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Podcasting Communities and Second Language Pronunciation
ARTICLE

Foreign Language Annals Volume 41, Number 2, ISSN 0015-718X

Abstract

Although often neglected in language classrooms, second language phonology is a crucial element in language learning because it is often the most salient feature in the speech of a foreigner. As instructors, we must decide how to emphasize pronunciation and what techniques to use. This article discusses a collaborative pod-casting project in an undergraduate Spanish phonetics class. Students worked in small groups to create and maintain their own podcast channel on which they uploaded recordings for group member feedback. Each recording focused on particular aspects of Spanish pronunciation, using tongue twisters, short readings, and personal reflection on students' own pronunciation. Both attitudes and pronunciation abilities were assessed before and after the project, and both were found to improve. The benefits of podcasting projects to improve language skills are discussed from an empirical as well as a pedagogical perspective. (Contains 4 notes, 3 tables, and 1 figure.)

Citation

Lord, G. (2008). Podcasting Communities and Second Language Pronunciation. Foreign Language Annals, 41(2), 364-379. Retrieved January 17, 2019 from .

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Cited By

  1. A Literature Review of Podcasts and Implications for Teacher Education

    Natalie Milman & Bryce Walker, George Washington University, United States

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3313–3318

  2. A Case Study of Podcasting as Self-Regulation in a Hybrid Language Learning Context

    Li-Wei Peng, Bowling Green State University, United States; Cheun-Yeong Lee, Defense Language Institute, Taiwan

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3121–3127

  3. Viva VoiceThread: Integrating a Web 2.0 Tool in the Additional Language Classroom

    Lucy Bush, Jefferson Elementary School, United States

    Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3247–3250

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