8. • 発音指導のアプローチ(Grant, et al., 2014)
発音指導の流れ
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2.英語発音・プロソディの指導の概観
Traditional Approaches Current Approaches
learner goals
Perfect, naive-like
pronunciation
Comfortable intelligibility
Speech features
All segmentals (consonant and
vowel sounds)
Selected segmental and suprasegmentals
(stress, rhythm, and intonation) based on
need and context
Practice formats Decontextualized drills
controlled aural-oral drills as well as semi-
communicative practice formats
Language background
of teachers
Native-speaking teachers
Native-speaking and proficient non-native
speaking teachers
Speaking models Native-speaker models
Variety of models and standards
depending on the listener, context, and
purpose
Curriculum choices
Stand-alone courses isolated
from the rest of the curriculum
Stand-alone courses or integrated into
other content or skill areas, often listening
an speaking
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15. ① thoughtgroupを基礎とす
る。
② thoughtgroupの中にfocus
wordが一つある。
③ focuswordの中にはstressed
syllableがある。
④ stressedsyllableの中にはpeak
vowelがある。
ProsodyPyramid(Gilbert,2008;2014)
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3.英語プロソディの指導 どう捉える?
• “Prosody Pyramid”
(Gilbert, 2008, p. 10)
“First of all”で確認しよう
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16. ProsodyPyramid(Gilbert,2008;2014)
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3.英語プロソディの指導 どう捉える?
• thought group (tone unit/intonation phrase/
chunking)
- thought groupの境界を示すもの
‣pause
‣drop in pitch (change in pitch)
‣lengthening of the last stressed syllable
‣key change
- 統語構造との一致も
- speech rateによって当然変化する
• tonality (Wells, 2006)
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25. 活動の段階
28
4.英語プロソディの指導 こんな風に
Stages of PI ハンドアウトの活動のFocus PPP
1. Description and
Analysis
ex.1 リズムの確認 Presentation
2. Listening
Discrimination
ex2. 拍の確認・等時性,ex3. 単
音節の拍確認・toneの確認
Practice
3. Controlled
Practice
ex2. 拍の確認・等時性,ex.4
thought groupの確認
Practice
4. Guided Practice ex.5 Focus wordの確認 Practice
5. Communicative
Practice
ex.6 Focus wordの確認 Production
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27. • Exercise 6: Sample
• Some students think it’s better to learn from a
proFESssor / than from other STUdent /…
that it’s more efFIcient. / Well, that might be
true for THEM, / but it is not true for ME. /
MOST of the time, / I prefer an INformal
classroom / to a FORmal classroom.
教材研究例・実践例
30
4.英語プロソディの指導 こんな風に
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