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Teaching Pronunciation and Intonation to Adults in Foreign Languages : = A Qualitative Case Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teaching Pronunciation and Intonation to Adults in Foreign Languages :/
Reminder of title:	A Qualitative Case Study.
Author:	Magiera, Rafael.
Description:	1 online resource (108 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
Contained By:	Dissertations Abstracts International85-09A.
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
ISBN:	9798381945362

Teaching Pronunciation and Intonation to Adults in Foreign Languages : = A Qualitative Case Study.
Magiera, Rafael.

Teaching Pronunciation and Intonation to Adults in Foreign Languages :A Qualitative Case Study. - 1 online resource (108 pages)

Source: Dissertations Abstracts International, Volume: 85-09, Section: A.

Thesis (Ed.D.)--American College of Education, 2024.

Includes bibliographical references

Communicating proficiently in a foreign language requires knowledge of several elements. Grammar, syntax, and vocabulary are essential to language acquisition, and correct pronunciation and intonation increase the value of verbal skills. The problem addressed in this study emerged from a gap in the literature regarding adult foreign language learners' inadequate pronunciation and intonation, which can hinder their ability to communicate verbally. Skinner's behaviorism theory and Chomsky's cognitive development theory formed the theoretical framework of this study. The research questions focused on perceptions and beliefs about pronunciation and intonation teaching and learning among foreign language instructors and adult foreign language learners. A qualitative explanatory case study explored perceptions and beliefs regarding the importance of teaching and learning pronunciation and intonation in foreign languages. Adult foreign language instructors and learners were the target population. A sample of six instructors and nine adult students was selected through convenience sampling, applying inclusion and exclusion criteria. Participants received questionnaires through Survey Monkey to submit responses. Data were coded, categorized, and analyzed for conclusions and recommendations. The findings indicate that participants believed teaching and learning pronunciation and intonation were essential for better verbal communication. Participants used different resources to teach and practice verbal skills. Instructors indicated they lacked appropriate training in teaching strategies targeted at providing pronunciation and intonation instruction, supporting student learning, and maintaining consistent focus on verbal skills in their practices.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381945362Subjects--Topical Terms:

1148422
English as a second language.
Subjects--Index Terms:

Qualitative researchIndex Terms--Genre/Form:

554714
Electronic books.

Teaching Pronunciation and Intonation to Adults in Foreign Languages : = A Qualitative Case Study.
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520 $a Communicating proficiently in a foreign language requires knowledge of several elements. Grammar, syntax, and vocabulary are essential to language acquisition, and correct pronunciation and intonation increase the value of verbal skills. The problem addressed in this study emerged from a gap in the literature regarding adult foreign language learners' inadequate pronunciation and intonation, which can hinder their ability to communicate verbally. Skinner's behaviorism theory and Chomsky's cognitive development theory formed the theoretical framework of this study. The research questions focused on perceptions and beliefs about pronunciation and intonation teaching and learning among foreign language instructors and adult foreign language learners. A qualitative explanatory case study explored perceptions and beliefs regarding the importance of teaching and learning pronunciation and intonation in foreign languages. Adult foreign language instructors and learners were the target population. A sample of six instructors and nine adult students was selected through convenience sampling, applying inclusion and exclusion criteria. Participants received questionnaires through Survey Monkey to submit responses. Data were coded, categorized, and analyzed for conclusions and recommendations. The findings indicate that participants believed teaching and learning pronunciation and intonation were essential for better verbal communication. Participants used different resources to teach and practice verbal skills. Instructors indicated they lacked appropriate training in teaching strategies targeted at providing pronunciation and intonation instruction, supporting student learning, and maintaining consistent focus on verbal skills in their practices.
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