http://hdl.handle.net/11089/48992 2026-04-10T20:47:53Z http://hdl.handle.net/11089/49009 Tailoring International Pronunciation Activities for Hungarian Learners of English Gyurka, Noémi; Piukovics, Ágnes Pronunciation teaching is gaining more and more recognition in international contexts, however, empirical research concerning pronunciation teaching is underrepresented in the Hungarian educational context. While there are a few studies that briefly touch upon the learners’ attitudes towards pronunciation, there is limited data concerning the ways in which pronunciation could be integrated into the Hungarian English as a foreign language (EFL) classroom. Therefore, to narrow down the gap, this paper aims to investigate how international pronunciation activities could be modified when teaching Hungarian learners specifically, and how these activities could be integrated successfully into the classroom. The case study conducted involved 13 learners, who were taught by the first author of the paper as the teacher-researcher. The timeframe of the research was 11 weeks, throughout which altogether five pronunciation activities were tailored and integrated into the lessons. The results indicate that taking only methodological considerations when deciding on what feature to teach was not sufficient for successful integration. It was concluded that the learners needed to be aware of the goals of the task, its relevance to their development, and most importantly, they had to be motivated and in turn engaged, as all the factors mentioned above are prerequisites of successful integration. 2023-12-28T00:00:00Z http://hdl.handle.net/11089/49008 A Multimodal Study of How Pronunciation-Induced Communication Breakdowns are Managed During Tandem Interactions Kosmala, Loulou; Horgues, Céline; Scheuer, Sylwia This paper offers quantitative and qualitative findings from the exploration of communication breakdowns in English tandem interactions, by adopting a multimodal perspective. It focuses on the ways in which pronunciation-induced CBs are managed by language peers in a tandem setting. This study shows cases where it was the non-native participant’s output that was the main communicative stumbling block, with a view to reporting on pronunciation-induced breakdowns. More specifically, our analyses target the ways in which CBs are signaled to the interlocutor with different multimodal cues (verbal / vocal / visual). Those pronunciation issues are dealt with in a highly collaborative manner, through multimodal communication strategies, revealing recurrent visual patterns involving different visible body articulators (i.e., the face, the trunk, and the hands) which differ according to participants’ status (native versus non-native). 2023-12-28T00:00:00Z http://hdl.handle.net/11089/49007 Self-Study of the MOOC English Pronunciation in a Global World: Metaphonetic Awareness and English Accent Variation Nowacka, Marta This paper reports on a study in which Polish first-year university students of English, self-studied the massive open and online course (henceforth MOOC) entitled “Pronunciation in a Global World” to gain some knowledge on the fundamentals of phonetics (the notion of comprehensibility, nativeness and identity; vowels, consonants and selected suprasegmentals) and English accent variation. Its two main goals are: firstly, to examine the MOOC’s impact on the participants’ understanding of basic phonetic concepts and, secondly, to obtain the users’ assessment of this MOOC’s attractiveness and usefulness.In general, the results do not give evidence for the positive influence of the MOOC course on the students’ meta-awareness of English phonetics, since there are statistically significant differences in only three of sixty-eight questions between the experimental and control group. Nevertheless, many informants regard the course as useful (72%) and attractive (49%).Although the results do not support the hypothesis of the MOOC’s beneficial role in facilitating the understanding of English phonetics our stand is that this online training could complement classroom teaching as a form of blended learning. 2023-12-28T00:00:00Z http://hdl.handle.net/11089/49006 Alignment in ASR and L1 Listeners’ Recognition of L2 Learner Speech: French EFL Learners & Dictation.Io Chanethom, Vincent; Henderson, Alice This study is an extension of Inceoglu et al.’s (2023) study on Google Voice Typing as a pronunciation learning tool. We used the Automatic Speech Recognition (ASR) tool on the dictation.io website (Agarwal, 2022), and our participants were L2 English learners of a different L1, but similar proficiency level. Twelve L1 English listeners assessed the L2 English from four L1 French speakers in terms of intelligibility and comprehensibility, measured by word transcription and Likert scale ratings respectively. Their scores were compared to ASR output. The goal was to determine how accurate the tool is, and to what extent its accuracy correlates with human listeners. The results were generally consistent with those of Inceoglu et al. (2023), with few exceptions which we discuss in the current study. 2023-12-28T00:00:00Z