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Influence of formal instruction in English on the acquisition of Czech learners’ production of English phonemes
Authors: Ivanová Jaroslava | Černá Monika
Year: 2015
Type of publication: ostatní - přednáška nebo poster
Page from-to: nestránkováno
Titles:
Language Name Abstract Keywords
eng Influence of formal instruction in English on the acquisition of Czech learners’ production of English phonemes Pronunciation is a crucial component of communicative competence in a foreign language and there are many factors that affect pronunciation learning in general, and segmental features in particular. In this presentation the researchers investigate how the native language and the amount of exposure to English influenced the Czech learners’ production of English phonemes on entry to university: the front open vowel ash, the weak central mid vowel schwa, the voiced and voiceless dental fricatives, the bilabial approximant /w/, the velar nasal, and the pronunciation of word-final voiced consonants. Data elicitation instruments included a questionnaire and two reading aloud tests. The research cohort consisted of 112 Czech students who entered English language education programmes at three Czech universities in autumn 2013. The respondents’ pronunciation was assessed by gathering two scores reflecting mispronunciations of the target phonemes (score A) and the aspects beyond the research focus (score B). Then correlations were searched for between the two scores as well as between the scores and two variables related to formal instruction (length in years, number of native speaker teachers). While the correlation between pronunciation scores A and B (r=0.9841, p= 2.17*10-84) proved to be statistically significant, otherwise no other statistically significant correlations were found. Therefore, to provide insights into school-based pronunciation learning, the researchers discuss the outcomes of a qualitative analysis of narrative interviews conducted with 9 selected respondents. The preliminary results suggest that the explicit focus on pronunciation is limited in English classes at the primary and lower-secondary levels. The upper-secondary level is marked by the increased importance of pronunciation instruction often in relation to native speaker teachers. second language speaking competence; implicit vs explicit knowledge; segmental pronunciation features

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