Reviews

VoiceTube (Review)

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Abstract

Previous literature on ESL pedagogy has shown that the traditional practice of teaching English pronunciation to ESL students tended to focus on isolated word- or sentence-level pronunciation (Hsieh, 2013; Pennington & Ellis, 2000) and restricted the teaching to isolated segments rather than the level of suprasegmentals (Lightbown & Spada, 2006). As opposed to such a decontextualized way of teaching pronunciation (Celce-Murcia et al., 2010), other research has emphasized the role of suprasegmentals in enhancing intelligibility (Avery & Ehrlich, 1992), and as areas considered more likely to affect communicative success (Derwing & Rossiter, 2003). Affected by such a redirection of focus, more emphasis was placed on the research and instruction on teaching intonation, stress, rhythm, and pause. Empirical research has noted that suprasegmental features, especially intonation should be taught at the discourse level (Chun, 2002; Jenkins, 2004; Levis & Pickering, 2004) and the traditional decontextualized way of sentence-level teaching may not be effective (Levis, 1999).

How to Cite:

Jin, H., (2016) “VoiceTube (Review)”, Pronunciation in Second Language Learning and Teaching Proceedings 8(1).