2. ൃԻࢦಋɾൃԻࢦಋݚڀͷ֓؍ 2.1 ΞϓϩʔνͷྲྀΕʢBaker, 2018; Levis & Sonsaat, 2018ʣ • ͜Ε·Ͱͱݱࡏͷ·ͱΊ (Grant, et al., 2014) 9 Traditional Approaches Current Approaches learner goals Perfect, naive-like pronunciation Comfortable intelligibility Speech features All segmentals (consonant and vowel sounds) Selected segmental and suprasegmentals (stress, rhythm, and intonation) based on need and context Practice formats Decontextualized drills controlled aural-oral drills as well as semi-communicative practice formats Language background of teachers Native-speaking teachers Native-speaking and proficient non- native speaking teachers Speaking models Native-speaker models Variety of models and standards depending on the listener, context, and purpose Curriculum choices Stand-alone courses isolated from the rest of the curriculum Stand-alone courses or integrated into other content or skill areas, often listening and speaking
2. ൃԻࢦಋɾൃԻࢦಋݚڀͷ֓؍ 2.2 ൃԻࢦಋݚڀͷཧతݟ Foote & Trofimovich (2018) “Second language pronunciation learning: An overview of theoretical perspectives” • Linguistic perspective: phonetics & phonology, PAM/SLM • Psychological perspective: skill acquisition theory • Interactionist perspective: interaction hypothesis, intelligibility principleͱͷੑ • Sociocultural perspective: ZPD, motivation • Identity perspective: imagined community • Sociocognitive perspective: language is a tool used for social interaction, alignment 12
2. ൃԻࢦಋɾൃԻࢦಋݚڀͷ֓؍ 2.2 ൃԻࢦಋݚڀͷཧతݟ • ڭһԿΛ͓͖͔ͬͯ͘ʢMurphy (2018) ͷද18.1͔Βʣʢ͖ͭͮʣ • Thomson & Derwing (2015) : narrative review • 75ຊͷL2 pronunจΛϨϰϡʔɼͰsegͷํ͕suprasegΑΓଟ͍ • Dickerson (2010) • ԻӆΛڭ͍͑ͯΔதͰɼdiscourse meaningʹͱ͍ͮͯڭतॱংΛݕ ౼͢ΔॏཁੑΛઆ͘ • େ͖ͳଆ໘͔Βཧղ͢Δํ͕Α͍ɻ·ͨɼϓϩισΟͷཁૉ֤ཁૉͱ૬ ޓʹؔ࿈͍ͯ͠ΔʢGilbert, 2008ʣɻ • Gilbert(2008): pronunciation pyramid • Goodwin(2014) : In Celce-Muricia et al.(2014) • While the sound system of English traditionally has been introduced "in building-block fashion" beginning with smaller units of analysis (e.g., 14
2. ൃԻࢦಋɾൃԻࢦಋݚڀͷ֓؍ 2.2 ൃԻࢦಋݚڀͷཧతݟ • ڭһԿΛ͓͖͔ͬͯ͘ʢMurphy (2018) ͷද18.1͔Βʣʢ͖ͭͮʣ • Murphy(2013; 2017): • intro: which facets of pronunciation are the most important to teach? • Lee et al.(2015)ͷϝλੳΑΓɼL2ൃԻࢦಋશൠͱͯ͠ޮՌ͕͋Δ͜ ͱ͕͔ͬͨɻ • ESLڥͰͷ༏ઌॱҐͱͯ͠ɼදͷ௨Γͱͳ͍ͬͯΔ͜ͱ֤छݚڀ͔ Β໌Β͔ͱͳ͍ͬͯΔʢField(2005)ͷޠڧɼHahn(2004)ͷจڧɼ Pickering(2001),Wennerstrom(2001)ͷԻௐɼDerwing & Munro(1997)ͷ ɼͳͲʣɻ • Derwing, Munro & Wiebe(1997), Derwing and Rossiter(2003)ɼsupra ͕comprehensibilityfluencyʹߩݙ͢Δͱ͠ɼsegmentalsൃԻͷޡ Γͷؾ͖ͮͷ্ʹߩݙ͢Δͱ͍͏݁ՌΛಘ͍ͯΔɻ 15
