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

Jolanta Szpyra-Kozłowska, Sławomir Stasiak

Abstract


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.


Keywords


teaching English pronunciation, a holistic multimodal approach, effectiveness of pronunciation teaching methods

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DOI: http://dx.doi.org/10.17951/lsmll.2016.40.1.181
Data publikacji: 2016-07-27 14:58:02
Data złożenia artykułu: 2016-03-07 21:05:18


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