Raising self-consciousness: phonetic education as embodied language learning
PDF (English)

Słowa kluczowe

phonetic education
body pedagogy
perception
democratic language education

Jak cytować

Scivoletto, G. (2022). Raising self-consciousness: phonetic education as embodied language learning. Glottodidactica, 49(1), 183–196. https://doi.org/10.14746/gl.2022.49.1.11

Abstrakt

Phonetic education is presented in this contribution as a pedagogical approach and didactic method for teaching and acquiring phonetic-phonological competence in the foreign language classroom at school. To develop such competence, we should overcome the school practice that still today does not seem to deviate from the listen-and-repeat method: the teaching of articulatory phonetics is proposed as a method and tool for learning based on self-consciousness. By discovering the sound dimension of language, and the bodily reality through which it is realised, the student undergoes an educational experience based on perception. The formative value of a phonetic education is framed in the perspective of body pedagogy, in line with an inclusive and democratic approach to language education.

https://doi.org/10.14746/gl.2022.49.1.11
PDF (English)

Bibliografia

Acton, W. (1984). Changing fossilized pronunciation. TESOL Quarterly, 18 (1), 71–85.

Ashby, P. (2005). Phonetic pedagogy. In: K.E. Brown (ed.), Encyclopedia of language and linguistics (pp. 372–378). Oxford: Elsevier.

Ashby, P. / Ashby, M. (2013). Phonetic pedagogy. In: M.J. Jones / R.A. Knight (eds.), The Bloomsbury companion to phonetics (pp. 198–207). London: Bloomsbury.

Bartels, N. (2005). Applied linguistics and language teacher education. Boston: Springer.

Castoldi, M. (2011). Progettare per competenze. Percorsi e strumenti. Roma: Carocci.

Catford, J.C. (1999). Phonetic pedagogy. In: B. Spolsky (ed.), Concise encyclopedia of educational linguistics (pp. 644–647). Oxford: Elsevier.

Council of Europe (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment. Companion volume. Strasbourg: Council of Europe Publishing.

Celce-Murcia, M. / Brinton, D. / Goodwin, J.M. (1996). Teaching pronunciation. Reference for teachers of English to speaker of other languages. Cambridge: Cambridge University Press.

Contini, M. / Fabbri, M. / Manuzzi, P. (2006). Non di solo cervello. Educare alle connessioni mentecorpo significati-contesti. Milano: Cortina.

Costenaro, V. / Daloiso, M. / Favaro, L. (2014). Teaching English to young learners with dyslexia. Developing phonemic awareness through the sound pathways. EL.LE – Educazione Linguistica. Language Education, 3 (2), 209–230.

Couper, G. (2016). Teacher cognition of pronunciation teaching amongst English language teachers in Uruguay. Journal of Second Language Pronunciation, 2 (1), 29–55.

Daloiso, M. (2015). Scienze del linguaggio e educazione linguistica. Torino: Loescher.

De Mauro, T. (2018). L’educazione linguistica democratica. Roma: Laterza.

Derwing, T.M. / Munro, M.J. (2014). Myth 1: Once you have been speaking a second language for years, it’s too late to change your pronunciation. In: L. Grant (ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 34–55). Ann Arbor: University of Michigan Press.

Derwing, T.M. / Munro, M.J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. Amsterdam: John Benjamins.

Dewey, J. (1938). Experience and Education. New York: Kappa Delta Pi.

Duranti, A. (2010). Husserl, intersubjectivity and anthropology. Anthropological Theory, 10 (1), 1–20.

Eger, N.A. / Mitterer, H. / Reinisch, E. (2019). Learning a new sound pair in a second language: Italian learners and German glottal consonants. Journal of Phonetics, 77, 1–24. DOI: 10.1016/j.wocn.2019.100917.

Evans, J. / Rich, E. / Davies, B. (2009). The body made flesh: embodied learning and the corporeal device. British Journal of Sociology of Education, 30 (4), 389–391.

Gemelli, I. (2011). Pedagogia del corpo. Milano: Cortina.

Grant, L. (2014). Myth 5: Students would make better progress in pronunciation if they just practiced more. In: L. Grant (ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 137–159). Ann Arbor: University of Michigan Press.

Greenwood, A. / Zanella, A. / Tracogna, L. / Mabbott, N. / Cochrane, S. / Brodey, K. (2016). Cult [smart] essential. Novara: De Agostino Scuola.

Gregersen, T.S. / MacIntyre, P.D. (2017). Innovative practices in language teacher education. Spanning the spectrum from intra- to inter-personal professional development. Boston: Springer.

Gregory, A.E. (2005). What’s phonetics got to do with language teaching? Investigating future teachers’ use of knowledge about phonetics and phonology. In: N. Bartels (ed.), Applied linguistics and language teacher education (pp. 201–220). Boston: Springer.

