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CEFR-oriented probe into pronunciation: Implications for language learners and teachers

Year 2019, , 420 - 436, 01.07.2019
https://doi.org/10.17263/jlls.586087

Abstract


























































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CEFR-oriented probe into pronunciation: Implications for language learners and teachers



Adopting an action-oriented
approach, Common European Framework of Reference for Languages (henceforth
CEFR) (Council of Europe, 2001) can be considered as a general framework for
language learning, teaching, and assessment across Europe.  With its descriptors of language skills
across proficiency levels, CEFR can be utilized as a guideline for language
learners, teachers and assessors. Bearing this in mind, this paper aims to
delve into pronunciation from a CEFR-oriented perspective by (i) exploring the
skills and competences required to be considered as proficient language users
with specific reference to phonetics and phonology on part of language learners
and (ii) describing the standards of teaching profession with regard to
pronunciation and its instruction in the light of CEFR and the standards of
EFL/ESL Teachers of Adults (TESOL, 2008) with direct implications for teacher
education contexts. While doing this, this paper further aims to contribute to
the literature of teacher education in terms of pronunciation pedagogy with
considerable implications with reference to previous research through further
discussion.

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Author 1



Author
(Last name, First name)



 Topal, İbrahim Halil



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 Gazi University



Country



 Turkey



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address



 ibrahimtopal@gazi.edu.tr



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& Rank



 



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Write only one corresponding author.



 Yes



Author 2



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institution (University)



 



Country



 



Email
address



 



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& Rank



 



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author (Yes/No)



 



Author 3



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(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



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(Last name, First name)



 



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institution (University)



 



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address



 



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  • practices, and student perceptions. TESOL Quarterly, 48(1), 136-163.
  • Baker, A., & Murphy, J. (2011). Knowledge base of pronunciation teaching: staking out the territory. TESL Canada Journal, 28(2), 29-50.
  • Bradlow, A. R. (2008). Training non-native language sound patterns: lessons from training Japanese adults on the English. Phonology of Second Language Acquisition, 36, 287-308.
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  • Brown, A. (2014). Pronunciation and phonetics: A practical guide for English language teachers. New York: Routledge.
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Year 2019, , 420 - 436, 01.07.2019
https://doi.org/10.17263/jlls.586087

