper aims to demonstrate the value of striving for near-native pronunciation in English language learning, particularly for German Gymnasium students. It explores factors influencing pronunciation learning outcomes, focusing on those relevant to a secondary school setting. The paper argues for a teaching approach that acknowledges and addresses these factors for improved learning efficiency.
- The importance of near-native pronunciation in achieving communicative effectiveness in English.
- Factors influencing learners' pronunciation, such as age, L1 interference, gender, and language aptitude.
- The role of motivation and individual learning styles in pronunciation acquisition.
- The impact of classroom interaction and socio-cultural factors on pronunciation learning.
- The practical application of these factors in designing effective pronunciation teaching strategies.
Chapter Summaries
1 Introduction: This chapter introduces the growing importance of English pronunciation teaching due to globalization and the rise of English as a lingua franca. It traces the historical evolution of pronunciation teaching methods, highlighting a shift from segmental sound repetition to a focus on suprasegmentals and communicative effectiveness. The chapter establishes the paper's objective: to demonstrate the value of aiming for near-native pronunciation and to identify key factors influencing learner success. The author argues against the complete eradication of foreign accents, advocating instead for reducing serious pronunciation errors that hinder communication.
2 Foreign Accent: A Practical Approach for Teaching: This chapter explores different perspectives on measuring and defining "foreign accent." It contrasts objective measurements using software like Praat with a more subjective approach based on listener perception and tolerance. The chapter emphasizes the practical relevance of the subjective approach for secondary school teachers, considering the age group and the need for realistic goals. The chapter concludes by presenting Derwing's three crucial considerations before teaching pronunciation: the context of L2 use, student willingness to improve, and the speaker's intelligibility.
3 Sources of Influence on Learners' Pronunciation: This chapter delves into the various factors influencing English pronunciation learning in a German secondary school context. It acknowledges the lack of consensus on the hierarchy of influence and dismisses factors like age of arrival or length of residence in an English-speaking country as irrelevant to this specific setting. The chapter sets the stage for a discussion of individual characteristics and social/cultural influences that significantly impact pronunciation development, highlighting the importance of setting realistic goals to avoid disappointment.
Keywords
English pronunciation teaching, foreign accent, second language acquisition, communicative effectiveness, learner factors (age, L1 background, gender, aptitude, motivation), classroom interaction, socio-cultural factors, near-native pronunciation, realistic goals.
FAQ: A Comprehensive Language Preview
What is the main focus of this paper?
This paper focuses on demonstrating the value of striving for near-native pronunciation in English language learning, particularly for German Gymnasium students. It explores the factors influencing pronunciation learning outcomes in a secondary school setting and advocates for a teaching approach that addresses these factors for improved learning efficiency.
What are the key themes explored in the paper?
Key themes include the importance of near-native pronunciation for communicative effectiveness, the influence of learner factors (age, L1 interference, gender, aptitude, motivation), the role of classroom interaction and socio-cultural factors, and the practical application of these factors in designing effective pronunciation teaching strategies. The paper also examines different perspectives on measuring and defining "foreign accent," contrasting objective and subjective approaches.
What factors influencing pronunciation are discussed?
The paper discusses a range of factors, including age, first language (L1) background and interference, gender, language aptitude, personality and motivation, classroom interaction, and socio-cultural factors. It emphasizes the importance of considering these factors within the specific context of a German secondary school.
What is the author's stance on eliminating foreign accents?
The author argues against the complete eradication of foreign accents, advocating instead for reducing serious pronunciation errors that hinder communication. The emphasis is on achieving intelligibility and communicative effectiveness rather than flawless pronunciation.
How does the paper address the practical application of its findings?
The paper emphasizes the practical relevance of its findings for secondary school teachers. It considers the age group, the need for realistic goals, and the importance of considering student willingness to improve and the context of L2 use (Derwing's three crucial considerations).
What is the structure of the paper?
The paper is structured into five chapters: an introduction outlining the importance of English pronunciation teaching and the paper's objectives; a chapter exploring different perspectives on foreign accents and practical teaching approaches; a chapter analyzing the sources of influence on learners' pronunciation; a conclusion; and a list of references.
What are the chapter summaries?
The introduction establishes the paper's objective and historical context. Chapter 2 explores different perspectives on measuring and defining "foreign accent." Chapter 3 delves into various factors influencing English pronunciation learning in a German secondary school context. The conclusion summarizes the key findings, and the references list the sources used.
What are the key words associated with this paper?
Key words include English pronunciation teaching, foreign accent, second language acquisition, communicative effectiveness, learner factors (age, L1 background, gender, aptitude, motivation), classroom interaction, socio-cultural factors, near-native pronunciation, and realistic goals.
What is the target audience of this paper?
The primary target audience appears to be educators, particularly those teaching English pronunciation to German Gymnasium students. The paper's practical focus and consideration of realistic goals make it relevant to teachers working in secondary school settings.
- Citation du texte
- Michael Burger (Auteur), 2009, Teaching English Pronunciation to L1 Speakers of German at Gymnasium, Munich, GRIN Verlag, https://www.grin.com/document/126400
