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1、ReflectivePracticeinPronunciationLearningGerganaVitanovaandAnnMillervitanogpemail.uc.eduUniversityofCincinnati(Cincinnati,OH,USA)Mostoftheliteratureonpronunciationdealsainsanabstract,silentbodyintheclassroom.Byexaminingourstudents'reflections,detailedphoic/phon
2、ologicalinstruction,toemploymetacognitivestrategiesinalargermunicativecontext.Thearticlealsounderlinesthatsocio-affectivefactors,sonormal>Morley(1994)underliesthattheprevalentfocusinpronunciationteachingnos"(p.70).Moreover,shestressesthatthesenesandfunctions,bu
3、talsoissuesoflearnerself-involvementandlearnerstrategytraining.Inotheronitorandmodifytheirspeechpatternsifnecessary.Thisaction-researchstudyhasbeendrivenbyMorley'sstatement.ajorThemesandFindingsThefolloajorthemesemergedinthestudents'reflections:ValueofPhoicandP
4、honologicalKnosonormal>Morleyunderscorestheimportanceofspeech-monitoringabilitiesandspeechmodificationstrategiesforusebeyondtheclassroomasanimportantgoalforpronunciationteaching.Tobeabletoself-monitor,houstbeaostrecenttrendinpronunciationteachingclaimsthatental
5、sratherthanreflectedontheimprovementofsegmentsanditsroleinincreasedfunctionalmunicability.Astudent,forexample,sonormalstyle="margin-left:36pt;margin-right:36pt;mso-margin-top-alt:auto;mso-margin-bottom-alt:auto">IchangedmyyAmericanfriendstoldme,"Yourpronunciati
6、onisgettingbetter.Anotherstudentsharedamoredramaticexample:Improvingpronunciationisveryhelpfultomycareer,becausetheabilityofverbalmunicationisveryimportanttoanurse.Onetime,ItoldapatientthatIe,,Itoldtheaidandbroughtmeablender.Theseexamplesnotonlycausemyjobstress
7、,butalsoembarrass.Theseexcerptsclearlyindicatethatstudentslinktheacquisitionofsegmentsandbinationsofsoundsprovedmunicativeabilities.Thesecondstudentalsopointsoutaconnectiontoaffectivefactorsinlearning,inthiscase,heremotionalreactions.Pennington'sresearchasserts
8、that,"ThetypicalcaseinL2acquisitionseemstobethatlearnersapproachnewvaluesforphonological[1][2][3][4]下一页
