Open AccessDesperately Seeking a Communicative Approach: English Pronunciation in a Sample of French and Polish Secondary School Textbooks
Author(s) -
Alice Henderson,
Anna Jarosz
Publication year - 2014
Publication title -
research in language
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.165
H-Index - 9
eISSN - 2083-4616
pISSN - 1731-7533
DOI - 10.2478/rela-2014-0015
Subject(s) - pronunciation , active listening , psychology , communicative language teaching , linguistics , meaning (existential) , mathematics education , sample (material) , pedagogy , language education , communication , philosophy , chemistry , chromatography , psychotherapist
The first part of this paper analyses pronunciation exercises in a representative sample of textbooks from each country. Pronunciation exercises were classified based on the degree to which they mobilize communicative abilities, according to the five categories of a Communicative Framework for teaching pronunciation (Celce-Murcia et al., 2010, p45): Description & analysis, Listening discrimination, Controlled practice, Guided practice, Communicative practice. The first category involves little risk-taking by the learner, usually focusses on form and allows little freedom. At the other end of the spectrum, communicative practice involves a focus on meaning and interaction, with the concomitant greater freedom to make mistakes. The exercises were then analysed to see which segmental and/or prosodic features they favoured and to what extent