dc.contributor.author | Jarosz, Anna | |
dc.date.accessioned | 2024-01-03T09:40:17Z | |
dc.date.available | 2024-01-03T09:40:17Z | |
dc.date.issued | 2023-12-28 | |
dc.identifier.issn | 1731-7533 | |
dc.identifier.uri | http://hdl.handle.net/11089/49004 | |
dc.description.abstract | The article focuses on advanced students’ beliefs and views related to their own pronunciation and pronunciation learning/teaching. It also presents their opinions on the university courses dedicated to phonetics and phonology of the English language. Furthermore, it analyses the students plans and ambitions for their future self-study and intentions to further develop and improve their English pronunciation. Finally, the article introduces varied and numerous research areas investigated in the current two issues of RiL and points to the significance of the most recent findings in the field. | en |
dc.language.iso | en | |
dc.publisher | Wydawnictwo Uniwersytetu Łódzkiego | pl |
dc.relation.ispartofseries | Research in Language;3 | en |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0 | |
dc.subject | phonetic instruction | en |
dc.subject | pronunciation awareness | en |
dc.subject | learner beliefs | en |
dc.subject | needs’ analysis | en |
dc.subject | pronunciation instruction | en |
dc.title | Theoretical and Practical Phonetic Instruction in the Eyes of Advanced Students. An Editorial to RiL Special Issue Vol. 21.3 and 21.4 on Pronunciation Research and Pronunciation Learning/Teaching in a Global EFL Perspective | en |
dc.type | Article | |
dc.page.number | 211-224 | |
dc.contributor.authorAffiliation | University of Łódź, Poland | en |
dc.references | Dalton, C & Seidlhofer, B. (1994). Pronunciation. Hongkong: Oxford University Press. | en |
dc.references | Dalton-Puffer, C., Kaltenboeck, G., & Smit, U. (1997). Learner attitudes and L2 pronunciation in Austria. World Englishes, 16, 115–127, https://doi.org/10.1111/1467-971X.00052 | en |
dc.references | Derwing, T. M., Diepenbroek, L. G., Foote, J. A. (2012). How Well do General-Skills ESL Textbooks Address Pronunciation? In: TESL Canada Journal/Revue TESL du Canada. Volume 30 (1) Winter 2012. 22-44, https://doi.org/10.18806/tesl.v30i1.1124 | en |
dc.references | Derwing, T. M., Munro, M. J. & Thomson, R.I. (2007). A longitudinal study of ESL learners’ fluency and comprehensibility development. Applied Linguistics, 29. 359-380, https://doi.org/10.1093/applin/amm041 | en |
dc.references | Derwing, T. M. & Munro, M. J. (2011). Intelligibility, comprehensibility and accent: Their relevance to pronunciation teaching. Speak Out! IATEFL. Pronunciation Special Interest Group Newsletter, (X). 1-5 | en |
dc.references | Janicka, K., Kul, M., Weckwerth, J. (2005). Polish students’ attitudes to native English accents. In K. Dziubalska-Kołaczyk & J. Przedlacka (Eds.), English pronunciation models: A changing scene (pp. 251–292). Bern: Peter Lang. | en |
dc.references | Jarosz, A. (2019a). Secondary school learners’ pronunciation needs, perceptions and attitudes. In J. Levis, C. Nagle, & E. Todey (Eds.), Proceedings of the 10th Pronunciation in Second Language Learning and Teaching Conference, ISSN 2380-9566, Ames, IA, September 2018 (pp. 296-306). Ames, IA: Iowa State University. | en |
dc.references | Jarosz, A. (2019b) English Pronunciation in L2 Instruction. The Case of Secondary School Learners. Cham: Springer Nature, https://doi.org/10.1007/978-3-030-13892-9 | en |
dc.references | Jarosz, A. (2021). Incidental Development of Pronunciation Learning Strategies. Research in Language, 19(3), 267–282. https://doi.org/10.18778/1731-7533.19.3.03 | en |
dc.references | Kenworthy, J. (1987) Teaching English Pronunciation. London: Longman. | en |
dc.references | Levis. J. M. 2005. Changing Contexts and Shifting Paradigms in Pronunciation Teaching, TESOL Quarterly 39(3): 369-377, doi: 10.2307/3588485 | en |
dc.references | Levis, J. M. 2020. Revisiting the Intelligibility and Nativeness Principles. Journal of Second Language Pronunciation 6(3): 310-328, doi:10.1075/jslp.20050.lev | en |
dc.references | Majer, J. (2002). In French Is Six Millions Docks. Where Error, Please? In: Waniek-Klimczak, E. & Melia, J. P. (eds). Accents and Speech in Teaching English Phonetics and Phonology: EFL Perspective. Frankfurt: Peter Lang. 107-123 | en |
dc.references | Majer, H. & Waniek-Klimczak, E. (2001). Kształcenie Nauczycieli Języka Angielskiego w Opinii Studentów Studiów Licencjackich. Zeszyty Naukowe PWSZ w Płocku: Neofilologia 1. 55-68 | en |
