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https://hdl.handle.net/1959.11/860
Title: | Helping teachers help students with pronunciation | Contributor(s): | Fraser, HB (author) | Publication Date: | 2006 | Handle Link: | https://hdl.handle.net/1959.11/860 | Abstract: | This article introduces a theoretical framework for understanding speechand pronunciation based on insights from cognitive phonology in whichpronunciation is seen as a cognitive skill. In learning a cognitive skill, practice isessential, but its value depends on students having the right concept of what itis they are practising. Helping students form concepts appropriate to the newlanguage is therefore a crucial part of a language teacher's role. The article startswith an informal overview of the role of concepts and concept formation incognition. I then consider how well-known observations about pronunciationand pronunciation learning can be understood from this perspective, andsuggest some principles which can account for and extend these observations.Finally, I compare the cognitive approach with more familiar mainstream viewsof phonology, and suggest that they are not in conflict but offer significantlyand usefully different perspectives appropriate to different applications. | Publication Type: | Journal Article | Source of Publication: | Prospect, 21(1), p. 80-94 | Publisher: | National Centre for English Language Teaching and Research | Place of Publication: | Australia | ISSN: | 0814-7094 | Fields of Research (FoR) 2008: | 170204 Linguistic Processes (incl Speech Production and Comprehension) | Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal | Publisher/associated links: | http://www.ameprc.mq.edu.au/docs/prospect_journal/volume_21_no_1/21_1_5_Fraser.pdf |
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Appears in Collections: | Journal Article |
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