French Pronunciation Instruction Using the PACE Model
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| Title: | French Pronunciation Instruction Using the PACE Model |
|---|---|
| Language: | English |
| Authors: | Rose, Céline (ORCID |
| Source: | Foreign Language Annals. Fall 2023 56(3):532-551. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | French, Pronunciation, Speech Instruction, Teaching Methods, Second Language Instruction, Language Teachers, Phonemes |
| DOI: | 10.1111/flan.12711 |
| ISSN: | 0015-718X 1944-9720 |
| Abstract: | As an overwhelming amount of research has demonstrated that educator preparation programs do not adequately prepare instructors to teach pronunciation, this study aims to help teachers of foreign languages to implement and improve pronunciation instruction (PI) in their classroom by adapting PACE (Presentation, Attention, Co-construction, and Extension), the commonly used model for grammar instruction. The present study explores the efficacy of this model in improving learners' ability (1) to associate target phonemes with the appropriate phonological context and (2) to produce target phonemes distinctly in a spontaneous speech task. Data suggest that a modified PACE model for PI can be effective in both intermediate- and advanced-level courses. The possibility of adapting an existing and well-known method for teaching grammar would allow teachers to implement and/or improve their PI with minimal additional training. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1392184 |
| Database: | ERIC |
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| Abstract: | As an overwhelming amount of research has demonstrated that educator preparation programs do not adequately prepare instructors to teach pronunciation, this study aims to help teachers of foreign languages to implement and improve pronunciation instruction (PI) in their classroom by adapting PACE (Presentation, Attention, Co-construction, and Extension), the commonly used model for grammar instruction. The present study explores the efficacy of this model in improving learners' ability (1) to associate target phonemes with the appropriate phonological context and (2) to produce target phonemes distinctly in a spontaneous speech task. Data suggest that a modified PACE model for PI can be effective in both intermediate- and advanced-level courses. The possibility of adapting an existing and well-known method for teaching grammar would allow teachers to implement and/or improve their PI with minimal additional training. |
|---|---|
| ISSN: | 0015-718X 1944-9720 |
| DOI: | 10.1111/flan.12711 |
