Prática da pronúncia em língua inglesa dentro e fora da sala de aula
DOI:
https://doi.org/10.5007/2175-8026.2018v71n3p99Resumo
Os aprendizes espanhol / catalães de inglês como língua estrangeira (EFL) participaram de um período de instruções formais (FI) combinado com instrução de pronúncia explícita, que consistiu em abordagens teóricas e práticas da fonética segmentar inglesa, bem como uma análise contrastiva entre as primeiras línguas dos participantes e a língua alvo, o inglês. A habilidade dos alunos de EFL para perceber e produzir vogais L2 foi avaliada antes e após o tratamento instrucional de 8 semanas. Os resultados mostram que os aprendizes EFL melhoraram significativamente a percepção de sons de vogais incorporados em palavras reais e não. No entanto, nenhuma melhoria na produção foi encontrada como resultado das instruções recebidas. Embora esses resultados sugerem que as habilidades perceptivas dos alunos podem ser melhoradas com a instrução dirigida pelo professor, a quantidade e a disponibilidade de instruções explícitas de pronúncia não são suficientes para modificar a produção de fala dos alunos. Assim, resultados ótimos exigem que os alunos continuem aprendendo fora do contexto da sala de aula. Com este objetivo, este artigo apresenta duas atividades autônomas desenvolvidas para aumentar a conscientização dos alunos sobre a fonologia: Tarefa de Comparação de Pronúncia L1-L2 e um Questionário de Autoconhecimento Fonológico.
Referências
Aliaga-García, C., & Mora, J. C. (2009). Assessing the efects of phonetic training
on L2 sound perception and production. Recent research in second language
phonetics/phonology: Perception and production, 2-31.
Alves, U. K., & Magro, V. (2011). Raising awareness of L2 phonology: Explicit
instruction and the acquisition of aspirated /p/ by Brazilian Portuguese speakers.
Letras de Hoje, 46, 71-80.
Alves, U. K., & Luchini, P. L. (2016). Percepción de la distinción entre oclusivas
sordas y sonoras iniciales del inglés (LE) por estudiantes argentinos: Datos de
identiicación y discriminación. Lingüística, 32(1), 25-39. doi:10.5935/2079-
x.20160002.
Baker, W., & Troimovich, P. (2006). Perceptual paths to accurate production of
L2 vowels: he role of individual diferences. International review of Applied
Linguistics in Language Teaching, 44, 231-250.
Bradlow, A. R. (2008). 10. Training non-native language sound patterns: Lessons from
training Japanese adults on the English /r/ - /l/ contrast. Studies in Bilingualism
Phonology and Second Language Acquisition, 287-308. doi:10.1075/sibil.36.14bra
Calvo- Benzies, Y. J. (2014). he teaching of pronunciation in Spain: students’ and
teachers’ views. In T. Pattison (Ed.), IATEFL 2013 Liverpool Conference Selections
(pp. 106-108). Faversham, UK: IATEFL.
Carlet, A. (2017). L2 perception and production of English consonants and vowels
by Catalan speakers: he efects of attention and training task in a cross-training
study. Unpublished doctoral dissertation. Universitat Autònoma de Barcelona,
Barcelona, Spain.
Carlet, A., & Rato, A. (2015). Non-native perception of English voiceless stops. In E.
Babatsouli & D. Ingram (Eds.), Proceedings of the International Symposium on
Monolingual and Bilingual Speech 2015 (pp. 57-67). Chania, Greece: Institute of
Monolingual and Bilingual Speech.
Cebrian, J. (2006). Experience and the use of non-native duration in L2
vowel categorization. Journal of Phonetics, 34(3), 372-387. doi:10.1016/j.
wocn.2005.08.003.
Cebrian, J., & Carlet, A. (2014). Second-language learners’ identiication of targetlanguage
phonemes: A short-term phonetic training study. Canadian Modern
Language Review, 70(4), 474-499. doi:10.3138/cmlr.2318
Cebrian, J., Mora, J.C. & Aliaga-García C. (2011). Assessing crosslinguistic similarity
by means of rated discrimination and perceptual assimilation tasks. In Wrembel,
M., Kul, M., Dziubalska-Kołaczyk, K. (Eds.), Achievements and perspectives
in the acquisition of second language speech: New Sounds 2010 (pp. 41-52).
