Guidelines and recommendations for second language pronunciation teaching
DOI:
https://doi.org/10.7346/-fei-XX-03-22_16Keywords:
Learning abilities in the 21st century, Training practices, LinguisticsAbstract
An intelligible speech (i.e., speech that can be easily understood by an interlocutor) is a realistic target for learners of a foreign language, surely more than speech without any accent. This paper reviews the most recent research on the perception and production of both segmental (e.g., speech sounds) and suprasegmental (e.g., accent, rhythm, tone, intonation) characteristics by speakers of a second language (L2) learned in a classroom. Researchers and teachers have suggested numerous ways to apply technology to facilitate the learning of L2 pronunciation. However, many teachers still feel insecure about methods of teaching pronunciation, and the idea of using computers, mobile devices, or other technologies in the classroom can seem sometimes intimidating. In this paper, we will look at technology by focusing on pedagogical tasks, choosing the most effective support tools to achieve the best results in the classroom.
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