Teaching Pronunciation with Direct Visual Articulatory Feedback: Pedagogical Considerations for the Use of Ultrasound in the Classroom
Ultrasound imaging of tongue movements has only recently been introduced as a novel tool for pronunciation training and instruction. In this contribution we will briefly present the principles of using ultrasound as a visual feedback method for language learners and then report the results of an exp...
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| Publicado en: | URI:https://journals.openedition.org/ranam, |
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| Autores principales: | , |
| Formato: | Article ou chapitre numérique |
| Lenguaje: | Anglais |
| Publicado: |
Recherches anglaises et nord-américaines
2024
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| Materias: | |
| Acceso en línea: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Sumario: | Ultrasound imaging of tongue movements has only recently been introduced as a novel tool for pronunciation training and instruction. In this contribution we will briefly present the principles of using ultrasound as a visual feedback method for language learners and then report the results of an exploratory pilot study which was carried out over one semester at the Sorbonne Nouvelle University with the aim to evaluate whether ultrasound imaging could be a feasible and effective pronunciation teaching method when used in a regular classroom setting where learners only receive a series of short-time training interventions. The participants were seven French learners of English and the training focused on the production of two English vowel contrasts, the distinction between tense /iː/ and lax /ɪ/, and the distinction between the vowels /æ/ and /ʌ/. The results showed some improvement in the differentiation between the two high front vowels for certain learners, but little effects for an increased distinction between the two open vowels. We will discuss the general usefulness and limitations of using ultrasound-based instructions in the classroom, as well as its pedagogical implications. |
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