Phonetic notation in foreign language teaching and learning: potential advantages and learners’ views
DOI:
https://doi.org/10.1515/rela-2015-0026Keywords:
phonetic notation, pronunciation teaching/learningAbstract
This paper focuses on the use of phonetic notation in foreign language teaching and learning. The aim of the paper is twofold: first, we review some of the potential advantages that the use of phonetic notation seems to have in language teaching and learning; and secondly, the paper reports on learner views obtained with a questionnaire anonymously filled in by EFL (English as a foreign language) learners in tertiary education who followed an English course where an extensive use of phonetic symbols was made for pronunciation work in Finland, France and Spain. The results suggest that learners were relatively familiar with phonetic notation prior to their course although there were differences between countries. Phonetic notation was perceived positively by a majority of learners, particularly in terms of its perceived potential for raising awareness of the target language’s pronunciation features and its potential to visually represent sounds. Learners’ answers were also mostly positive regarding the potential of phonetic notation for autonomous learning, as well as the perceived ease and usefulness of phonetic notation.
References
Avery, P., & Ehrlich, S. (1992). Teaching American English pronunciation. Oxford, UK: Oxford University Press.
Google Scholar
Bailey, K. M. (2005). Practical English Language Teaching: Speaking. New York, NY: McGraw-Hill.
Google Scholar
Baker, J., & Westrup, H. (2003). Essential Speaking Skills: A Handbook for English Language Teachers. London, UK: Continuum.
Google Scholar
Beckman, M. E., Hirschberg, J., & Shattuck-Hufnagel, S. (2005). The original ToBI system and the evolution of the ToBI framework. In S.-A. Jun (Ed.), Prosodic Typology: The Phonology of Intonation and Phrasing (pp. 9-54). Oxford, UK: Oxford University Press.
Google Scholar
Bowen, T., & Marks, J. (1992). The Pronunciation Book: Student-centred Activities for Pronunciation Work. Burnt Mill, UK: Longman.
Google Scholar
Breitkreutz, J., Derwing, T. M., & Rossiter, M. J. (2001). Pronunciation teaching practices in Canada. TESL Canada Journal, 19, 51-61.
Google Scholar
Brown, A. (1992). Twenty questions. In A. Brown (Ed.), Approaches to Pronunciation Teaching (pp. 1-17). London, UK: Macmillan Publishers Limited and The British Council.
Google Scholar
Calvo Benzies, Y. J. (2013). Spanish EFL university learners’ views on the teaching of pronunciation: a survey-based study. Language Studies Working Papers, 5, 41-49.
Google Scholar
Cant, J. P. N. (1976). Phonetic information and pronunciation: Some theoretical considerations. International Review of Applied Linguistics, 14, 298-303.
Google Scholar
Celce-Murcia, M. and J. M. Goodwin. 1991. Teaching pronunciation. In M. Celce-Murcia (ed.) Teaching English as a Second or Foreign Language. New York, NY: Newbury House: 136-153.
Google Scholar
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Languages (2nd ed.). Cambridge, UK: Cambridge University Press.
Google Scholar
Cenoz, J., & García Lecumberri, M. L. (1999). The acquisition of English pronunciation: learners’ views. International Journal of Applied Linguistics, 9, 3-18.
Google Scholar
Cook, V. (2008). Second Language Learning and Teaching (4th ed.). London, UK: Hodder Education.
Google Scholar
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge, UK: Cambridge University Press.
Google Scholar
Dalton-Puffer, C., Kaltenboeck, G., & Smit, U. (1997). Learner attitudes and L2 pronunciation in Austria. World Englishes, 16(1), 115-128.
Google Scholar
Derwing, T. (2009). Utopian goals for pronunciation teaching. In J. Levis, & K. LeVelle (Eds.), Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference (pp. 24-37). Ames, Iowa: Iowa State University.
Google Scholar
Derwing, T., & Munro, M. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379-397.
Google Scholar
Derwing, T. M., & Rossiter, M. J. (2002). ESL learners' perceptions of their pronunciation needs and strategies. System, 30, 155-166.
Google Scholar
Dufva, M., & Vauras, M. (2002). Promoting at-risk pupils' foreign language literacy learning. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of Functional Literacy (pp. 317-337). Amsterdam, The Netherlands: John Benjamins.
Google Scholar
Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in Second Language Research: Construction, Administration, and Processing (2nd ed.). London, UK: Routledge.
Google Scholar
Edge, J. (1993). Essentials of English Language Teaching. London, UK: Longman.
Google Scholar
Finocchiaro, M. (1974). English as a Second Language: From Theory to Practice. New York, NY: Regents Publishing Company.
