Chapter published in:English Pronunciation Instruction: Research-based insights
Edited by Anastazija Kirkova-Naskova, Alice Henderson and Jonás Fouz-González
[AILA Applied Linguistics Series 19] 2021
► pp. 306–326
Integrating prosodic features in a children’s English course
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
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