Frankfurt am Main: Peter Lang.
Cebrian, J. (2015). Reciprocal measures of perceived similarity. In the Scottish
Consortium for ICPhS 2015 (Ed.), Proceedings of the 18th International Congress
of Phonetic Sciences. Glasgow, UK: Glasgow University.
Celce-Murcia, M., Brinton, D., & Goodwin, J. (1996). Teaching pronunciation.
Cambridge: Cambridge University Press.
Cenoz, J., & García-Lecumberri, M. L. (1999). he acquisition of English
pronunciation: learners’ views. International Journal of Applied Linguistics, 9(1),
-15. doi:10.1111/j.1473-4192.1999.tb00157.x
Couper, G. (2011). What makes pronunciation teaching work? Testing for the efect of
two variables: socially constructed metalanguage and critical listening. Language
Awareness, 20, 159-182.
Darcy, I., Ewert, D., & Lidster, R. (2012). Bringing pronunciation instruction back into
the classroom: An ESL teachers’ pronunciation “toolbox”. In J. Levis & K. Lavelle
(Eds.), Proceedings of the 3rd Pronunciation in Second Language Learning and
Teaching Conference, Sept. 2011 (pp. 93-108). Ames, IA: Iowa State University.
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: evidence-based
perspectives for L2 teaching and research (Vol. 42). Netherlands: John Benjamins
Publishing Company.
Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit
language knowledge. Studies in Second Language Acquisition, 27, 305-352.
Flege, J. E. (1991). Age of learning afects the authenticity of voice‐onset time (VOT)
in stop consonants produced in a second language. he Journal of the Acoustical
Society of America, 89(1), 395-411. doi:10.1121/1.400473
Flege, J. E. (1995). Second language speech learning: heory, indings and problems.
In W. Strange (Ed.), Speech Perception and Linguistic Experience: Issues in Cross
Language Research (pp. 233-277). Timonium, MD: York Press.
Flege, J., Hammond, R. (1982). Mimicry of non-distinctive phonetic diferences
between language varieties. Studies in Second Language Acquisition, 5, 1–17.
Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult
learners of English as a second language. Canberra: Department of Education,
Training and Youth Afairs.
Fullana, N., & MacKay, I. R. (2003). Production of English sounds by EFL learners:
he case of /i/ and /ɪ/. In Proceedings of the 15th international congress of
phonetic sciences, ICPhS (pp. 1525-1528). Barcelona, Spain: ICPhS organizing
comittee.
Fullana, N., & Mora, J. C. (2009) Production and perception of voicing contrasts in
English word-inal obstruents: Assessing the efects of experience and starting
age. In M. A. Watkins, A. S. Rauber, & B. O. Baptista (Eds.), Recent Research
in Second Language Phonetics/Phonology: Perception and Production. (pp. 97-
. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
García-Lecumberri, M. L., & Gallardo, F. (2003). English FL sounds in school learners
of diferent ages. In M. P. García Mayo & M. L. García-Lecumberri (Eds.), Age
and the Acquisition of English as a Foreign Language (pp.115-135). Clevedon:
Multilingual Matters.
Gilbert, J. B. (2010). Why has pronunciation been an orphan? IATEFL Pronunciation
Special Interest Group Newsletter, 43, 3-7.
Gordon, J., & Darcy, I. (2016). he development of comprehensible speech in
L2 learners: A classroom study on the efects of short-term pronunciation
instruction. Journal of Second Language Pronunciation, 2(1), 56-92. doi:10.1075/
jslp.2.1.03gor.
Gordon, J., Darcy, I., & Ewert, D. (2013). Pronunciation teaching and learning:
Efects of explicit phonetic instruction in the L2 classroom. In Proceedings of the
th Pronunciation in Second Language Learning and Teaching Conference (pp.
-206).
Holec, H., 1981: Autonomy and foreign language learning. Oxford: Pergamon. (First
published 1979, Strasbourg: Council of Europe)
Jilka, M. (2009). Talent and proiciency in language. In G. Dogil & S. Reiterer (Eds.),
Language talent and brain activity (pp. 1-16). Berlin: Mouton De Gruyter. Kennedy,
S., & Blanchet, J. (2014). Language awareness and perception of connected speech
in second language. Language Awareness, 23, 92-106.
