Doing Pronunciation Online: An Embodied and Cognitive Approach Which Puts Prosody First
The content of pronunciation teaching is increasingly based on solid research and pragmatic goals, and the aim for many teachers today is no longer to modify their students’ accents to achieve perfect Received Pronunciation/Standard British English (RP/SBE) or General American (GA), but the more pra...
Na minha lista:
| Publicado no: | URI:https://journals.openedition.org/ranam, |
|---|---|
| Autor principal: | |
| Formato: | Article ou chapitre numérique |
| Idioma: | Anglais |
| Publicado em: |
Recherches anglaises et nord-américaines
2024
|
| Assuntos: | |
| Acesso em linha: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Resumo: | The content of pronunciation teaching is increasingly based on solid research and pragmatic goals, and the aim for many teachers today is no longer to modify their students’ accents to achieve perfect Received Pronunciation/Standard British English (RP/SBE) or General American (GA), but the more pragmatic goal of intelligibility. The many constraints often associated with learning languages in French universities encourage stakeholders to seek innovative solutions, and online learning is often viewed as a solution. This paper will present a pilot study being carried out at Grenoble Alpes University which seeks to measure the progress of students using an online learning path targeting pronunciation and listening skills. The learning path is one of several created with an Initiative d’excellence, a French government scheme which awards grants for innovative pedagogical projects (IDEX) grant, and which can be used by specialist English students and non-specialists alike. The course integrates short subtitled videos and interactive activities, and is based on an articulatory approach to learning pronunciation which puts prosody front and centre. More specifically, this article will explore the problems of learning pronunciation, especially for French speakers, before presenting our pedagogical approach and the technological solutions we propose. |
|---|