Google Scholar
Foote, J. A., Holtby, A., & Derwing, T. M. (2011). Survey of pronunciation teaching in adult ESL programs in Canada, 2010. TESL Canada Journal, 29, 1-22.
Google Scholar
Fraser, H. (1996). Guy-dance with pro-nun-see-ay-shon. English Today, 12(3), 29-37.
Google Scholar
Fraser, H. (1997). Dictionary pronunciation guides for English. International Journal of Lexicography, 10(3), 181-208.
Google Scholar
Fraser, H. (2000). Coordinating Improvements in Pronunciation Teaching for Adult Learners of English as a Second Language. Canberra, Australia: DETYA.
Google Scholar
García-Lecumberri, M. L., M. Cooke and J. A. Maidment. 2001. Automatic feedback on phonemic transcription. In J. A. Maidment and E. Estebas-Vilaplana (eds) PTLC01: Proceedings of the Phonetics Teaching and Learning Conference. London, UK: UCL Dept. of Phonetics and Linguistics: 15-18.
Google Scholar
Gilbert, J. B. (2010). Pronunciation as orphan: What can be done? As We Speak, Newsletter of TESOL (SPLIS), 7(2), Retrieved from http://www.cambridge.org/other_files/downloads/esl/clearspeech/orphan.pdf
Google Scholar
Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34, 165-182.
Google Scholar
Hancock, M. (1994). On using the phonemic script in language teaching. Available at http://hancockmcdonald.com/ideas/using-phonemic-script-language-teaching
Google Scholar
Harmer, J. (2001). The Practice of English Language Teaching (3rd ed.). New York, NY: Longman.
Google Scholar
Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford, UK: Oxford University Press.
Google Scholar
Henderson, A., Curnick, L., Frost, D., Kautzsch, A., Kirkova-Naskova, A., Levey, D., Tergujeff, E., & Waniek-Klimczak, E. (2015). The English pronunciation teaching in Europe survey: Factors inside and outside the classroom. In J. A. Mompean & J. Fouz González (Eds.), Investigating English Pronunciation: Current Trends and Directions. Basingstoke, UK and New York, NY: Palgrave Macmillan.
Google Scholar
IPA. (1999). Handbook of the International Phonetic Association: A Guide to the Use of the International Phonetic Alphabet. Cambridge, UK: Cambridge University Press.
Google Scholar
Jones, R. H., & Evans, S. (1995). Teaching pronunciation through voice quality. ELT Journal, 49(3), 244-251.
Google Scholar
Jones, R. H., Rusmin, R., & Evans, S. (1994). Self-assessment of pronunciation by Chinese tertiary learners. In D. Nunan, R. Berry & V. Berry (Eds.) Language Awareness in Language Education: Proceedings of the International Language in Education Conference 1994 (pp. 169-180). Hong Kong, China: Department of Curriculum Studies, The University of Hong Kong.
Google Scholar
Kalaja, P., & Barcelos, A. M. F. (Eds.). (2003) Beliefs about SLS: New Research Approaches. Dordrecht: Kluwer Academic.
Google Scholar
Kalaja, P., & Barcelos, A. M. F. (2013). Beliefs in second language acquisition: Learner. In C. A. Chapelle (Ed.), Encyclopedia of Applied Linguistics. Malden, MA: Wiley Blackwell.
Google Scholar
Kelly, G. (2000). How to Teach Pronunciation. London, UK: Longman/Pearson Education Limited.
Google Scholar
Koet, A. (1990). Pedagogic transcription and the acquisition of the pronunciation of English. In J. Leather & A. James (Eds.), New Sounds 90: Proceedings of the 1990 Amsterdam Symposium on the Acquisition of Second Language Speech (pp. 307-319). Amsterdam, The Netherlands: University of Amsterdam.
Google Scholar
Levis, J., & LeVelle, K. (2010). Rebuilding a professional space for pronunciation. In J. Levis & K. LeVelle (Eds.), Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference (pp. 1-8). Ames, Iowa: Iowa State University.
Google Scholar
Lintunen, P. (2004). Pronunciation and Phonemic Transcription: A Study of Advanced Finnish Learners of English. Turku, Finland: University of Turku.
Google Scholar
Lintunen, P. (2005). Phonemic transcription and its effect on learning. In J. A. Maidment (Ed.), Proceedings of the Phonetics Teaching and Learning Conference 2005. London, UK: UCL Dept. of Phonetics and Linguistics.
Google Scholar
Long, M. (1991). Focus on form: a design feature in language teaching methodology. In K. De Bot, R. Ginsberg & C. Kramsch (Eds.), Foreign Language Research in Crosscultural Perspective (pp. 39-52). Amsterdam, The Netherlands: John Benjamin.
