Transcription and Self-Correction Strategies for Improving L2 Pronunciation

Transcription and Self-Correction Strategies for Improving L2 Pronunciation Sue Ingels University of Illinois, Urbana-Champaign For more information: https ://netfiles.uiuc.edu/xythoswfs/webui/_xy-37398626_2-t_V5HJAM4B Teaching English to Speakers of Other Languages March 26, 2010

Presentation Outline ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Purpose ,[object Object],[object Object],[object Object],[object Object]

Motivation ,[object Object],[object Object],[object Object],[object Object]

Goals for students ,[object Object],[object Object],[object Object],[object Object]

How to get from A to B? A Knowing about language B Knowing how to use language ???

Strategies as a Bridge Knowing about language Knowing how to use language ,[object Object],[object Object],[object Object],[object Object]

What Students Know “about” L2 ,[object Object],[object Object],[object Object],[object Object]

Knowledge “about” language Message Units (MU) a.k.a. thought groups, etc. ,[object Object],[object Object],[object Object],[object Object],[object Object]

Knowledge “about” language Primary Phrase Stress (PPS) a.k.a. sentence stress, nucleus ,[object Object],[object Object],[object Object],[object Object],[object Object]

Knowledge “about” language Intonation a.k.a. pitch pattern : fall, rise, rise to mid-range ,[object Object],[object Object],[object Object],[object Object],[object Object]

The “Bridge”: Strategies ,[object Object],[object Object],[object Object],[object Object]

What the strategies help learners do ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Critical Listening ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Example of Listening only ,[object Object],[object Object],[object Object],[object Object],[object Object]

Listening only ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Transcription ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Listening + Transcription ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Oral self-correction and rehearsal ,[object Object],[object Object]

What we know about strategy effectiveness

Preliminary Findings ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Strategies and targets The strategy types varied in effectiveness for different pronunciation features (Ingels, in press) ,[object Object],[object Object],[object Object]

Why the differences? ,[object Object]

[object Object],[object Object]

Implications for L2 teaching ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Extra instruction needed on how to rehearse ,[object Object],[object Object],[object Object]

Strategy Instruction ,[object Object]

Relate strategy use to your course goals and objectives ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Identify learner needs ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Strategy Instruction ,[object Object],[object Object],[object Object],[object Object]

Listening: Start here ,[object Object],[object Object],[object Object],[object Object]

NS models of target features ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

NS models of target features ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Structured to less structured listening and production ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Transcription ,[object Object],[object Object],[object Object]

What does spoken English sound like? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Homework: Transcription practice ,[object Object],[object Object],[object Object],[object Object],[object Object]

Transcription example: Hearing ---ed endings ,[object Object],[object Object]

Transcription: Ss’ own speech ,[object Object],[object Object]

Transcription ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Checklist ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Decide how to provide feedback ,[object Object],[object Object],[object Object],[object Object],[object Object]

Use student’s transcription first ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Pointers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What’s reasonable to expect? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Adapting to learners at different levels ,[object Object],[object Object],[object Object]

Other uses of the strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Useful resources ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Contact information: ,[object Object],[object Object],[object Object],[object Object],[object Object]

Transcription and Self-Correction Strategies for Improving L2 Pronunciation

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