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|Title:||Helping teachers help students with pronunciation||Contributor(s):||Fraser, HB (author)||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||Statistics to Oct 2018:||Visitors: 82
|Appears in Collections:||Journal Article|
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