La vérification d’une approche holistique multimode vers la pratique de la prononciation des apprenants polonais intermédiaires en anglais

Jolanta Szpyra-Kozłowska, Sławomir Stasiak

Résumé


Le numéro contient uniquement les résumés en anglais.


Mots-clés


l’enseignement de la prononciation anglaise, une approche holistique multimode, l’efficacité des méthodes pour l’enseignement de la prononciation

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Références


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Bukowski, D. 2003. Multisensory modes in teaching and learning phonetics – a few practical suggestions. In Sobkowiak, W. and Waniek-Klimczak, W. (eds.), Dydaktyka fonetyki języka obcego 5. Płock: Wydawnictwo PWSZ, 11-29.

Celce-Murcia, M., Brinton, D.M. and Goodwin, J. 1996. Teaching Pronunciation: a Reference for Teachers of English to Speakers of Other Languages. Cambridge: Cambridge University Press.

Cruttenden, A. 2008.Gimson’s pronunciation of English. London & New York: Arnold.

Dalton, Ch. and Seidlhofer, B. 1994. Pronunciation. Oxford: Oxford University Press.

Fraser, H. 2006. Teaching Pronunciation: A Handbook for Teachers and Trainers. Sydney: TAFE NSW Access Division

http://helenfraser.com.au/wp-content/uploads/HF-Handbook.pdf

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Hewings, M. 2004. Pronunciation Practice Activities. Cambridge: Cambridge University Press

Jenner, B. 1997. The English voice. In Brown, A. (ed.) Approaches to Pronunciation Teaching. London and Basingstoke: Macmillan Publishers. 34-46.

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Kenworthy, J. 1987. Teaching English Pronunciation. London: Longman.

Mompean-Gonzales, J.A. 2003. Pedagogical tools for teaching articulatory setting. In Sole, M., Recasens, D and Romero, J. (eds). Proceedings of the 15th International Congress of Phonetic Sciences: Barcelona 2003. Adelaide: Casual Productions. 1603-1606.

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Moyer, A. 2013. The Phenomenon of Non-native Speech. Cambridge: Cambridge University Press.

Pennington, M. 1987. Phonology in English Language Teaching. An International Approach. London: Longman.

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Sankey, M., Birch, D. and Gardiner, M. 2010. Engaging students through multimodal learning environments: The journey continues.

www.ascilite.org.au/conferences/sydney10/procs/sankey-full.pdf

Sobkowiak, W. 1996. English Phonetics for Poles. Poznań: Bene Nati.

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.

Wrembel, M. 2005. Metacompetence-oriented model of phonological acquisition: implications for the teaching and learning of second language pronunciation. Proceedings of Phonetics Teaching and Learning Conference. London 2005. 1-5

Wrembel, M. 2010. Sound symbolism in foreign language phonological acquisition. Research in Language 8, 175-188.




DOI: http://dx.doi.org/10.17951/lsmll.2016.40.1.181
Date of publication: 2016-07-27 14:58:02
Date of submission: 2016-03-07 21:05:18


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Droit d'auteur (c) 2016, Jolanta Szpyra-Kozłowska, Sławomir Stasiak

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