Kennedy, S., Blanchet, J., & Troimovich, P. (2014). Learner pronunciation, awareness,
and instruction in French as a second language. Foreign Language Annals, 47, 79-
Kennedy, S., & Troimovich, P. (2010). Language awareness and second language
pronunciation: a classroom study. Language Awareness, 19, 171-185.
Kissling, E. M. (2013). Teaching pronunciation: Is explicit phonetics instruction
beneicial for FL learners?. he modern language journal, 97(3), 720-744.
Kivistö-de Souza, H. (2015). Phonological awareness and pronunciation in a second
language. Unpublished doctoral dissertation. University of Barcelona, Barcelona,
Spain.
Kivistö-de Souza, H. (2017). he relationship between phonotactic awareness and
pronunciation in adult second language learners. Revista Brasileira de Linguística
Aplicada, 17, 185-214. doi: 10.1590/1984-6398201610850
Larson-Hall, J. (2008). Weighing the beneits of studying a foreign language at a
younger starting age in a minimal input situation. Second Language Research,
(1), 35-63.
Logan, J., & Pruitt, J. (1995). Methodological issues in training listeners to perceive
non-native phonemes. In W. Strange (Ed.), Speech Perception and Linguistic
Experience: Issues in Cross Language Research (pp. 351-378). Timonium,
MD:York Press.
Long, M. H. (1991). Focus on form: A design feature in language teaching
methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language
research in cross-cultural perspective (pp. 39-52). Amsterdam: John Benjamins.
Long, M. H., & Larsen-Freeman, D. (1991). An introduction to second language
acquisition research. Harlow: Longman.
Mora, J. C. (2005). Lexical knowledge efects on the discrimination of non-native
phonemic contrasts in words and non-words by Spanish/Catalan bilingual
learners of English. In ISCA Workshop on Plasticity in Speech Perception.
Mora, J.C., Rochdi, Y., & Kivistö-de Souza, H. (2014). Mimicking accented speech as
L2 phonological awareness. Language Awareness, 23, 57-75. doi:10.1080/096584
2013.863898
Moyer, A. (1999). Ultimate attainment in L2 phonology: he critical factors of age,
motivation and instruction. Studies in Second Language Acquisition, 21, 81–108.
Monje-Sangüesa, V. (2016). he second time around: he efect of FI upon return
from SA. (Unpublished MA hesis). University Pompeu Fabra: Barcelona, Spain.
Munro, M., & Derwing, T. (2001). Modeling perceptions of the accentedness and
comprehensibility of L2 speech; he role of speaking rate. Studies in Second
Language Acquisition, 23, 451-468.
Muñoz, C. (2008). Symmetries and asymmetries of age efects in naturalistic and
instructed L2 learning. Applied Linguistics, 29(4), 578-596. doi:10.1093/applin/
amm056.
Muñoz, C. (2011). Input and long-term efects of starting age in foreign language
learning. IRAL - International Review of Applied Linguistics in Language
Teaching, 49(2), 113-133. doi:10.1515/iral.2011.006.
Purcell, E. T., & Suter, R. W. (1980). Predictors of pronunciation accuracy: A
reexamination. Language learning, 30(2), 271-287.
Piske, T. (2008). Phonetic awareness, phonetic sensitivity and the second language
learner. In Encyclopedia of language and education (pp. 1912-1923). New York,
US: Springer Publishing.
Rallo-Fabra, L., & Romero, J. (2012). Native Catalan learners’ perception and
production of English vowels. Journal of Phonetics, 40(3), 491-508. doi:10.1016/j.
wocn.2012.01.001.
Ramírez Verdugo, D. (2006). A study of intonation awareness and learning in nonnative
speakers of English. Language Awareness, 15, 141-159.
Rato, A., & Rauber, A. (2015). he efects of perceptual training on the production
of English vowel contrasts by Portuguese learners. In the Scottish Consortium for
ICPhS 2015 (Ed.), Proceedings of the 18th International Congress of Phonetic
Sciences. Glasgow, UK: Glasgow University.
