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2016 | 40 | 1 |
Article title

Verifying a holistic multimodal approach to pronunciation training of intermediate Polish learners of English

Content
Title variants
Languages of publication
EN
Abstracts
EN
The paper is an attempt to verify empirically a holistic multimodal approach to pronunciation training developed by Szpyra-Kozłowska (2015). It reports a phonodidactic experiment carried out with two groups of Polish secondary school intermediate learners of English and demonstrates that the tested procedure is both more effective that the traditional listen-and-repeat tasks and more attractive to the participants, as shown in a post-test questionnaire study.Artykuł jest próbą empirycznej weryfikacji holistycznego multimodalnego podejścia do treningu fonetycznego, zaproponowanego przez Szpyrę-Kozłowską (2015). Autorzy relacjonują przeprowadzony przez nich eksperyment fonodydaktyczny z udziałem dwóch grup polskich uczniów na średniozaawansowanym poziomie angielszczyzny i wykazują, że zastosowana metoda jest zarówno bardziej efektywna niż tradycyjne ćwiczenia oparte na imitacji wzorca fonetycznego, jak również bardziej atrakcyjna dla uczniów, co wykazała przeprowadzona wśród nich ankieta.
DE
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
FR
Le numéro contient uniquement les résumés en anglais.
RU
Том содержит аннотацию на английском языке.
Year
Volume
40
Issue
1
Physical description
Dates
published
2016
online
2016-07-27
Contributors
References
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  • Szpyra-Kozłowska Jolanta. 2002. In defence of ‘practical’ phonology. In E. Klimczak-Waniek and J. Melia (eds.). Accents and Speech in Teaching English Phonetics and Phonology. Frankfurt: Peter Lang. 125-137.
  • Szpyra-Kozłowska, Jolanta. 2008. English pronunciation pedagogy in Poland – achievements, failures and future perspectives. In Waniek-Klimczak (eds.), E. Issues in Accents of English. Newcastle: Cambridge Scholars Publishing, 212-234.
  • Szpyra-Kozłowska, J. 2015. Pronunciation in EFL Instruction: A Research-Based Approach. Bristol, Buffalo, Toronto: Multilingual Matters
  • Święciński, R. 2004. Articulatory setting in Polish and its implications for teaching English pronunciation to Poles. Zeszyty Naukowe PWSZ w Koninie 1/2004 (4), 141-150.
  • Wrembel, M. 2002. ‘Miejsce fonetyki języka angielskiego w szkole – implikacje dla kształcenia nauczycieli.’ In Sobkowiak, W. and E. Waniek-Klimczak (eds). Dydaktyka Fonetyki Języka Obcego. Płock: Wydawnictwo PWSZ w Płocku. 2002, 29-40.
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Document Type
Publication order reference
YADDA identifier
bwmeta1.element.ojs-doi-10_17951_lsmll_2016_40_1_181
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