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968 © 2011 ACADEMY PUBLISHER JOURNAL OF LANGUAGE TEACHING AND RESEARCH [19] Lai, C. (1993). Communication failure in the classroom: an exploration of causes. RELC Journal, 25, 99-129. [20] Lin, A., & Detaramani, C. (1998). By carrot and by rod: extrinsic motivation and English attainment of tertiary students in Hong Kong. In M. C. Pennington (Ed.), Language in Hong Kong at Century’s end (pp. 329-338). Hong Kong: Hong Kong University Press. [21] Liu, M. (2006). Anxiety in Chinese EFL Students at Different Proficiency Levels. System, 34, 301-316. [22] Liu, M. (2007a). Chinese students‟ motivation to learn English at the tertiary level. Asian EFL Journal, 9, 126-146. [23] Liu, M. (2007b). Anxiety in oral English classrooms: a case study in China. Indonesian Journal of English Language Teaching, 3, 119-137. [24] Liu, M. (2009). Reticence and anxiety in oral English lessons. Berne: Peter Lang AG. [25] Patri, M., & Pennington, M. C. (1998). Acculturation to English by an ethnic minority: the language attitudes of Indian adolescents in a Hong Kong International school. In M. C. Pennington (Ed.), Language in Hong Kong at Century’s end (pp. 329-338). Hong Kong: Hong Kong University Press. [26] Pennington, M. C., & Yue, F. (1994). English and Chinese in Hong Kong: pre-1997 language attitudes. World Englishes, 13, 1-20. [27] Pierson, H. D., Fu, G. S., & Lee, S. Y. (1980). An analysis of the relationship between language attitudes and English attainment of secondary school students in Hong Kong. Language Learning, 30, 289-316. [28] Richards, S. (1998). Learning English in Hong Kong: making connections between motivation, language use, and strategy choice. In M. C. Pennington (Ed.), Language in Hong Kong at Century’s end (pp. 329-338). Hong Kong: Hong Kong University Press. [29] Tremblay, P. F., & Gardner, R. C. (1995). Expanding the motivation construct in language learning. Modern Language Journal, 79, 505-518. [30] Yang, L., Liu, M., & Wu, W. (2010). An investigation of Chinese undergraduate non-English majors‟ English learning motivation. In Z. Lv, W. Zhang, & P. Adams (Eds.), ELT at tertiary level in Asian context: issues and researches (pp. 48-62). Beijing: Tsinghua University. [31] Zhang, W., & Hu, G. (2008). Research note: second language learners‟ attitudes towards English varieties. Language Awareness, 17, 342-347. Meihua Liu is associate professor of English at the Department of Foreign Languages and Literatures, Tsinghua University, China. Her research interests mainly include EFL teaching and learning in the Chinese context, individual differences, anxiety and reticence, and EFL writing. Shan Zhao is associate professor of English at the Department of Foreign Languages and Literatures, Tsinghua University, China. Her major research interests include EFL teaching and learning and EFL writing.
ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 2, No. 5, pp. 969-976, September 2011 © 2011 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/jltr.2.5.969-976 A Comparative Study of Intuitive-imitative and Analytic-linguistic Approaches towards Teaching English Vowels to L2 Learners © 2011 ACADEMY PUBLISHER Mahmood Hashemian English Department, Shahrekord University, Shahrekord, Iran Email: m72h@hotmail.com Batool Fadaei English Department, Shahrekord University, Shahrekord, Iran Email: batoolfadaee147@gmail.com Abstract—In spite of the importance of pronunciation in L2 learning, its training has remained largely neglected in the field of English language teaching (ELT) and does not have a secure place in most L2 curricula (Setter & Jenkins, 2005). On the importance of teaching speech features, Celce-Murcia, Brinton, and Goodwin (1996) introduce the intuitive-imitative approach, an approach that deals with listening and imitating the sounds and rhythms of an L2 without explicit teaching. It can be done by using audiotapes, videos, and computer programs. On the other hand, a majority of L2 teachers use the analytic-linguistic approach, an approach in which they use explicit and structured teaching of speech features by articulatory descriptions, charts of speech, phonetic alphabet, and vowel charts. This study was an attempt to investigate the effectiveness of intuitive-imitative and analytic-linguistic approaches on teaching pure vowels and diphthongs, and also, sought to examine whether elementary L2 learners respond differently to the abovementioned approaches. The participants were 40 Iranian L2 learners attending a language school in Isfahan in the form of 2 elementary classes. In one class, English vowels were taught through intuitive-imitative approach, and in the other one, through analytic-linguistic approach. Then, the participants ʼ audio-recorded data were given to an English native-speaker instructor to be rated. The results of the paired samples t test and comparing means indicated that the L2 learners taught through the intuitive-imitative approach had a better pronunciation in diphthongs, and accordingly, the L2 learners taught through the analytic-linguistic approach outperformed in pure vowels. The study could have some implications for L2 research and pedagogy that will be discussed throughout the paper. Index Terms—intuitive-imitative approach, analytic-linguistic approach, pure vowels, diphthongs I. INTRODUCTION While pronunciation and the role it plays are important in getting our meaning across, both transactionally and interactionally, according to Kelly (2000), it is the Cinderella area of L2 teaching. On the definition of pronunciation, Schmitt (2002) defines it as ―a term used to capture all aspects of how we employ speech sounds for communication‖ (p. 219). Moreover, there are some reasons which put emphasis on the importance of pronunciation in learning an L2. On the importance of this neglected area of L2 teaching, Fraser (2006) states that, first, it enhances comprehensibility. Second, when the finite number of sounds, sound clusters, and intonation patterns are mastered, it enables an infinite use. Third, it is of great assistance to those who have integrative motivation, because with native-like pronunciation they will not be marked as foreigners. So, having good pronunciation is important because it is a part of successful communication. Jones (2002) classifies pronunciation into segmental features (i.e., vowels and consonants) and suprasegmental (prosodic) features like stress, intonation, pitch, and rhythm. Research in different fields of L2 learning and teaching has shown that the use of explicit instruction can have useful effects in learning (Murphy, 2003). According to Fraser and Perth (1999), most L2 teachers now feel that explicit pronunciation teaching is essential. According to Celce-Murcia, Brinton, and Goodwin (1996), three approaches to pronunciation instruction are generally proposed. These are the intuitive-imitative approach, the analytic-linguistic approach, and the integrative approach. These approaches combine traditional methods and modern techniques. In the intuitive-imitative approach, as proposed by Celce-Murcia, Brinton, and Goodwin (1996), L2 learners listen and imitate the rhythms and sounds of an L2 without any explicit instruction. Particular technologies are used today for this purpose, such as audiotapes, videos, computer-based programs, and Web sites. On the other hand, in the analytic-linguistic approach, L2 learners are provided with explicit information on pronunciation (e.g., the phonetic alphabet, articulatory descriptions, and vocal charts).
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The Relationship between Self-effic
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