Vrednost poučevanja fonetike in izgovarjave za napredne učence angleščine

Pronunciation is an essential part of acquiring a second language, but far too often little time is spent on teaching it (Kelly 1969). It seems as if it is generally thought that pronunciation is something that will develop on its own, yet learners are still assumed to maintain a certain level. This paper investigates the effects of explicit pronunciation and phonetics teaching on the English speech production of advanced Dutch learners of English. The pronunciation of advanced university learners was investigated at several points over a period of three years, halfway during which their pronunciation teaching was stopped. The effect this termination had on their speech production was investigated, as well as any task-specific differences in read versus spontaneous speech. Also studied was the potential influence of studying abroad and taking English-taught courses. Overall, this study shows that explicit teaching has a clear effect on the pronunciation of the learners. Some features of pronunciation turn out to be more robust than others, and the task type has an unmistakeable influence on the native-like quality of the learners’ pronunciation, while there was only a minor effect of general exposure to English. Altogether, the value of explicit phonetics and pronunciation teaching turns out to be quite high for advanced second language learners, and once they acquire a certain level they are able to maintain a stable accent.Izgovarjava je ključni element učenja tujega jezika, vendar se njenemu poučevanju prepogosto posveča premalo časa (Kelly 1969). Zdi se, da velja prepričanje, da se bo izgovarjava sčasoma razvila kar sama od sebe, hkrati pa se pričakuje, da bodo učenci vendarle dosegli določen nivo. Članek obravnava učinke eksplicitnega poučevanja izgovarjave in fonetike na tvorjenje angleškega govora pri naprednih nizozemskih učencih angleščine. V obdobju treh let se je izgovarjava pri naprednih študentih večkrat preverjala. Sredi triletnega obdobja pa se je poučevanje izgovarjave prenehalo. Ugotavljali smo, kako je prekinitev poučevanja izgovarjave vplivala na tvorjenje govora, in ali je bilo moč opaziti specifične razlike med branjem in spontanim govorom. Upoštevali smo tudi vpliv študija v tujini in spremljanja predavanj v angleškem jeziku. Naša študija dokazuje, da ima eksplicitno poučevanje izgovarjave jasen učinek na razvoj le-te pri učencih. Nekatere izgovorne značilnosti so bolj izrazite kot druge, prav tako tudi vrsta naloge nedvomno vpliva na podobnost učenčeve izgovarjave izgovarjavi rojenih govorcev. Količina izpostavljenosti angleščini ima manjši učinek na izgovarjavo. Vrednost eksplicitnega poučevanja fonetike in izgovarjave je precej visoka pri naprednih učencih tujega jezika. Ko enkrat dosežejo določen nivo, so ga sposobni tudi ohraniti