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Exploration of Form-Focused Instruction of Pronunciation 원문보기

  • 저자

    Jeon, Jae Seung

  • 학위수여기관

    HANKUK UNIVERSITY OF FOREIGN STUDIES. DEPARTMENT OF TESOL GRADUATE SCHOOL

  • 학위구분

    국내석사

  • 학과

    TESOL학과

  • 지도교수

    Lee, Kil Ryoung

  • 발행년도

    2014

  • 총페이지

    192 p

  • 키워드

    pronunciation intelligibility form-focused instruction;

  • 언어

    eng

  • 원문 URL

    http://www.riss.kr/link?id=T13539068&outLink=K  

  • 초록

    Exploration of Form-Focused Instruction of Pronunciation: A Case Study of Korean Middle School Learners The purpose of this study is to explore form-focused instruction of pronunciation according to the SLA paradigm pursuing the balance of form and meaning. 4 research questions are addressed in this study. First, how does participants' pronunciation develop based on focus on phonological form? Second, how does their fluency develop? Also, how do their fluency and accuracy interface? Third, what attitudes and perspectives do they have on form-focused instruction of phonological forms? Fourth, what difficulties and problems do they report in speaking without breakdowns? In order to answer those questions, this case study included 2 middle school seniors and provided 14-week form-focused instruction of pronunciation. For the elicitation of data, interviews, stimulated recall, diaries and public spoken performances were recorded and transcribed, and then qualitatively analyzed. The first finding of this study is that form-focused instruction of pronunciation resulted in the development of the participants' phonological forms, and the increase of their intelligibility ensued from it. However, when they explicitly monitored new phonological forms they had learned and reached their attentional overload, they deteriorated in unautomatized forms without their attentional care. As a result, their intelligibility was not guaranteed. Furthermore, one important finding is that the deterioration phenomenon was obvious only in the performances of the participant with lower pre-existing proficiency. It is implied that learning amount and speed should be adjusted through differentiated classes according to pre-existing proficiency levels of learners. The second finding is that fluency was contingent on the implicit processing of forms. The participant with higher pre-existing proficiency had already familiarized herself with many forms before the current instruction, and therefore the number of new forms and learning speed did not generate her attentional overload. As a result, she steadily increased in fluency. However, her counterpart with lower pre-existing proficiency had to experience attentional overload due to the excessive number of new forms needing her explicit monitoring and the learning speed over her pace. She deteriorated in fluency producing more breakdowns. The third finding is that they reported positive attitudes and perspectives on form-focused instruction of pronunciation. They noted that it raised their awareness of forms, learning speed, and listening ability. Also, they reported that they did not have difficulty understanding almost all the phonological forms through the rather short 10-minute instruction of pronunciation stemming from focus on form. The last finding is that they reported that they had difficulty speaking without breakdowns due to the excessive amount of information to monitor in real time, the lack of articulatory motor skill, and fears for errors. They suggested as a solution repetitious training through the habituation of daily English use. The role of instructional intervention appears to be manifest for the development of pronunciation and intelligibility. Form-focused instruction of pronunciation shows it can serve as a rational methodological approach for achieving the balance of form and meaning. For more effectual education, however, study courses should be customized to meet the different needs of individuals and encourage their habituation of English use for automatization.


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