893 KB45 KB195520252017Estebas Vilaplana, Evaštevilka:letn. 57str. 73-91ISSN:0024-3922COBISSID:66501986URN:URN:NBN:SI:doc-LAGUZ8SBenZnanstvena založba Filozofske fakulteteLinguistica (Ljubljana)angleščinabritanska šolaEnglishintonacijašpanski govorciTL_ToBItuji jezikiučenje na daljavoThe teaching and learning of L2 English intonation in a distance education environment| TL_ToBI vs. the traditional models|The teaching of intonation to learners of a second language (L2) tends to be an arduous and often neglected task even in specialized phonetic classes. This difficulty generally increases in a distance learning environment where students have to approach prosodic issues in an autonomous way. This paper tests the advantages and disadvantages of using a new model to teach English intonation to Spanish speakers in a self-tuition context, called TL_ToBI (Teaching and Learning ToBI), and compares the benefits of this proposal with the traditional methodologies. Two groups of Spanish students of English phonetics in a distance learning environment took part in this study. Each group was trained with a different methodology: 1) the British School of intonation and 2) TL_ToBI, which involves an adaptation of the ToBI conventions for teaching purposes. The intonation of four sentence types was assessed: declarative, yes-no question, wh-question, and imperative, produced both with neutral and marked readings. The results showed that those speakers trained with TL_ToBI produced more native-like intonation patterns than those instructed with the other model. These findings suggest that a system based on tonal targets and their association to the metrical structure has more benefits for the acquisition of the L2 prosody in a distance learning settingPoučevanje intonacije drugega jezika je naporna in pogosto spregledana naloga celo v razredih, specializiranih za fonetiko. Težavnost se še poveča v okolju učenja na daljavo, kjer študenti spoznavajo prozodične vsebine samostojno. Članek obravnava prednosti in pomanjkljivosti rabe novega modela za poučevanje angleške intonacije španskih govorcev v procesu samostojnega učenja, imenovanega TL_ToBI, ter primerja njegove koristi s tradicionalnimi metodami. V študiji sta sodelovali dve skupini španskih študentov angleščine na daljavo. Vsaka skupina se je učila angleško intonacijo po drugi metodi: 1) britanski šoli intonacije in 2) TL_Tobi metodi, ki je pouku prilagojen model ToBI. Presojali smo intonacijo v štirih vrstah povedi: trdilnih, da/ne vprašanjih, k/č vprašanjih in velelnikih, ki so bile izrečene v nezaznamovanem in zaznamovanem kontekstu. Rezultati so pokazali, da so študenti, ki so se učili intonacijo po metodi TL_ToBI, uporabljali intonacijske vzorce, ki so boljpodobni intonacijskim vzorcem angleških domačih govorcev, kot študenti, ki so se učili po drugi metodologiji. Te ugotovitve kažejo, da ima metoda, ki temelji na tonskih ciljih in njihovi povezavi z metrično strukturo, več koristi za usvajanje intonacije dodatnega jezika v okolju učenja na daljavoTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Ljubljani, Filozofska fakulteta