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dc.contributor.authorCouper, Gen_NZ
dc.date.accessioned2022-05-17T03:48:03Z
dc.date.available2022-05-17T03:48:03Z
dc.identifier.citationTeaching English as a Second Language Electronic Journal (TESL-EJ), 26(1). https://doi.org/10.55593/ej.25101a6
dc.identifier.issn1072-4303en_NZ
dc.identifier.urihttp://hdl.handle.net/10292/15136
dc.description.abstractResearch has demonstrated that pronunciation teaching can be effective, but there have been very few classroom-based studies that have focused on the perception aspect of pronunciation. This article explains the theory and practical application of a conceptual approach and reports on its impact on perception of English word stress. The quasi-experimental study (N=18) involved four fifty-minute lessons on stress in two-syllable words in a high-intermediate ESL class. The experimental (n=10) group was tested pre, post (mid-semester) and delayed (end-semester) and the comparison (n=8) group was tested twice before receiving the instruction in the second half of the semester and being tested again. In line with a conceptual approach, the innovative testing method used moves beyond traditional identification tasks in an attempt to measure changes in participants' conceptual understandings. The tests showed large and significant gains in perception, which were retained eight weeks later. The comparison group made no gains, but after instruction improved on a par with the experimental group. This study presents an effective way of teaching pronunciation concepts, supported by theory, that also leads to improvements in perception. It informs and provides a template for both teachers and researchers who may want to replicate the study.en_NZ
dc.publisherTESL-EJ Publicationsen_NZ
dc.relation.urihttps://www.tesl-ej.org/wordpress/issues/volume26/ej101/ej101a6/
dc.rightsAll content is freely available without charge to the readers or institutions. Users are allowed to download and share the content published by TESL-EJ as long as they credit the authors and the journal appropriately and do not change the content in any way or use them commercially, “CC BY-NC-ND” (Attribution-NonCommercial-NoDerivs). This is in accordance with the Creative Commons definition of “open access.” Authors retain copyright to their own articles and have full publishing rights if they wish to post or print it elsewhere. Please attribute TESL-EJ as the original source.
dc.subjectPerception; Word stress; Concepts; L2 pronunciation; Pronunciation teaching; Conceptual approach; Critical listening; Socially constructed metalanguage
dc.titleA Conceptual Approach to Teaching L2 Pronunciation: Perception of Word Stressen_NZ
dc.typeJournal Article
dc.rights.accessrightsOpenAccessen_NZ
dc.identifier.doi10.55593/ej.26101a6en_NZ
aut.relation.issue101en_NZ
aut.relation.volume26en_NZ
pubs.elements-id454589
aut.relation.journalTeaching English as a Second or Foreign Language--TESL-EJen_NZ


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