Google Scholar
Lu, D. (2002). Phonetic symbols: a necessary stepping stone for ESL learners. English Teaching Forum, 20(4), 36-40.
Google Scholar
MacDonald, S. (2002). Pronunciation – views and practices of reluctant teachers. Prospect: An Australian Journal of TESO, 17(3), 3-18.
Google Scholar
Marks, J. (1992). Making pronunciation visible. In A. Brown (Ed.), Approaches to Pronunciation Teaching (pp. 118-124). London, UK: Macmillan.
Google Scholar
McMullan, J. (1988). Finding Time for the Phonetic Alphabet. Modern English Teacher, 15(3), 9-12.
Google Scholar
Molholt, G. (1992). Visual displays develop awareness of intelligible pronunciation patterns. In A. Brown (Ed.), Approaches to Pronunciation Teaching (pp. 138-152). London, UK: Macmillan.
Google Scholar
Mompean, J. A. (2005). Taking advantage of phonetic symbols in the foreign language classroom. In J. A. Maidment (Ed.), PTLC05: Proceedings of the Phonetics Teaching and Learning Conference. London, UK: UCL Dept. of Phonetics and Linguistics.
Google Scholar
Monroy-Casas, R. (2011). Systems for the Phonetic Transcription of English. Theory and Texts. Frankfurt, Germany: Peter Lang.
Google Scholar
Newton, C. (1999). Phonemic script – the pros and cons. English Teaching Professional, 12.
Google Scholar
Paikeday, T. M. 1993. Who needs IPA? English Today 9 (1): 38-42.
Google Scholar
Rogers, D. 2008. Phonetic transcription for language-learning textbooks. Retrieved from http://www.derek.co.uk/rational-language-learning/phonetic-transcription.pdf
Google Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
Google Scholar
Seidlhofer, B. (2001). Pronunciation. In R. Carter & D. Nunan (Eds.) The Cambridge Guide to Teaching English to Speakers of Other Languages (pp. 56-65). Cambridge, UK: Cambridge University Press.
Google Scholar
Setter, J., & Jenkins, J. (2005). Pronunciation. Language Teaching, 38(1), 1-17.
Google Scholar
Sharwood-Smith, M. (1993). Input enhancement in instructed SLA: theoretical bases. Studies in Second Language Acquisition, 15, 165-179.
Google Scholar
Taylor, D. S. (1990). The place of phonetics, phonology and transcription in language teaching. In V. Bickley (Ed.), Language Use, Language Teaching and the Curriculum (pp. 384-392). Hong Kong, China: Education Department / Institute of Language in Education.
Google Scholar
Tench, P. (1992). Phonetic symbols in the dictionary and in the classroom. In A. Brown (Ed.) Approaches to Pronunciation Teaching (pp. 90-102). London, UK: Macmillan.
Google Scholar
Tergujeff, E. (2012). The English pronunciation teaching in Europe survey: Finland. Apples – Journal of Applied Linguistics Studies, 6(1), 29-45.
Google Scholar
Tergujeff, E. (2013). Learner perspective on English pronunciation teaching in an EFL Context. Research in Language, 11(1), 81-95.
Google Scholar
Toivanen, J. (2005). ToBI or not ToBI? Testing two models in teaching English intonation to Finns. In J. A. Maidment (Ed.), PTLC05: Proceedings of the Phonetics Teaching and Learning Conference. London, UK: UCL Dept. of Phonetics and Linguistics.
Google Scholar
Trager, G. L., & Smith, H. L. (1951). An Outline of English Structure. Norman, OK: Battenburg Press.
Google Scholar
Underhill, A. (1985). Working with the monolingual learners’ dictionary. In R. Ilson (Ed.), Dictionaries, Lexicography and Language Learning (pp. 103-114). London, UK: Pergamon Press/The British Council.
Google Scholar
Underhill, A. (2005). Sound Foundations: Learning and Teaching Pronunciation (2nd edition). Oxford, UK: Macmillan Education.
Google Scholar
Valeo, A., & Spada, N. (2015). Is there a better time to focus on form? Teacher and learner views. TESOL Quarterly, 49(2)
Google Scholar
Wells, J. C. (1996). Why phonetic transcription is important. Masori (Journal of the Phonetic Society of Korea), 31, 239-242.
Google Scholar
Wells, J. C. (2006). English Intonation: An Introduction. Cambridge, UK: Cambridge University Press.
Google Scholar
Willis, K. (1993). A ‘new look’ phonemic chart. Practical English Teaching, 14(1), 35.
Google Scholar
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2015 © Copyright by Authors, Łódź 2015; © Copyright for this edition by Uniwersytet Łódzki, Łódź 2015
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
