Rhythm Measurements, Degree of Foreign Accent, and Discourse Fluency
For a long time, pronunciation in L2 (second language) was neglected in foreign language teaching curricula. However, with the rise of globalization and new technological advances, English has now become a global lingua franca. This new context has led to a shift in the paradigm of English pronuncia...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Associação Brasileira de Linguística (ABRALIN) |
| Repositorio: | Cadernos de Linguística |
| Idioma: | inglés |
| OAI Identifier: | oai:ojs3.cadernos.abralin.org:article/332 |
| Acceso en línea: | https://cadernos.abralin.org/index.php/cadernos/article/view/332 |
| Access Level: | acceso abierto |
| Palabra clave: | Pronunciation Rhythm Accentedness Fluency Evaluation Foreign Accent Assessment |
| Sumario: | For a long time, pronunciation in L2 (second language) was neglected in foreign language teaching curricula. However, with the rise of globalization and new technological advances, English has now become a global lingua franca. This new context has led to a shift in the paradigm of English pronunciation teaching, where ensuring effective communication has become a priority. As a result, pronunciation has taken on a central role, as it is the backbone of spoken language. Therefore, it is necessary to assess the different pedagogical approaches used for its teaching. The purpose of this study is to evaluate two pedagogical proposals for teaching L2 pronunciation, using measurements of rhythm, foreign accent, and fluency. Two groups of Spanish-speaking university students participated in the study. Each group was exposed to a different pedagogical treatment: Group A followed a traditional approach, while Group B followed a traditional approach that incorporated a communicative component. Participants recorded pre- and post-tests before and after the instructional periods. The results indicated that the group exposed to the approach that included the communicative component achieved better outcomes than the other group. Finally, in light of these results, some pedagogical implications will be discussed, and new research directions in the field will be suggested. |
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