3. ϓϩισΟࢦಋ࣮ફͷͨΊʹ • ݪଇᶄʮഥ͕2ͭҎ্ʹͳΕڧऑΛ͚ͭΔʯ • ʮޠڧʢޠΞΫηϯτʣʯ͔Βʮ۟ΞΫηϯ τʯɼʮϦζϜʯΛܦͯʮจΞΫηϯτʯͷ͓ • ݪଇᶃΛ֦େͯ͠ɼଟԻઅޠʹͳΔͱͲ͏ͳΔ ͔ɼ·ͨޠ͕࿈ͳΔͱͲ͏ͳΔ͔ʁ • the characteristics of stressed and unstressed syllables in single words are mirrored in rhythm, teaching word stress primes students for work with suprasegmentals (Lane, 2010, p. 17). 26
3. ϓϩισΟࢦಋ࣮ફͷͨΊʹ • ݪଇᶄʮഥ͕2ͭҎ্ʹͳΕڧऑΛ͚ͭΔʯ • ͔۟Βจʹͳͬͨ߹ɼจதͷ͋Δޠʢͷ தͷԻઅʣڧ͍ΞΫηϯτΛड͚ɼ͋Δ ޠड͚ͳ͍ɻˠ ʮจΞΫηϯτʯ en gi NEER in the END He can HEAR • ओʹΞΫηϯτΛड͚Δޠˠ༰ޠ • ड͚ͳ͍ޠˠػೳޠ 28
4. ࢦಋޮՌͷ΄Ͳʁ 4.1 Yamato & Isoda (2017)ͷࢦಋ࣮ફ •ֶशऀͷҙࣝʹԠͨ͡άϧʔϓ͚ •HIGH: preͱpostͷ྆ํͰείΞ͕3Ҏ্ɼظؒதߴ͍ҙࣝΛҡ࣋ •DOWN: preͰߴ͘ɼpostͰԼ͕ͬͨɹࠓճ֘ͳ͠ •UP: preͰ͍ҙ͕ࣝpostͰ্ঢͨ͠άϧʔϓ •LOW: preͱpostͷ྆ํʹ͓͍ͯείΞ͕͔ͬͨάϧʔϓ 50 post 3 or over under 3 pre 3 or over HIGH(n=47) DOWN(n=0) under 3 UP(n=13) LOW(n=9)
4. ࢦಋޮՌͷ΄Ͳʁ 52 Descriptive Statistics Groups n Pre Post Mean SD Meas SD HIGH 47 5.85 0.89 6.52 0.71 UP 13 5.33 1.05 6.35 0.64 LOW 9 5.19 1.26 5.89 0.84 ALL 69 5.67 1.00 6.41 0.74 ANOVA(mixed design ANOVA) GROUP between-subjects F(2, 66)=3.65, p=.03, partial η2=.099 Pre-Post within-subjects F(1, 66)=33.23, p<.001, partial η2=.335 interaction F(2, 66)=0.75, p=.47, partial η2=. 022 Tukey's HSD Within Between pre HIGH < post HIGH pre UP < post HIGH pre UP < post UP pre LOW < post HIGH pre LOW < post UP
4. ࢦಋޮՌͷ΄Ͳʁ 4.1 Yamato & Isoda (2017)ͷࢦಋ࣮ફ •UPάϧʔϓʹযΛ͋ͯͯԻڹੳ •ԻڹతੳɾԻ֮ੳΛߦͬͨͱ͜ Ζɼ1ʣԻઅߏɼ2ʣޠڧɼʹ͓͍ͯ ্͕ݟΒΕͨ [script] Marcel is happy, too. Back on his boat, he reads the newspaper stories. 55
4. ࢦಋޮՌͷ΄Ͳʁ Yamato & Isoda (2017)ͷࢦಋ࣮ફ •UP group •1) syllable structure •happy: used geminate consonants in pre, two syllables in post •newspaper stories: used lengthened vowels in pre, •both: less vowel insertion •2) word stress •happy: placing equal strength to strong and weak •newspaper stories: [3 2] syllables 58
otamayuzak
alex2022
samuraicurry
hide2kano
librarius
motherhoodinadhd
olanetsoft
uranoken
bernhardsvt
koheiyoshikawa
medsciences
kfujita
junyaokabe
eileencodes
3n
quramy
zenorocha
tanoku
chriscoyier
stephaniewalter
jnunemaker
jennybc
addyosmani
smashingmag