Linked e-resources
Details
Table of Contents
Preface; Contents; Notes on Contributors; Part ITeaching the Pronunciationof English; 1 Exploring Advanced Learners' Beliefs About Pronunciation Instruction and Their Relationship with Attainment; Abstract; 1 Introduction; 2 Previous Research on Beliefs About Pronunciation Learning and Teaching; 3 The Study; 3.1 Aims and Research Questions; 3.2 Participants; 3.3 Data Collection and Analysis; 3.4 Research Findings; 4 Discussion; 5 Conclusion; References; 2 `Polglish' in Polish Eyes: What English Studies Majors Think About Their Pronunciation in English; Abstract; 1 Introduction; 2 The Study
2.1 Methods2.1.1 Participants; 2.1.2 Participant Language Proficiency Profile; 2.1.3 Questionnaire Items Analysed in the Study; 2.2 Results and Analysis; 3 Discussion; 4 Conclusion; References; 3 Teaching English Phonetics with a Learner Response System; Abstract; 1 Introduction; 2 Introduction to Learner Response Systems or Clickers; 3 Clickers and Second Language Teaching/Learning; 4 Methods; 4.1 Participants; 4.2 Procedures; 4.3 Instruments; 4.3.1 Word Stress Test; 4.3.2 RP/GA Test; 4.3.3 Measurement of Students' Attitudes; 4.4 Treatment; 4.5 Findings
4.5.1 Presentation and Discussion of Quantitative Data4.5.2 Results of the Word Stress Test; 4.5.3 Results of the RP/GA Test; 4.5.4 Presentation and Discussion of Qualitative Data; 4.5.5 Class Observations; 4.5.6 Results of the Written Measure of Students' Attitudes
Part 1: Open Questions; 4.5.7 Results of the Written Measure of Students' Attitudes
Part 2: Questionnaire; 4.5.8 Semi-structured Interview; 5 Conclusions; A.x(118). Appendix; References; 4 Teaching English Pronunciation Online to Swedish Primary-School Teachers; Abstract; 1 Introduction; 1.1 English Teachers in Sweden
1.2 English Pronunciation in Swedish Schools1.3 Swedish Accent of English; 1.4 Teaching Pronunciation Online; 2 The Course; 2.1 Course; 2.2 Students; 2.3 Course Materials and Technologies; 2.4 Strategies; 2.4.1 Needs Analysis; 2.4.2 Individual Feedback from the Needs Analysis; 2.4.3 Texts Explaining the Pronunciation of Specific Sounds; 2.4.4 Web-Based Audio Lectures on these Texts; 2.4.5 Web-Based Lectures on English Articulatory Phonetics and Reading the IPA; 2.4.6 Perception Practice Activities; 2.4.7 Production Practice Activities; 2.4.8 Peer Feedback; 2.4.9 Second Feedback Session
3 Results3.1 Student Experience; 3.2 Outcome of Course; 4 Conclusions; References; 5 English Phonetic and Pronunciation Resources for Polish Learners in the Past and at Present; Abstract; 1 Introduction; 1.1 The Importance of Histography of Teaching and Learning Pronunciation; 1.2 The Evaluations of English Phonodidactics in Poland: Research Focus; 1.3 The Evaluation of the Phonetic Component in EFL Textbooks; 1.4 The Overview of Teaching Methods in EFL Phonetics Textbooks; 2 Method; 3 Results; 4 A Contrastive Look at TRAP Teaching in the Past and at Present; 5 Discussion; 6 Conclusions
2.1 Methods2.1.1 Participants; 2.1.2 Participant Language Proficiency Profile; 2.1.3 Questionnaire Items Analysed in the Study; 2.2 Results and Analysis; 3 Discussion; 4 Conclusion; References; 3 Teaching English Phonetics with a Learner Response System; Abstract; 1 Introduction; 2 Introduction to Learner Response Systems or Clickers; 3 Clickers and Second Language Teaching/Learning; 4 Methods; 4.1 Participants; 4.2 Procedures; 4.3 Instruments; 4.3.1 Word Stress Test; 4.3.2 RP/GA Test; 4.3.3 Measurement of Students' Attitudes; 4.4 Treatment; 4.5 Findings
4.5.1 Presentation and Discussion of Quantitative Data4.5.2 Results of the Word Stress Test; 4.5.3 Results of the RP/GA Test; 4.5.4 Presentation and Discussion of Qualitative Data; 4.5.5 Class Observations; 4.5.6 Results of the Written Measure of Students' Attitudes
Part 1: Open Questions; 4.5.7 Results of the Written Measure of Students' Attitudes
Part 2: Questionnaire; 4.5.8 Semi-structured Interview; 5 Conclusions; A.x(118). Appendix; References; 4 Teaching English Pronunciation Online to Swedish Primary-School Teachers; Abstract; 1 Introduction; 1.1 English Teachers in Sweden
1.2 English Pronunciation in Swedish Schools1.3 Swedish Accent of English; 1.4 Teaching Pronunciation Online; 2 The Course; 2.1 Course; 2.2 Students; 2.3 Course Materials and Technologies; 2.4 Strategies; 2.4.1 Needs Analysis; 2.4.2 Individual Feedback from the Needs Analysis; 2.4.3 Texts Explaining the Pronunciation of Specific Sounds; 2.4.4 Web-Based Audio Lectures on these Texts; 2.4.5 Web-Based Lectures on English Articulatory Phonetics and Reading the IPA; 2.4.6 Perception Practice Activities; 2.4.7 Production Practice Activities; 2.4.8 Peer Feedback; 2.4.9 Second Feedback Session
3 Results3.1 Student Experience; 3.2 Outcome of Course; 4 Conclusions; References; 5 English Phonetic and Pronunciation Resources for Polish Learners in the Past and at Present; Abstract; 1 Introduction; 1.1 The Importance of Histography of Teaching and Learning Pronunciation; 1.2 The Evaluations of English Phonodidactics in Poland: Research Focus; 1.3 The Evaluation of the Phonetic Component in EFL Textbooks; 1.4 The Overview of Teaching Methods in EFL Phonetics Textbooks; 2 Method; 3 Results; 4 A Contrastive Look at TRAP Teaching in the Past and at Present; 5 Discussion; 6 Conclusions