Conceptual Approach to Teaching Pronunciation

Insights from Theory and Practice

AvGraeme Couper

Inbunden, Engelska, 2027

Del i serien Applied Phonology and Pronunciation Teaching

760 kr

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Beskrivning

A Conceptual Approach to Teaching Pronunciation reveals the secret to pronunciation learning and teaching: understanding how speakers from other cultures and languages think, interpret, and extract meaning from sounds. Drawing on a career-long journey as a pronunciation teacher and researcher, Graeme Couper presents a conceptual approach as a basis for demonstrating what Cognitive Linguistic theory means in practical terms.This book presents the insights gained in the author's journey and engages readers in that journey, asking them to reflect on their own pronunciation learning and teaching experiences. Along the way, it explores the role of concepts and categories in interpreting the world around us, the conceptual nature of pronunciation, and the difference between phonological concepts and acoustic reality.Quantitative and qualitative evidence drawn from the author's research career demonstrates that a conceptual approach is effective. His detailed explanations of instruction and methodology allow for replication, making the book valuable for researchers, while anecdotes from Couper's teaching career ensure relatability, making this an essential resource for language educators at all levels.

Produktinformation

Utgivningsdatum:2027-03-23
Mått:152 x 229 x undefined mm
Vikt:1 g
Format:Inbunden
Språk:Engelska
Serie:Applied Phonology and Pronunciation Teaching
Antal sidor:346
Förlag:University of Toronto Press
ISBN:9781049809397

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Mer om författaren

Graeme Couper has recently retired as associate professor of applied linguistics at Auckland University of Technology. He has published his research in journals such as Journal of Second Language Pronunciation, TESOL Quarterly, RELC Journal, Speak Out!, and System and has contributed chapters on pronunciation teaching to a number of edited collections, including The Routledge Handbook of Contemporary English Pronunciation.

Innehållsförteckning

IntroductionPart 1: Setting the SceneChapter 1: My Motivations for Language TeachingChapter 2: Learners' PerspectivesChapter 3: Teachers' PerspectivesChapter 4: Pronunciation-Teaching EffectivenessChapter 5: Pronunciation Learning and Teaching from the Perspective of SLA TheoryPart 2: Categories, Concepts, and Metaphor: The Basis of a Conceptual Approach to Teaching PronunciationChapter 6: CategoriesChapter 7: Concepts, Metaphor, and Concept FormationChapter 8: The Nature of Pronunciation: The Role of Categories and ConceptsChapter 9: Speech Perception and L2 Speech Learning ResearchChapter 10: Cognitive Linguistics as a Framework for a Conceptual ApproachPart 3: A Conceptual Approach to Language TeachingChapter 11: An Overview of the Process of Teaching and Learning Pronunciation Concepts: The Foundations of a Conceptual ApproachChapter 12: Conceptual Gaps: The Metalanguage Fail and the Pink Panther SyndromeChapter 13: A Conceptual Approach to Teaching Syllable CodasChapter 14: A Conceptual Approach to Teaching Word Stress: Two Concepts – Syllables and Word StressChapter 15: A Conceptual Approach to Teaching Tonic StressChapter 16: Further Implications of a Conceptual Approach Part 4: The Evidence in Support of a Conceptual ApproachChapter 17: A Quasi-experimental Longitudinal Investigation on Syllable CodasChapter 18: Case Study Evidence of Conceptual ChangeChapter 19: Quantitative Evidence in Support of Socially Constructed Metalanguage and Critical ListeningChapter 20: The Concepts of Syllables, Word Stress, and Tonic Stress: Two Pilot StudiesChapter 21: Experimental Evidence in Support of a Conceptual Approach to Word StressPart 5: Summary and ConclusionChapter 22: Final Notes on ResearchChapter 23: Final Notes on Learning and Teaching ReferencesAuthor IndexSubject Index