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dc.contributor.authorHenderson, Aliceen
dc.contributor.authorJarosz, Anna Ewaen
dc.description.abstractThe first part of this paper analyses pronunciation exercises in a representative sample of textbooks from each country. Pronunciation exercises were classified based on the degree to which they mobilize communicative abilities, according to the five categories of a Communicative Framework for teaching pronunciation (Celce-Murcia et al., 2010, p45): Description & analysis, Listening discrimination, Controlled practice, Guided practice, Communicative practice. The first category involves little risk-taking by the learner, usually focusses on form and allows little freedom. At the other end of the spectrum, communicative practice involves a focus on meaning and interaction, with the concomitant greater freedom to make mistakes. The exercises were then analysed to see which segmental and/or prosodic features they favoured and to what extent.en
dc.publisherWydawnictwo Uniwersytetu Łódzkiegoen
dc.relation.ispartofseriesResearch in Language;12en
dc.rightsThis work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.en
dc.titleDesperately Seeking a Communicative Approach: English Pronunciation in a Sample of French and Polish Secondary School Textbooksen
dc.contributor.authorAffiliationHenderson Alice - Université de Savoieen
dc.contributor.authorAffiliationJarosz Anna - University of Łódźen
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dc.contributor.authorEmailHenderson Alice - Alice.Henderson@univ-savoie.fren
dc.contributor.authorEmailJarosz Anna - aejarosz@wp.plen

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