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Teaching Pronunciation and Intonatio...

Magiera, Rafael,

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Teaching Pronunciation and Intonation to Adults in Foreign Languages: A Qualitative Case Study /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching Pronunciation and Intonation to Adults in Foreign Languages: A Qualitative Case Study // Rafael Magiera.
Author:	Magiera, Rafael,
Description:	1 electronic resource (108 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
Contained By:	Dissertations Abstracts International85-09A.
Subject:	Curriculum development. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30991866
ISBN:	9798381945362

Teaching Pronunciation and Intonation to Adults in Foreign Languages: A Qualitative Case Study /
Magiera, Rafael,

Teaching Pronunciation and Intonation to Adults in Foreign Languages: A Qualitative Case Study /Rafael Magiera. - 1 electronic resource (108 pages)

Source: Dissertations Abstracts International, Volume: 85-09, Section: A.

Communicating proficiently in a foreign language requires knowledge of several elements. Grammar, syntax, and vocabulary are essential to language acquisition, and correct pronunciation and intonation increase the value of verbal skills. The problem addressed in this study emerged from a gap in the literature regarding adult foreign language learners' inadequate pronunciation and intonation, which can hinder their ability to communicate verbally. Skinner's behaviorism theory and Chomsky's cognitive development theory formed the theoretical framework of this study. The research questions focused on perceptions and beliefs about pronunciation and intonation teaching and learning among foreign language instructors and adult foreign language learners. A qualitative explanatory case study explored perceptions and beliefs regarding the importance of teaching and learning pronunciation and intonation in foreign languages. Adult foreign language instructors and learners were the target population. A sample of six instructors and nine adult students was selected through convenience sampling, applying inclusion and exclusion criteria. Participants received questionnaires through Survey Monkey to submit responses. Data were coded, categorized, and analyzed for conclusions and recommendations. The findings indicate that participants believed teaching and learning pronunciation and intonation were essential for better verbal communication. Participants used different resources to teach and practice verbal skills. Instructors indicated they lacked appropriate training in teaching strategies targeted at providing pronunciation and intonation instruction, supporting student learning, and maintaining consistent focus on verbal skills in their practices.

English

ISBN: 9798381945362Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Qualitative research

Teaching Pronunciation and Intonation to Adults in Foreign Languages: A Qualitative Case Study /
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520 $a Communicating proficiently in a foreign language requires knowledge of several elements. Grammar, syntax, and vocabulary are essential to language acquisition, and correct pronunciation and intonation increase the value of verbal skills. The problem addressed in this study emerged from a gap in the literature regarding adult foreign language learners' inadequate pronunciation and intonation, which can hinder their ability to communicate verbally. Skinner's behaviorism theory and Chomsky's cognitive development theory formed the theoretical framework of this study. The research questions focused on perceptions and beliefs about pronunciation and intonation teaching and learning among foreign language instructors and adult foreign language learners. A qualitative explanatory case study explored perceptions and beliefs regarding the importance of teaching and learning pronunciation and intonation in foreign languages. Adult foreign language instructors and learners were the target population. A sample of six instructors and nine adult students was selected through convenience sampling, applying inclusion and exclusion criteria. Participants received questionnaires through Survey Monkey to submit responses. Data were coded, categorized, and analyzed for conclusions and recommendations. The findings indicate that participants believed teaching and learning pronunciation and intonation were essential for better verbal communication. Participants used different resources to teach and practice verbal skills. Instructors indicated they lacked appropriate training in teaching strategies targeted at providing pronunciation and intonation instruction, supporting student learning, and maintaining consistent focus on verbal skills in their practices.
546 $a English
590 $a School code: 2031
650 4 $a Curriculum development. $3 684418
650 4 $a Bilingual education. $3 2122778
650 4 $a English as a second language. $3 516208
653 $a Qualitative research
653 $a Second language acquisition
653 $a Foreign language
653 $a Intonation teaching
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773 0 $t Dissertations Abstracts International $g 85-09A.
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791 $a Ed.D.
792 $a 2024
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