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1、ReflectivePracticeinPronunciationLearningGerganaVitanovaandAnnMillervitanogpemail.uc.eduUniversityofCincinnati(Cincinnati,OH,USA)Mostoftheliteratureonpronunciationdealsainsanabstract,silentbodyintheclassroom.Byexaminingourstudents'reflections,detailedphoic/phonologicalinstructi
2、on,toemploymetacognitivestrategiesinalargermunicativecontext.Thearticlealsounderlinesthatsocio-affectivefactors,sonormal>Morley(1994)underliesthattheprevalentfocusinpronunciationteachingnos"(p.70).Moreover,shestressesthatthesenesandfunctions,butalsoissuesoflearnerself-involveme
3、ntandlearnerstrategytraining.Inotheronitorandmodifytheirspeechpatternsifnecessary.Thisaction-researchstudyhasbeendrivenbyMorley'sstatement.ajorThemesandFindingsThefolloajorthemesemergedinthestudents'reflections:ValueofPhoicandPhonologicalKnosonormal>Morleyunderscorestheimportan
4、ceofspeech-monitoringabilitiesandspeechmodificationstrategiesforusebeyondtheclassroomasanimportantgoalforpronunciationteaching.Tobeabletoself-monitor,houstbeaostrecenttrendinpronunciationteachingclaimsthatentalsratherthanreflectedontheimprovementofsegmentsanditsroleinincreasedf
5、unctionalmunicability.Astudent,forexample,sonormalstyle="margin-left:36pt;margin-right:36pt;mso-margin-top-alt:auto;mso-margin-bottom-alt:auto">IchangedmyyAmericanfriendstoldme,"Yourpronunciationisgettingbetter.Anotherstudentsharedamoredramaticexample:Improvingpronunciationisve
6、ryhelpfultomycareer,becausetheabilityofverbalmunicationisveryimportanttoanurse.Onetime,ItoldapatientthatIe,,Itoldtheaidandbroughtmeablender.Theseexamplesnotonlycausemyjobstress,butalsoembarrass.Theseexcerptsclearlyindicatethatstudentslinktheacquisitionofsegmentsandbinationsofso
7、undsprovedmunicativeabilities.Thesecondstudentalsopointsoutaconnectiontoaffectivefactorsinlearning,inthiscase,heremotionalreactions.Pennington'sresearchassertsthat,"ThetypicalcaseinL2acquisitionseemstobethatlearnersapproachnewvaluesforphonological[1][2][3][4]下一页
