“Research-informed Teaching of Pronunciation in Languages other than English”
Moderated by Dr Alfredo Herrero de Haro
Presenter 1: Dr Solène Inceoglu
Making Pronunciation Visible: The Case of French
Speech communication is a multimodal process involving the integration of auditory information and visual cues such as hand gesture, facial expressions, lip movements, and to some extent electronic visual input. Accordingly, previous work in second language (L2) acquisition point to the importance of visual information in L2 learning and teaching. In this talk, I will first briefly review some of the findings pertaining to L2 speech and pronunciation. I will then report on the resources and activities I use in my French language courses and particularly in my French Pronunciation course to make pronunciation more visible.
Solène Inceoglu is Lecturer in French in the School of Literature, Languages, and Linguistics at the Australian National University. She received her Ph.D. in Second Language Studies from Michigan State University (2014). Her research focuses on second language acquisition, second language speech perception/production, pronunciation instruction, and psycholinguistics. She currently teaches and convenes courses in Advanced French, French Pronunciation and Phonetics, and French Linguistics. Contact information: email@example.com
Presenter 2: Dr Xiaoping Gao
Challenges and Solutions for Teaching Mandarin Pronunciation
Mandarin Chinese has been regarded as one of the most difficult languages for English-native-speaking learners. This presentation illustrates the challenges faced by Australian learners in learning Mandarin pronunciation. It then provides a series of solutions for difficulties in teaching and learning Mandarin pronunciation. The holistic solutions incorporate instructional approaches, learning strategies, assessment methods, and innovative technologies (e.g., software and apps) that facilitating learning and research. The effectiveness of these strategies and their implementation in teaching practice are discussed in association with the evaluation of learning outcomes.
Dr Xiaoping Gao is a Senior Lecturer in Chinese at the University of Wollongong. She has over 20 years’ experience in teaching and coordinating Chinese language and content subjects at universities in China, New Zealand and now Australia. Her expertise spans across applied linguistics, technology-enhanced teaching and learning, cross-cultural studies, and teacher education. She has published widely in international peer-reviewed journals and books in the above areas. She is the recipient of an Australian Office of Learning and Teaching Citation in 2014 and University of Wollongong Vice Chancellor's Awards for Outstanding Contributions to Teaching and Learning in 2013 and 2018, respectively.
Presenters 3: Dr William Steed & Dr Manuel Delicado Cantero
Exploring Pronunciation Teaching and Assessment in Australian L2 Subject Outlines
Current L2 research highlights the importance of explicit pronunciation integration in the curriculum (Levis 2005; Derwing & Munro 2015). This positive view is supported by teachers and students (Steed & Delicado 2014, Delicado & Steed 2015). An effective curriculum design calls for adequate scaffolding and assessment of pronunciation. In Australia, learning outcomes, subject descriptions, expected assessment, etc. are publicly available for students so they can form an idea of the objectives of each class; they serve a clear role in setting expectations and in branding certain content as important or not (Biggs 2003a,b). To our knowledge, in Australia there is no study on how such information represents pronunciation or on how the expected assessment matches the outcomes, in line with Briggs’ (2003a,b) constructive alignment. Our research contributes towards closing this gap by creating a snapshot of Australian universities. We sample subject outlines of language courses from seven Australian universities to analyse the pronunciation terminology used, the expectations and the extent to which subjects align assessment and outcomes. Our snapshot may contribute to similar work overseas.
Biggs, J. 2003a. “Aligning Teaching for Constructing Learning”. Available at https://www.heacademy.ac.uk/system/files/resources/id477_aligning_teaching_for_constructing_learning.pdf
Biggs, J. 2003b. “Aligning teaching and assessment to curriculum objectives”. Available at https://www.heacademy.ac.uk/system/files/biggs-aligning-teaching-and-assessment.pdf
Delicado Cantero, M. & Steed, W. 2015. “La enseñanza de la pronunciación del español en Australia: actitudes y creencias de los profesores”. Journal of Spanish Language Teaching 2.1: 18-35.
Derwing, T.M. & Munro, M.J. 2015. Pronunciation Fundamentals. Amsterdam/Philadelphia: Benjamins.
Levis, J.M. 2005. “Changing contexts and shifting paradigms in pronunciation teaching”. TESOL Quarterly 39.3: 369–377.
Steed, W. & Delicado Cantero, M. 2014. “First things first: Exploring Spanish Students’ Attitudes toward Learning Pronunciation in Australia”. 1-13. The Language Learning Journal. http://dx.doi.org/10.1080/09571736.2014.963644
Dr William Steed is a Visiting Fellow at the School of Literature, Languages and Linguistics at ANU and a teacher of Spanish and other subjects for the ACT Education Training Directorate. His research interests include L2 Spanish pronunciation pedagogy and Chinese phonology.
Dr Manuel Delicado Cantero is a Lecturer of Spanish in the School of Literature, Languages and Linguistics at ANU. His research interests include L2 Spanish pronunciation pedagogy and Spanish formal and historical syntax.