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Contrastive vs non-contrastive meta-phonetic input in teaching foreign language pronunciation

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dc.title Contrastive vs non-contrastive meta-phonetic input in teaching foreign language pronunciation en
dc.title Apport de l'enseignement métaphonétique contrastif ou non contrastif dans l'enseignement de la prononciation des langues étrangères fr
dc.contributor.author Kráľová, Zdena
dc.contributor.author Nemčoková, Katarína
dc.contributor.author Bírová, Jana
dc.relation.ispartof Lidil
dc.identifier.issn 1960-6052 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2020
utb.relation.issue 61
dc.type article
dc.language.iso en
dc.publisher Universite Stendhal, Editions Litteraires et Linguistiques de l'Universite de Grenoble (ELLUG)
dc.identifier.doi 10.4000/lidil.7377
dc.relation.uri https://journals.openedition.org/lidil/7377
dc.subject contrastive phonetics en
dc.subject experimental analysis en
dc.subject pronunciation en
dc.subject TEFL en
dc.description.abstract Almost every study on explicit meta-phonetic instruction in teaching foreign language (L2) pronunciation confirms its facilitating effect. However, hardly any studies applying contrastive (L1-L2) meta-phonetic instruction are available so far. The current study examines the effectiveness of contrastive meta-phonetic input in comparison with the effectiveness of non-contrastive (L2) meta-phonetic input via the laboratory analysis of 80 adult Slovak speakers' English pronunciation. Their English pronunciation quality, as reflected in the formant structure of vowels is measured before and after the contrastive input in the experimental group and non-contrastive input in the control group. The values are then compared to the standard values of British English vowels. It is hypothesized that English vowels produced by the experimental group approximate to the standard values more than the vowels produced by the control group. The results showed a more significant approximation in the experimental group which indicates higher effectiveness of contrastive meta-phontic input in teaching foreign language pronunciation. © Lidil. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1009905
utb.identifier.obdid 43881543
utb.identifier.scopus 2-s2.0-85090512332
utb.source j-scopus
dc.date.accessioned 2020-09-18T09:37:47Z
dc.date.available 2020-09-18T09:37:47Z
utb.contributor.internalauthor Kráľová, Zdena
utb.contributor.internalauthor Nemčoková, Katarína
utb.fulltext.affiliation Zdena Kralova, Katarina Nemcokova, Jana Birova Tomas Bata University, Zlin, Czech Republic zkralova@utb.cz (corresponding author) Tomas Bata University, Zlin, Czech Republic University of Ss. Cyril and Methodius in Trnava, Trnava, Slovakia
utb.fulltext.dates -
utb.scopus.affiliation Tomas Bata University, Zlin, Czech Republic; University of Ss. Cyril and Methodius in Trnava, Trnava, Slovakia
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