Please use this identifier to cite or link to this item: https://une.intersearch.com.au/unejspui/handle/1959.11/860
Title: Helping teachers help students with pronunciation
Contributor(s): Fraser, HB (author)orcid 
Publication Date: 2006
Handle Link: https://hdl.handle.net/1959.11/860
Abstract: This article introduces a theoretical framework for understanding speechand pronunciation based on insights from cognitive phonology in whichpronunciation is seen as a cognitive skill. In learning a cognitive skill, practice isessential, but its value depends on students having the right concept of what itis they are practising. Helping students form concepts appropriate to the newlanguage is therefore a crucial part of a language teacher's role. The article startswith an informal overview of the role of concepts and concept formation incognition. I then consider how well-known observations about pronunciationand pronunciation learning can be understood from this perspective, andsuggest some principles which can account for and extend these observations.Finally, I compare the cognitive approach with more familiar mainstream viewsof phonology, and suggest that they are not in conflict but offer significantlyand usefully different perspectives appropriate to different applications.
Publication Type: Journal Article
Source of Publication: Prospect: a Journal of Australian TESOL, 21(1), p. 80-94
Publisher: National Centre for English Language Teaching and Research
Place of Publication: Macquarie University
ISSN: 0814-7094
Field of Research (FOR): 170204 Linguistic Processes (incl Speech Production and Comprehension)
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Other Links: http://www.ameprc.mq.edu.au/docs/prospect_journal/volume_21_no_1/21_1_5_Fraser.pdf
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