'She'll Be Right': Development of a Coaching Model to Clear and Fluent Pronunciation in Australia
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| Title: | 'She'll Be Right': Development of a Coaching Model to Clear and Fluent Pronunciation in Australia |
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| Language: | English |
| Authors: | Baker, Amanda |
| Source: | English Australia Journal. 2021 37(1):27-39. |
| Availability: | English Australia Ltd. Level 3, 162 Goulburn Street, Surry Hills, NSW 2010, Australia. Tel: 61-2-9264-4700; e-mail: easec@englishaustralia.com.au; Web site: https://www.englishaustralia.com.au/professional-development/journal |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Coaching (Performance), Pronunciation Instruction, Teaching Methods, Learning Processes, Second Language Learning, Second Language Instruction, Models, Language Fluency, Oral Language, Instructional Innovation, Foreign Countries, Metalinguistics, English (Second Language) |
| Geographic Terms: | Australia |
| ISSN: | 1444-4496 |
| Abstract: | Teaching and learning pronunciation can be challenging for second language (L2) teachers and learners alike. Many people may even adopt that attitude that, 'She'll be right', thinking that L2 learners' pronunciation difficulties will likely sort themselves out in time. Yet many learners consider pronunciation to be the most difficult oral communication skill (Yanagi & Baker, 2016). To address these issues, this paper discusses two models, Baker's Pronunciation Pedagogy Model: From Awareness to Clear and Fluent Pronunciation (derived from the work of Baker, 2014) and Kaufman's (2010) P.E.R.F.E.C.T. model of coaching, and combines them to produce a more holistic, yet pronunciation skill-specific 'Coaching Model to Clear and Fluent Pronunciation'. This innovative model provides teachers with a well-rounded approach for developing learners' pronunciation skills while simultaneously taking into consideration the psychological variables that may either enhance or inhibit this development. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1341750 |
| Database: | ERIC |
| Abstract: | Teaching and learning pronunciation can be challenging for second language (L2) teachers and learners alike. Many people may even adopt that attitude that, 'She'll be right', thinking that L2 learners' pronunciation difficulties will likely sort themselves out in time. Yet many learners consider pronunciation to be the most difficult oral communication skill (Yanagi & Baker, 2016). To address these issues, this paper discusses two models, Baker's Pronunciation Pedagogy Model: From Awareness to Clear and Fluent Pronunciation (derived from the work of Baker, 2014) and Kaufman's (2010) P.E.R.F.E.C.T. model of coaching, and combines them to produce a more holistic, yet pronunciation skill-specific 'Coaching Model to Clear and Fluent Pronunciation'. This innovative model provides teachers with a well-rounded approach for developing learners' pronunciation skills while simultaneously taking into consideration the psychological variables that may either enhance or inhibit this development. |
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| ISSN: | 1444-4496 |
