지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Pronunciation is a central component to intelligibility and yet it is omitted from curriculums in South Korean university EFL courses. Research in this area shows that benefits may be had from direct instruction Saalfield (2011: 144). This study explores the use of the cognitive linguistics concepts figure and ground in pronunciation instruction to aid segmental improvement in learner production and awareness by refocusing their attention and awareness of the target problem phonemes. 100 Korean freshmen participated in the study. 60 learners received the Figure-Ground treatment administered over a semester. 20 learners in a suprasegemntal group receiving a commercially available curriculum and 20 learners form the control group receiving the standard curriculum that contains no pronunciation instruction. Pre- and post-test measures were conducted to ascertain differences in performance between groups. Learners participated in 3 forms of assessment, controlled sentence production (CSP), spontaneous task production (STP) and a student self assessment questionnaire (SSAQ). A 2 level treatment grounded in the cognitive concepts attention, awareness and noticing form the basis for activities consisting of cognitive reconceptualization, phonemic articulatory description, sentence drills, communicative conversation activities and the use of drama for deeper cognitive processing. The results show an increase in learner awareness and production in both the CSP and STP. A student self- assessment questionnaire depicts attitudes and beliefs of participants to further provide a more holistic view of awareness and production and/ or any changes in attitudes or other phenomenon that the quantitative methods may have missed.
목차
등록된 정보가 없습니다.
참고문헌 (0)
참고문헌 신청이 논문의 저자 정보
이 논문과 함께 이용한 논문
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2016-700-002519739