Rauber, A., Rato, A., Kluge, D., & Santos, G. (2012). TP (Version 3.1).[Sotware].
Brazil: Worken. [http://www.worken.com.br/tp_regfree.php?l=i].
Saito, K. (2012). Efects of instruction on L2 pronunciation development: A synthesis
of 15 quasi‐experimental intervention studies. TESOL Quarterly, 46(4), 842-854.
Saito, K. (2013). he acquisitional value of recasts in instructed second language
speech learning: Teaching the perception and production of English /ɹ/ to adult
Japanese learners. Language Learning, 63, 499-529.
Saito, K. (2015). Variables afecting the efects of recasts on L2 pronunciation
development. Language Teaching Research, 19(3), 276-300.
doi:10.1177/1362168814541753.
Saito, K., & Lyster, R. (2011). Efects of form-focused instruction and corrective
feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English.
Language Learning, 62(2), 595-633. doi:10.1111/j.1467-9922.2011.00639.x
Setter, J., & Jenkins, J. (2005). State-of-the-art review article. Language Teaching, 38(1),
-17.
Scovel, T. (1988). A time to speak. A psycholinguistic inquiry into the critical period
for human speech. Cambridge, MA: Newbury House.
Schmidt, R. (1990). he role of consciousness in second language learning. Applied
Linguistics, 11, 129-158.
Schmidt, R. (1995). Consciousness and foreign language learning: a tutorial on the
role of attention and awareness in learning. In Schmidt, R. (Ed.), Attention and
awareness (pp. 1-63). Honolulu, HI: University of Hawai`i, National Foreign
Language Resource Center.
Silveira, R., & Alves, U. (2009). Noticing e intrução explícita: Aprendizagem fonéticofonológica
do morfema-ed. Nonada Letras em Revista, 2(13), 149-159.
Solé, M. J., & Estebas, E. (2000). Phonetic and phonological phenomena: VOT: A
cross-language comparison. In Proceedings of the 18th AEDEAN Conference
(pp. 437-44). Vigo: University of Vigo.
homson, R. I., & Derwing, T. M. (2014). he efectiveness of L2 pronunciation
instruction: A narrative review. Applied Linguistics, 36(3), 326-344. doi:10.1093/
applin/amu076
Vitevitch, M. S., & Luce, P. A. (1999). Probabilistic phonotactics and neighborhood
activation in spoken word recognition. Journal of Memory and Language, 40(3),
-408.
VanPatten, B. (1996). Input processing and grammar instruction in second language
acquisition. Norwood: Ablex Publishing
Venkatagiri, H. S., & Levis, J. (2007). Phonological awareness and speech
comprehensibility: An exploratory study. Language Awareness, 16, 263-277.
Vitevitch, M., & Luce, P. (1999). Probabilistic phonotactics and neighborhood
activation in spoken word recognition. Journal of Memory and Language, 40,
-408.
White, J., & Ranta, L. (2002). Examining the interface between metalinguistic task
performance and oral production in a second language. Language Awareness, 11,
-290.
Wrembel, M. (2005). Phonological Metacompetence in the Acquisition of Second
Language Phonetics (Unpublished Doctoral dissertation). Adam Mickiewicz
University, Poznan.
Wrembel, M. (2011). Metaphonetic awareness in the production of speech. In M.
Pawlak, E. Waniek-Klimczak & J. Majer (Eds.), Speaking and instructed foreign
language acquisition (pp. 169-182). Clevedon: Multilingual Matters.
Wrembel, M. (2013). Metalinguistic awareness in third language phonological
acquisition. In K. Roehr & G. A. Gánem-Gutiérrez (Eds.), he metalinguistic
dimension in instructed second language learning (pp. 119-144). London:
Bloomsbury.
Downloads
Publicado
Edição
Seção
Licença
A revista Ilha do Desterro publica artigos e resenhas inéditos, referentes as áreas de Inglês, Literaturas em Língua Inglesa e Estudos Culturais. Publica volumes mistos e/ou temáticos, com artigos e resenhas em inglês e português.
Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.
This work is licensed under a Creative Commons Attribution 4.0 International License.
