Pronunciation acquisition through rhythm

Beskrivelse

I would like to present the outcomes of a year-long survey (2007-08) conducted in the German Unit at Exeter University/UK. Its object was to investigate to what extent post-critical period language learners are able to discriminate the German word stress correctly and if it is possible to improve learning results through musical and rhythmic exercises in contrast to traditional ones.
The test persons' persistent pronunciation mistakes and their resistance to correction suggested that discrimination abilities decrease in increasing age. It is presumed that music and rhythm are adequate means to raise awareness in language learning and to stimulate cognitive processes. Therefore, it was anticipated that it might help to improve discrimination abilities and even break up fossilisations. Based on this theoretical frame, a specific pronunciation training focusing on word stress was conducted. 40 first-year students of German divided into two groups took part in the survey. Throughout a whole academic year half of the group took part in special rhythmical exercises (e.g. stamping, knocking, creating own raps), whereas the other half was treated with traditional exercises (e.g. listening - repeating). In order to evaluate the learning progress, the test persons participated in four data acquisitions throughout a twelve-month period. Each elicitation involved filling in a questionnaire and taking a pronunciation test. The data were evaluated statistically and showed to what extent there might be correlations between applying musical and rhythmical elements in language teaching and the acquisition of good pronunciation in a foreign language.


I would like to present the outcomes of a year-long survey (2007-08) conducted in the German Unit at Exeter University/UK. Its object was to investigate to what extent post-critical period language learners are able to discriminate the German word stress correctly and if it is possible to improve learning results through musical and rhythmic exercises in contrast to traditional ones. The test persons' persistent pronunciation mistakes and their resistance to correction suggested that discrimination abilities decrease in increasing age. It is presumed that music and rhythm are adequate means to raise awareness in language learning and to stimulate cognitive processes. Therefore, it was anticipated that it might help to improve discrimination abilities and even break up fossilisations. Based on this theoretical frame, a specific pronunciation training focusing on word stress was conducted. 40 first-year students of German divided into two groups took part in the survey. Throughout a whole academic year half of the group took part in special rhythmical exercises (e.g. stamping, knocking, creating own raps), whereas the other half was treated with traditional exercises (e.g. listening - repeating). In order to evaluate the learning progress, the test persons participated in four data acquisitions throughout a twelve-month period. Each elicitation involved filling in a questionnaire and taking a pronunciation test. The data were evaluated statistically and showed to what extent there might be correlations between applying musical and rhythmical elements in language teaching and the acquisition of good pronunciation in a foreign language.

Periode	3 sep. 2011
Begivenhedstitel	Pronunciation acquisition through rhythm
Begivenhedstype	Foredrag/oplæg
Arrangør	British Association of Applied Linguistics
Placering	Bristol, StorbritannienVis på kort