ൃԻࢦಋͷྲྀΕ ද1 ൃԻࢦಋͷΞϓϩʔνʢGrant, et al., 2014ʣ 14 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 an speaking 2. ϓϩισΟࢦಋͷҐஔ͚ͮ
ൃԻࢦಋͷݱঢ়ɾϓϩισΟࢦಋͷඞཁੑ • ൃԻࢦಋͷݱঢ়ʁʢԤถฤʣ • Murphy (2014) • Foote, Hotby, & Derwing (2011): ΧφμͰͷௐࠪ • ܦݧɾݚमɾϦιʔεɾαϙʔτෆ One recurring theme was that many teachers are hesitant when it comes to teaching pronunciation due to inexperience, lack of specialized training, lack of resources and/or lack of institutional support. (Murphy, 2014, p.204-5) • Chapman(2007)ɼDalton & Seidlhofer (1994) 16 2. ϓϩισΟࢦಋͷҐஔ͚ͮ
ൃԻࢦಋͷݱঢ়ɾϓϩισΟࢦಋͷඞཁੑ • ϓϩισΟࢦಋͷඞཁੑ • Segmental and/or Suprasegmental • Celce-Murcia et al. (2010), Derwing & Rossiter (2003) • Dalton & Seidlehofer (1994) • Wells (2006): native speakers’ intuitive reaction • Celce-Murcia et al. (2010) summarises Derwing and Rossiter(2003) while segmental instruction may still be important for accent reduction in the long run, it is essential to give priority to prosody in pronunciation since it results in better comprehensibility in the short run. (Celce-Muricial et al., 2010, p.) 18 2. ϓϩισΟࢦಋͷҐஔ͚ͮ
ʮϓϩισΟࢦಋʢֶशʣʹ͓͚Δ3ͭͷݪଇʯͷ֓ཁ • तۀͷͲ͜Ͱ׆༻͕Մೳ͔ • Ұཡʹ׆༻ͷλΠϛϯάΛఏҊ͍ͯ͠·͕͢ɼͦΕͧΕͷʹద༻ ͯ͠Լ͍͞ɻ • Celce-Muricia et al. (2010) ͷΈࢀߟʹͯ͠Լ͍͞ɻ A communicative framework for teaching English pronunciation 1. description and analysis 2. listening discrimination 3. controlled practice 4. guided practice 5. communicative practice (Celce-Murcia et al., 2010, p. 44-48) •Ͱɼ3ͭͷݪଇʹೖ͍͖ͬͯ·͢ɻ 29 3. ۩ମతʹͲͷΑ͏ʹʁ
ʮϓϩισΟࢦಋʢֶशʣʹ͓͚Δ3ͭͷݪଇʯͷ֓ཁ • ݪଇᶃʮԻͷ͋Δͱ͜Ζʹഥ͕͘Δʯ • ͜ͷݪଇɼʮԻઅʯɾʮԻઅߏʯͷ͓ • ʮ͔ͿͤԻૉͷษڧɼԻઅͷݚڀ͔Β࢝ΊΔ͜ͱ ͱ͢ΔɻͳͥͳΒɼԻઅ͕ड͚ࡼͱͳͬͯɼจޠ ۟ʹڧ͕ஔ͔Εɼͦͷڧ͕ϦζϜΛ࡞Γͩ͠ɼ ·ͨ༲ͷಈ͖ʹ͖͔͚ͬΛ༩͑Δ͔ΒͰ͋Δʢদ ࡔ, 1986, p.165ʣʯ • “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).” 31 3. ۩ମతʹͲͷΑ͏ʹʁ
ʮϓϩισΟࢦಋʢֶशʣʹ͓͚Δ3ͭͷݪଇʯͷ֓ཁ • ݪଇᶄʮഥ͕2ͭҎ্ʹͳΕڧऑΛ͚ͭΔʯ • ͔۟Βจʹͳͬͨ߹ɼจதͷ͋Δޠʢͷ தͷԻઅʣڧ͍ΞΫηϯτΛड͚ɼ͋Δ ޠड͚ͳ͍ɻˠ ʮจΞΫηϯτʯ en gi NEER in the END He can HEAR • ओʹΞΫηϯτΛड͚Δޠˠ༰ޠ • ड͚ͳ͍ޠˠػೳޠ 41 3. ۩ମతʹͲͷΑ͏ʹʁ
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