چکیده:
The usefulness of teaching pronunciation in language instruction remains controversial. Though past research suggests that teachers can make little or no difference in improving their students’ pronunciation, current findings suggest that second language pronunciation can improve to be near native-like with the implementation of certain criteria such as the utilization of prosodic elements. With the emphasis on meaningful communication and the understanding that speech production is affected by speech perception, there is a need to integrate prosodics with communicative activities providing situations to develop student pronunciation through listening and speaking. This short overview examines such elements.
خلاصه ماشینی:
"Prosodic elements, the stress and intonation patterns of an utterance, and suprasegmentals, pertaining to or noting features of speech, as stress, pitch, and length, that accompany individual consonants and vowels and may extend over more than one such segmental element, have been targeted for deeper examination in understanding factors that promote near native-like pronunciation of an L2 speaker.
"The study examined second language (L2) experience effects on learners’ acquisition of fluency- (speech rate, frequency, and duration of pausing) and prosody-based (stress timing, peak alignment) suprasegmentals.
The processing and learning of the suprasegmentals characterizing speech prosody, including stress timing and peak alignment, likely reflect linguistic knowledge that differs from language to language and must be processed and stored in a language-specific manner (Botinis, Granstrom, & M’obius, 2001).
Recommended pedagogical strategies of pronunciation teaching The value of prosodic aspects of speech, stress, rhythm and intonation often enhances pronunciation and results in a native-like accent, which is central to the success of a language learner.
Future research As the profession of Teaching English as a Second or Other Language (TESOL) recognizes the importance of near native-like pronunciation for the L2 learner’s success in fluency, flexible pedagogy, critical inquiry, and more scholarly research is necessary.
Whether in a traditional classroom or online, research and the current trend reversal in viewing pronunciation shows there is a consensus that a learner's pronunciation in a second language needs to be taught in conjunction with prosody and communicative practices for the learner to be able to communicate effectively with native speakers (Otlowski, 1998, p."