Multimodal Foundations of Pronunciation Teaching and Learning
The Multimodal Context of Phonological Learning - Debra M. Hardison
Debra M. Hardison [+]
Michigan State University
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Debra M. Hardison (PhD, Indiana University) is a faculty member in the Department of Linguistics, Languages, and Cultures at Michigan State University. She has directed language and academic programs, and taught courses on second-language phonetics and phonology, linguistics for language teachers, second language acquisition, and research methods. Her research focuses on auditory-visual integration in spoken language processing, co-speech gesture, applications of technology in perception and production training, and the relationship between learner variables and oral communication skill development. She has published in numerous handbooks, edited collections, and journals such as Language Learning & Technology, Applied Psycholinguistics, and Language Teaching Research.
Description
Chapter 7 emphasizes that multimodal input in phonological teaching and learning is not a recent concept. It is among several issues in the field that can be found in the writings of Daniel Jones from the early 1900s. Jones was also an advocate of the importance of intelligibility as the goal of language learning, and the development of positive attitudes toward accents. These concepts form part of a recommended foundation for teacher education, which should also address pre- and in-service teachers’ concerns, such as insufficient confidence and training to teach pronunciation, among others.