dc.references | Nowacka, M. (2017). More insight into university students’ formal and informal pronunciation practice. Paper presented at the International Conference ACCENTS 2017 | en |
dc.references | Pawlak, M. (2008). Another look at the use of pronunciation learning strategies. An advanced learner’s perspective. In: Waniek-Klimczak, E. (ed.). Issues in accents of English. Newcastle upon Tyne: Cambridge Scholars Publishing. 304-322. | en |
dc.references | Pawlak, M. (2011). Students’ Successes and Failures in Learning Foreign Language Pronunciation: Insights from Diary Data. In: Arabski, J. & Wojtaszek, A. (eds). The Acquisition of L2 Phonology. Bristol, Buffalo, Toronto: Multilingual Matters. 165-182. https://doi.org/10.21832/9781847693761-014 | en |
dc.references | Sardegna, V. G. (2022). Evidence in favor of a strategy-based model for English pronunciation instruction. Language Teaching, 55(3), 363-378. https://doi.org/10.1017/S0261444821000380 | en |
dc.references | Sardegna V. G. (2023). The effects of individual and instructional variables on English pronunciation learning efforts: What teachers need to know. In V. G. Sardegna & A. Jarosz (Eds.), English pronunciation teaching: Theory, practice and research findings (pp. 21-33). Multilingual Matters. https://doi.org/10.21832/9781800410503-007 | en |
dc.references | Sardegna, V. G., & Jarosz, A. (2022). Exploring how YouGlish supports learning English word stress: A perception study. In V. G. Sardegna & A. Jarosz (Eds.), Theoretical and practical developments in English speech assessment, research, and training: Studies in honour of Ewa Waniek-Klimczak (pp. 165-184). Springer Nature. https://doi.org/10.1007/978-3-030-98218-8_10 | en |
dc.references | Sardegna, V. G., & Jarosz, A. (2023). Learning English word stress with technology. In R. I. Thomson, T. M. Derwing, J. M. Levis, & K. Hiebert (Eds.), Proceedings of the 13th Pronunciation in Second Language Learning and Teaching Conference, held June 2022 at Brock University, St. Catharines, ON. https://doi.org/10.31274/psllt.16142 | en |
dc.references | Sardegna, V. G., Lee, J., & Kusey, C. (2018). Self-efficacy, attitudes, and choice of strategies for English pronunciation learning. Language Learning, 68(1), 83-114. doi:10.1111/lang.12263 | en |
dc.references | Smit, U. & Dalton, C. (2000). Motivational patterns in advanced EFL pronunciation learners. IRAL, 36(3/4). 229–246. https://doi.org/10.1515/iral.2000.38.3-4.229 | en |
dc.references | Smojver, V. J. & Stanojewic, M. M. (2013). Stratification as a lingua franca: Identity construction of learners and speakers. In: Waniek-Klimczak, E. & Shockey, L. (eds). Teaching and researching English accents in native and non-native speakers. Heidelberg: Springer. 191-206 https://doi.org/10.1007/978-3-642-24019-5_14 | en |
dc.references | Sobkowiak, W. (2002). English Speech in Polish Eyes: What University Students Think about English Pronunciation Teaching and Learning. In: Waniek-Klimczak, E & Melia, J. P. (eds). Accents and Speech in Teaching English Phonetics and Phonology: EFL perspective. Frankfurt: Peter Lang. 177-196 | en |
dc.references | Waniek-Klimczak, E. (1997). Context for Teaching English Phonetics and Phonology at Polish Universities and Colleges: A Survey. In: Waniek-Klimczak, E & Melia, J. P. (eds). Accents and Speech in Teaching English Phonetics and Phonology: EFL perspective. Frankfurt: Peter Lang. 5-17 | en |
dc.references | Waniek-Klimczak, E. (2002). Context for teaching English phonetics and phonology. In E. Waniek-Klimczak & J. P. Melia (Eds.), Accents and speech in teaching English phonetics and phonology: EFL perspective (pp. 139–152). Frankfurt: Peter Lang. | en |
dc.references | Waniek-Klimczak, E. & Klimczak, K. (2005). Target in Speech Development: Learners’ Views. In: Dziubalska-Kołaczyk, K. & Przedlacka, J. (eds.). (2005). English Pronunciation Models: A Changing Scene. Bern: Peter Lang. 229-249 | en |
dc.references | Waniek-Klimczak, E., Rojczyk, A., Porzuczek, A. (2015). ‘Polglish’ in Polish Eyes: What English Studies Majors Think about Their Pronunciation in English. In: Waniek-Klimczak, E. & Pawlak, M. (eds). Teaching and Researching the Pronunciation of English. Studies in Honour of Włodzimierz Sobkowiak. Switzerland: Springer. 23-34. https://doi.org/10.1007/978-3-319-11092-9_2 | en |
dc.contributor.authorEmail | anna.jarosz@uni.lodz.pl | |
dc.identifier.doi | 10.18778/1731-7533.21.3.01 | |
dc.relation.volume | 21 | |