Effectiveness of teaching English prosodic features in Czech children

• Thesis title in Czech: Účinnost výuky prozodických rysů angličtiny u českých dětí
• Thesis title in English: Effectiveness of teaching English prosodic features in Czech children
• Key words: prozodie|intonace|rytmus|učení jazyka|děti
• English key words: prosody|intonation|rhythm|language teaching|children
• Academic year of topic announcement: 2016/2017
• Thesis type: Bachelor's thesis
• Thesis language: angličtina
• Department: Department of the English Language and ELT Methodology (21-UAJD)
• Supervisor: doc. Mgr. Radek Skarnitzl, Ph.D.
• Author: hidden - assigned and confirmed by the Study Dept.
• Date of registration: 16.05.2017
• Date of assignment: 16.05.2017
• Administrator's approval: not processed yet
• Confirmed by Study dept. on: 30.05.2017
• Date and time of defence: 05.09.2019 08:30
• Date of electronic submission: 06.08.2019
• Date of proceeded defence: 05.09.2019
• Submitted/finalized: committed by student and finalized
• Opponents: Suzanne Lewis, M.A.

Guidelines

- prostudovat relevantní literaturu týkající se osvojování zvukové stránky cizího jazyka, zejména prozodických jevů a rysů souvislé řeči, se zvláštním zřetelem k osvojování dětmi
- metodicky připravit a realizovat instruktáž zaměřenou na rytmické a melodické vlastnosti angličtiny u skupiny alespoň 12 dětí ve věku 6-8 let (celkově alespoň 12 týdnů angličtiny)
- provést vícečetné testování výslovnosti dětí zaměřené na cílové jevy (před zahájením výuky, v polovině výuky, bezprostředně po ukončení a alespoň s měsíčním odstupem)
- analyzovat vývoj produkčních a percepčních schopností v cílových jevech
- porovnat obecné i individuální tendence a vyvodit závěry

References

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Euler, Sasha S. “From communicative to task based pronunciation teaching: Utilizing the power of rhythm and connected speech.” IATEFL Pronunciation Special Interest Group Newsletter 51 (2014).

Gordon, Joshua, and Darcy, Isabelle. “The development of comprehensible speech in L2 learners: A classroom study on the effects of short-term pronunciation instruction.” Journal of Second Language Pronunciation 2.1 (2016): 56–92.

Levis, John. “New and given information in English: conflicting pedagogical models.” IATEFL Pronunciation Special Interest Group Newsletter 50 (2014).

Moon, Jayne. Children Learning English. MacMillan. 2000.

Neri, Ambra, Mich, Ornella, Gerosa, Matteo, and Giuliani, Diego. “The effectiveness of computer assisted pronunciation training for foreign language learning by children.” Computer Assisted Language Learning 21.5 (2008): 393–408.

Peppe, Sue, and McCann, Joanne. “Assessing intonation and prosody in children with atypical language development: the PEPS-C test and the revised version.” Clinical Linguistics & phonetics 17.4–5 (2003): 345–354.

Schreiber, Peter A. “Understanding prosody's role in reading acquisition.” Theory into Practice 30:3 (2009): 158-164.

Thomson, Ron I., and Derwin, Tracey M. “The Effectiveness of L2 Pronunciation Instruction: A Narrative Review.” Applied Linguistics (2014): 1–20.

Trofimovich, Pavel, and Baker, Wendy. “Learning prosody and fluency characteristics of second language speech: The effect of experience on child learners’ acquisition of five suprasegmentals.”
Applied Psycholinguistics 28 (2007): 251–276.

Trofimovich, Pavel, and Isaacs, Talia. “Second Language Pronunciation Assessment.” Second Language Acquisition 107: (2017). (vybrané kapitoly)

Trofimovich, Pavel, Lightbown, Patsy M., Halter, Randall H., and Song, Hyojin. “The Development of L2 Pronunciation in a Listening and Reading Program.” SSLA 31 (2009): 609– 639.

Verdugo, Dolores Ramírez. “A Study of Intonation Awareness and Learning in Non-native Speakers of English.” Language Awareness 15.3 (2006): 141-159.