Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

Wyszukujesz frazę "Kautzsch, Alexander" wg kryterium: Autor


Wyświetlanie 1-3 z 3
Tytuł:
Transfer, similarity or lack of awareness? inconsistencies of German learners in the pronunciation of lot, thought, strut, palm and bath
Autorzy:
Kautzsch, Alexander
Powiązania:
https://bibliotekanauki.pl/articles/969639.pdf
Data publikacji:
2012-10-01
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Opis:
The current study presents acoustic analyses of non-high back vowels and low central vowels in the lexical sets LOT, THOUGHT, STRUT, PALM and BATH as pronounced by German learners of English. The main objective is to show that learners of English at university level are highly inconsistent in approximating the vowels of their self-chosen target accents British English (BrE) and American English (AmE). To that end, the acoustic qualities of the English vowels of learners are compared to their native German vowels and to the vowels of native speakers of BrE and AmE. In order to facilitate statements about the effect of increased experience, the study differentiates between students in their first year at university and in their third year or later. The results obtained are highly variable: In some cases the learners transfer their L1 vowels to English, other cases show clear approximations to the target vowels, while other cases again document the production of new vowels neither found in German nor in English. However, close approximation to the target vowels only sometimes correlates with higher proficiency. This might be an indicator of a low level of awareness of systematic differences between the BrE and AmE vowel systems. But the data also indicate that the more advanced learners produce more distinct AmE BATH vowels and BrE THOUGHT vowels than the less advanced learners, which points to a partial increase of awareness resulting from increased experience. All in all it seems that raising the awareness of differences between target accents in L2 instruction is necessary if the envisage goal is for learners to reach near-native pronunciation.
Źródło:
Research in Language; 2012, 10, 2; 225-241
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Exploring L1 Transfer in German Learners of English: High Front Vowels, High Back Vowels and the BED/BAD Distinction
Autorzy:
Kautzsch, Alexander
Powiązania:
https://bibliotekanauki.pl/articles/620568.pdf
Data publikacji:
2010-09-30
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
L1 transfer English/German
vowels
acoustic analyses
L2 acquisition
phonology
Opis:
Since the vowel systems of German and English are similar to some extent, German learners of English can be expected to transfer a considerable part of their German vowels to their L2 English. This paper traces the extent and source of positive and negative L1 transfer in two groups of university students from different German L1 backgrounds. To this end, acoustical analyses of three areas of vowel space are provided: high front vowels, high back vowels and mid/low front vowels. While positive transfer widely persists with high front vowels, learners refrain from consistently transferring high back vowels, probably owing to variability both in L1 German and in L2 English. In the case of mid/low front vowels negative transfer is reduced due to exposure to native English, and even more so due to formal instruction, which appears to accelerate the acquisition process
Źródło:
Research in Language; 2010, 8; 1-22
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The English pronunciation teaching in Europe survey: selected results
Autorzy:
Henderson, Alice
Frost, Dan
Tergujeff, Elina
Kautzsch, Alexander
Murphy, Deirdre
Kirkova-Naskova, Anastazija
Waniek-Klimczak, Ewa
Levey, David
Cunnigham, Una
Curnick, Lesley
Powiązania:
https://bibliotekanauki.pl/articles/969616.pdf
Data publikacji:
2012-10-01
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Opis:
This paper provides an overview of the main findings from a European-wide on-line survey of English pronunciation teaching practices. Both quantitative and qualitative data from seven countries (Finland, France, Germany, Macedonia, Poland, Spain and Switzerland) are presented, focusing on teachers' comments about: ● their own pronunciation, ● their training, ● their learners’ goals, skills, motivation and aspirations, ● their preferences for certain varieties (and their perception of their students' preferences). The results of EPTiES reveal interesting phenomena across Europe, despite shortcomings in terms of construction and distribution. For example, most respondents are non-native speakers of English and the majority of them rate their own mastery of English pronunciation favourably. However, most feel they had little or no training in how to teach pronunciation, which begs the question of how teachers are coping with this key aspect of language teaching. In relation to target models, RP remains the variety of English which teachers claim to use, whilst recognizing that General American might be preferred by some students. Differences between countries are explored, especially via replies to open-ended questions, allowing a more nuanced picture to emerge for each country. Other survey research is also referred to, in order to contextualise the analyses and implications for teaching English and for training English teachers
Źródło:
Research in Language; 2011, 9, 2; 5-27
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-3 z 3

    Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies