Chapter published in:
English Pronunciation Instruction: Research-based insightsEdited by Anastazija Kirkova-Naskova, Alice Henderson and Jonás Fouz-González
[AILA Applied Linguistics Series 19] 2021
► pp. 305–326
Chapter 13Integrating prosodic features in a children’s English
course
Veronika Vonzová | Charles University , Prague
Radek Skarnitzl | Charles University , Prague
The chapter reports on an experiment which
focused on the integration of prosody into an English course for
young children. Two groups of Czech primary school children (aged
6–7, n = 12 in each group) were analysed, one of
which received prosody-focused training and the other followed the
regular curriculum. The prosodic training targeted pitch range,
melodic suppression of unstressed syllables, and linking. We
analysed the children’s rendition of short chants after four and
eight months of instruction. Participants in the experimental group
had a wider pitch range and did not realise the typical Czech rise
between the stressed and post-stressed syllable. Linking was
partially present in both groups. The chapter is concluded with the
discussion of pedagogical implications.
Keywords: prosody, intonation, rhythm, pronunciation training, second language teaching, children
Article outline
- Introduction
- Prosodic features of English and Czech
- Young learners and language teaching
- Research objectives and hypotheses
- Method
- Participants
- English lessons
- Example of a typical lesson
- Materials and recording
- Analyses
- Results and discussion
- General discussion
- Limitations
- Pedagogical implications
- Conclusion
-
Notes -
References
Published online: 13 October 2021
https://doi.org/10.1075/aals.19.13von
https://doi.org/10.1075/aals.19.13von
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