Abstract

References

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  • Baker, A. (2014). Exploring teachers' knowledge of second language pronunciation techniques: teacher cognitions, observed classroom
  • practices, and student perceptions. TESOL Quarterly, 48(1), 136-163.
  • Baker, A., & Murphy, J. (2011). Knowledge base of pronunciation teaching: staking out the territory. TESL Canada Journal, 28(2), 29-50.
  • Bradlow, A. R. (2008). Training non-native language sound patterns: lessons from training Japanese adults on the English. Phonology of Second Language Acquisition, 36, 287-308.
  • Brazil, D., Coulthard, M., Johns, C., & Johns, C. (1980). Discourse intonation and language teaching. London: Longman.
  • Brown, A. (2014). Pronunciation and phonetics: A practical guide for English language teachers. New York: Routledge.
  • Brown, A. (1992). Twenty questions. In: Brown, A. (Ed.), Approaches to Pronunciation Teaching. Review of English Language Teaching, 2(2). Macmillan, London, pp. 1-17.
  • Burgess, J., & Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 28(2), 191-215.
  • Çakır, İ., & Baytar, B. (2014). Foreign language learners’ views on the importance of learning the target language pronunciation. Journal of Language and Linguistic Studies, 10(1), 99-110.
  • Carrol, J. M., & Snowling, M. J. (2004). Language and phonological skills in children at high risk of reading difficulties. Journal of Child Psychology and Psychiatry, 45, 631-640.
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  • Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation hardback with audio CDs (2): A course book and reference guide. Cambridge: Cambridge University.
  • Clennell, C. (1997). Raising the pedagogic status of discourse intonation teaching. ELT Journal, 51(2), 117-125.
  • Collins, B., & Mees, I. M. (2013). Practical phonetics and phonology: a resource book for students. New York: Routledge.
  • Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge.
  • Couper, G. (2011). What makes pronunciation teaching work? Testing for the effect of two variables: socially constructed metalanguage and critical listening. Language Awareness, 20, 159-182.
  • Crystal, D. (1995). The Cambridge encyclopedia of the English language. Cambridge: Cambridge University.
  • Cutler, A., & Butterfield, S. (1992). Rhythmic cues to speech segmentation: Evidence from juncture misperception. Journal of Memory and Language, 31(2), 218-236.
  • Dalton, C., Seidlhofer, B., (1994). Pronunciation. Oxford University Press, Oxford.
  • Darcy, I. (2018). Powerful and Effective Pronunciation Instruction: How Can We Achieve It? CATESOL Journal, 30(1), 13-45.
  • Dauer, R. M. (2005). The lingua franca core: A new model for pronunciation instruction? TESOL Quarterly, 39(3), 543-550.
  • Demirezen, M. (2005). Rehabilitating a fossilized pronunciation error: the/v/and/w/contrast by using the audio-articulation method in teacher training in Turkey. Journal of Language and Linguistic Studies, 1(2). 183- 191.
  • Demirezen, M. (2006). Flapping in North American pronunciation: Case 1 ‘The change of /t/ and /d/ into [D] in pronunciation’. Journal of Language and Linguistic Studies, 2(1). 88-100.
  • Demirezen, M. (2007). A model to rehabilitate a fossilized pronunciation error of Turkish English language teachers: The English consonant phoneme /ŋ/ wrongly articulated as /ŋk/ through nasal devoicing. Journal of Language and Linguistic Studies, 3(2). 290-303.
  • Demirezen, M. (2008). The recognition and the production of question forms of English intonation by Turkish first year students. Worldwide Forum on Education and Culture-Putting Theory into Practice: Teaching for the Next Century .4-5 December, Rome, Italy.
  • Demirezen, M. (2010). The causes of the schwa phoneme as a fossilized pronunciation problem for Turks. Procedia-Social and Behavioral Sciences, 2(2), 1567-1571.
  • Demirezen, M., & Kulaksız, E. (2015). Correct pronunciation as work ethics in teacher education. Procedia-Social and Behavioral Sciences, 199, 713-721.
  • Derwing, T. M., & Munro, M. J. (1997). Accent, intelligibility, and comprehensibility. Studies in second language acquisition, 19(01), 1-16.
  • Derwing, T. M., & Rossiter, M. J. (2002). ESL learners' perceptions of their pronunciation needs and strategies. System, 30(2), 155-166.
  • Derwing, T. M., & Rossiter, M. J. (2003). The effects of pronunciation instruction on the accuracy, fluency, and complexity of L2 accented speech. Applied Language Learning, 13(1), 1-17.
  • Derwing, T. M., Munro, M. J., & Thomson, R. I. (2007). A longitudinal study of ESL learners' fluency and comprehensibility development. Applied Linguistics, 29(3), 359-380.
  • Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language learning, 48(3), 393-410.
  • Derwing, T. M., Rossiter, M. J., Munro, M. J., & Thomson, R. I. (2004). Second language fluency: Judgments on different tasks. Language learning, 54(4), 655-679.
  • Derwing, T. M., Thomson, R. I., & Munro, M. J. (2006). English pronunciation and fluency development in Mandarin and Slavic speakers. System, 34(2), 183-193.
  • Doughty, C., Williams, J. (1998). Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press.
  • Ducca, J. A. D. (2016). Report of learning experiences in didactical conditions for teaching grammar, vocabulary, and pronunciation to Katty, a student with dyslexia. Actualidades Investigativas en Educación, 16(2), 13.
  • Elliott, A. R. (1997). On the teaching and acquisition of pronunciation within a communicative approach. Hispania,8(1), 95-108.
  • Elliott, J. (1991). A model of professionalism and its implications for teacher education. British Educational Research Journal, 17(4), 309-318.
  • Foote, J. A., Holtby, A. K., & Derwing, T. M. (2012). Survey of the teaching of pronunciation in adult ESL programs in Canada, 2010. TESL Canada journal, 29(1), 1-22.
  • Fraser, H., & Perth, H. F. (1999). ESL pronunciation teaching: Could it be more effective. Australian Language Matters, 7(4), 7-8.
  • Gilakjani, A. P., & Sabouri, N. B. (2016). Why Is English Pronunciation Ignored by EFL Teachers in Their Classes? International Journal of English Linguistics, 6(6), 195.
  • Gillon, G. T. (2005). Facilitating phoneme awareness development in 3-and 4-year-old children with speech impairment. Language, Speech, and Hearing Services in Schools, 36(4), 308-324.
  • Goswami, U., & Bryant, P. E. (1990). Phonological Skills and Learning to Read. Hove, East Sussex: Psychology Press.
  • Götz, S. (2013). Fluency in native and nonnative English speech (Vol. 53). Philadelphia, PA: John Benjamins.
  • Hahn, L. D. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201-223.
  • Halliday, M. A. K. (1967). Intonation and grammar in British English. The Hague: Mouton.
  • Halliday, M. A. K. (1970). A course in spoken English: Intonation. London: Oxford.
  • Halliday, M. A. K. (1994). Functional grammar. London: Edward Arnold.
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There are 108 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

İbrahim Halil Topal This is me

Publication Date July 1, 2019
Published in Issue Year 2019

Cite

APA Topal, İ. H. (2019). CEFR-oriented probe into pronunciation: Implications for language learners and teachers. Journal of Language and Linguistic Studies, 15(2), 420-436. https://doi.org/10.17263/jlls.586087
AMA Topal İH. CEFR-oriented probe into pronunciation: Implications for language learners and teachers. Journal of Language and Linguistic Studies. July 2019;15(2):420-436. doi:10.17263/jlls.586087
Chicago Topal, İbrahim Halil. “CEFR-Oriented Probe into Pronunciation: Implications for Language Learners and Teachers”. Journal of Language and Linguistic Studies 15, no. 2 (July 2019): 420-36. https://doi.org/10.17263/jlls.586087.
EndNote Topal İH (July 1, 2019) CEFR-oriented probe into pronunciation: Implications for language learners and teachers. Journal of Language and Linguistic Studies 15 2 420–436.
IEEE İ. H. Topal, “CEFR-oriented probe into pronunciation: Implications for language learners and teachers”, Journal of Language and Linguistic Studies, vol. 15, no. 2, pp. 420–436, 2019, doi: 10.17263/jlls.586087.
ISNAD Topal, İbrahim Halil. “CEFR-Oriented Probe into Pronunciation: Implications for Language Learners and Teachers”. Journal of Language and Linguistic Studies 15/2 (July 2019), 420-436. https://doi.org/10.17263/jlls.586087.
JAMA Topal İH. CEFR-oriented probe into pronunciation: Implications for language learners and teachers. Journal of Language and Linguistic Studies. 2019;15:420–436.
MLA Topal, İbrahim Halil. “CEFR-Oriented Probe into Pronunciation: Implications for Language Learners and Teachers”. Journal of Language and Linguistic Studies, vol. 15, no. 2, 2019, pp. 420-36, doi:10.17263/jlls.586087.
Vancouver Topal İH. CEFR-oriented probe into pronunciation: Implications for language learners and teachers. Journal of Language and Linguistic Studies. 2019;15(2):420-36.