By Edward Y. Odisho
This e-book introduces language as an unlimited code of communique that's completely constrained to people. extra particularly, it investigates the cognitive roots of pronunciation in youngsters and adults and the emergence of accessory with adults whilst studying a moment language (L2). to that end, any educating of L2 pronunciation to adults may be premised on a multisensory and multicognitive method masking a big variety of training and studying techniques which are in keeping with the cognitive roots. From the pedagogical viewpoint, the ebook introduces the excellence among phonological accent-a mispronunciation that ends up in the switch of the distinctive meaning-and phonetic accessory that's a mispronunciation that doesn't switch that means. In real-life occasions, and extra so in school room events, the target will be the removal or aid of phonological accessory ahead of tackling the phonetic one. The ebook applies all of the above strategies on a wide selection of languages supported with a mixture of visible, auditory and tactile-kinesthetic in addition to cognitive concepts.
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Extra info for Pronunciation is in the brain, not in the mouth : a cognitive approach to teaching it
The other catheter had two small openings at its end to be inserted through the nasal passage and positioned between the larynx and pharynx. CHAPTER 1 23 The purpose of this experiment was to monitor the intraoral pressure changes in the vocal tract. Such experiments were initially very intimidating and I did not have the support of anyone who had conducted them before. Nevertheless, the dream of a doctorate in phonetics by an Assyrian who suffered from discrimination and struggled for eleven years to have a go at it, made the trial less daunting.
Those four years were, in many respects, virtually the reversal of my experience with English during the four years in Baghdad majoring in English. The longer I stayed in England and became acquainted with the linguistic and phonetic principles of language learning and teaching, the more I discovered the weaknesses and flaws in my English at all levels—grammar, style, lexicon and, above all, pronunciation which is the focus of this book. Fortunately, in the consonantal domain of English, there were no serious phonological problems simply because of my broad phonetic and phonological base attributed to my childhood trilingualism.
4. Phonetic and Linguistic Orientation in Graduate Education The first year of my graduate education was a two-pronged intensive orientation in theoretical and applied principles of phonology and phonetics. The theoretical component covered a wide variety of schools and theories of phonology. The applied side of it involved thorough exposure to human speech from the acoustic, physiological and aerodynamic perspectives which were reinforced with experimental laboratory work as well as practicals in the perception, recognition and production of a wide variety of human sound specimens.