Grenon, I. / Kubota, M. / Sheppard, C. (2019). The creation of a new vowel category by adult learners after adaptive phonetic training. Journal of Phonetics, 72, 17–34.

Grimaldi, M. (2017). L’efficacia dell’istruzione scolastica nell’apprendimento fonetico-fonologico della L2. SILTA – Studi Italiani di Linguistica Teoria e Applicata, 45 (1), 109–126.

Gronchi, M. (2018). La sensibilizzazione fonologica in lingua inglese LS. Un progetto di ricercaazione per un caso di destrutturazione linguistica in un soggetto proveniente da adozione internazionale. EL.LE – Educazione Linguistica. Language Education, 7 (2), 269–288.

Henderson, A. / Frost, D. / Tergujeff, E. / Kautzsch, A. / Murphy, D. / Kirkova-Naskova, A. / Waniek-Klimczak, E. / Levey, D. / Cunnigham, U. / Curnick, L. (2012). The English pronunciation teaching in Europe survey: Selected results. Research in Language, 10 (1), 5–27.

Ivinson, G. (2012). The body and pedagogy: beyond absent, moving bodies in pedagogic practice. British Journal of Sociology of Education, 33 (4), 489–506.

Jenner, B. (1987). Why Educational Phonetics in JIPA? Journal of the International Phonetic Association, 17 (1), 35–38.

Kissling, M.E. (2015). Phonetics instruction improves learners’ perception of L2 sounds. Language Teaching Research, 19 (3), 254–275.

Leather, J. (1983). Second-language pronunciation learning and teaching. Language Teaching, 16, 198–219.

Levis, J. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39 (3), 369–377.

Low, E. (2015). Pronunciation for English as an International Language. From research to practice. Oxford et al.: Routledge.

McAndrews, M.M. / Thomson, R.I. (2017). Establishing an empirical basis for priorities in pronunciation teaching. Journal of Second Language Pronunciation, 3 (2), 267–287.

Merleau-Ponty, M. (1945). Phénoménologie de la perception. Paris: Gallimard.

Messum, P. / Howard, I.S. (2015). Creating the cognitive form of phonological units: The speech sound correspondence problem in infancy could be solved by mirrored vocal interactions rather than by imitation. Journal of Phonetics, 53, 125–140.

Murphy, J. (2014) Myth 7: Teacher training programs provide adequate preparation in how to teach pronunciation. In: L. Grant (ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 188–234). Ann Arbor: University of Michigan Press.

Nguyen, D.J. / Larson, J.B. (2015). Don’t forget about the body: exploring the curricular possibilities of embodied pedagogy. Innovative Higher Education, 40, 331–344.

PD (2010a) = Presidential Decree 15 March 2010, no. 87. https://www.gazzettaufficiale.it/atto/serie_generale/caricaDettaglioAtto/originario?atto.dataPubblicazioneGazzetta=2010-06-15&atto.codiceRedazionale=010G0109&elenco30giorni= [access: 04.10.2022].

PD (2010b) = Presidential Decree 15 March 2010, no. 89. https://www.gazzettaufficiale.it/eli/id/2010/06/15/010G0111/sg [access: 04.10.2022].

Rizzolatti, G. / Buccino, G. (2005). The mirror neuron system and its role in imitation and language. In: S. Dehaene / J. Duhamel / M. Hauser / G. Rizzolatti (eds.), From monkey brain to human brain. A fyssen foundation symposium (pp. 213–234). Cambridge: MIT Press.

da Rosa, E. (2016). The relevance of phonetics teaching for English sounds perception. Lingu@ Nostr@ – Revista Virtual de Estudos de Gramática e de Linguística, 4 (2), 3–22.

Shinohara, Y. / Iverson, I. (2021). The effect of age on English /r/-/l/ perceptual training outcomes for Japanese speakers. Journal of Phonetics, 89, 1–24.

Smotrova, T. (2017). Making pronunciation visible: Gesture in teaching pronunciation. TESOL Quarterly, 51 (1), 59–89.

Torresan, P. (2010). Didattica per lo sviluppo della competenza fonetico-fonologica in lingua straniera. Entre Lenguas, 15, 59–73.

Varela, F.J. / Rosch, E. / Thompson, E. (1991). The embodied mind. Cognitive science and human experience. Cambridge: MIT Press.

Vedovelli, M. / Casini, S. (2016). Che cos’è l’educazione linguistica. Roma: Carocci.

Watkins, M. (2012). Discipline and learn. Bodies, pedagogy and writing. Rotterdam: Sense Publishers.

Wong, R. (1986). Does pronunciation teaching have a place in the communicative classroom? In: D. Tannen / J. Alatis (eds.), Georgetown University round table on languages and linguistics 1986 (pp. 226–236). Washington, DC: Georgetown University Press.

Zielinski, B. / Yates, L. (2014). Myth 2: Pronunciation instruction is not appropriate for beginninglevel learners. In: L. Grant (ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 56–79). Ann Arbor: University of Michigan Press.