The Use of a Structured Sequence of Recorded Materials for Language Stress-Rhythm and Intonation Study

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Abstract

ABSTRACT  Stress-rhythm and intonation, the prosodic features of language, often elude the language learner's perception and grasp as well as the language teacher's subtlest methodology. Working with recorded materials developed for guided or self-instruction, students at the University of Minnesota who have undergone the standard pronunciation lessons that begin an introductory language course, have made substantial progress in the perception and production of the stress-rhythm and intonation features of Spanish. Central to the methods and goals of this language study program is the notion that learning to pronounce a foreign language is largely an auto-instructional endeavor. Once the study materials have been carefully chosen and assembled, and procedures systematically developed to insure a stable progression of learning events while allowing reasonable descretion in terms of self-pacing and self-evaluation, the student's resources and motivation assume control.

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