{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-WXUPIZSM/2c596c11-4402-4ec7-aada-236667141a63/PDF","dcterms:extent":"539 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-WXUPIZSM/09798750-8e17-4d50-b0d2-e3749d974424/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2009-2025","edm:begin":{"@xml:lang":"en","#text":"2009"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:DOC-WXUPIZSM","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-GMZ1HMBU"},{"@xml:lang":"sl","#text":"Vestnik za tuje jezike"}],"dcterms:issued":"2019","dc:creator":"Kirkova-Naskova, Anastazija","dc:format":[{"@xml:lang":"sl","#text":"številka:1"},{"@xml:lang":"sl","#text":"letnik:11"},{"@xml:lang":"sl","#text":"str. 119-136"}],"dc:identifier":["ISSN:1855-8453","COBISSID:70919778","URN:URN:NBN:SI:doc-WXUPIZSM"],"dc:language":"en","dc:publisher":{"@xml:lang":"sl","#text":"Znanstvena založba Filozofske fakultete"},"dc:subject":[{"@xml:lang":"sl","#text":"didaktika jezika"},{"@xml:lang":"sl","#text":"fonološka zavest"},{"@xml:lang":"sl","#text":"izgovorjava"},{"@xml:lang":"sl","#text":"ponavljanje glasov"},{"@xml:lang":"sl","#text":"pouk fonetike"},{"@xml:lang":"sl","#text":"sporazumevalne dejavnosti"},{"@xml:lang":"sl","#text":"tuji jeziki"},{"@xml:lang":"sl","#text":"zaznavni trening"}],"dcterms:temporal":{"@rdf:resource":"2009-2025"},"dc:title":{"@xml:lang":"sl","#text":"Second language pronunciation| a summary of teaching techniques|"},"dc:description":[{"@xml:lang":"sl","#text":"The aim of thepaper is to give a critical summary of the traditional and more alternative techniques and activities for pronunciation practice recommended in the literature. In the past few decades the theoretical approaches to teaching pronunciation have changed considerably, from giving a strong focus on the accurate production of individual speech sounds to shifting the focus onto the greater communicative relevance of connected speech and intelligibility. Approaching L2 pronunciation teaching is not an easy task, and it needs to be systematically dealt with. The paper discusses several decisions teachers need to make when choosing activities for pronunciation practice: se-lecting the type of phonological structure to practice, deciding on the speech mode, determining the structural level of practice, focusing on a particular type of instruction, establishing the degree of control of the structure that is practiced, and choosing which cognitive skill to enhance while practicing. With regard to the various techniques for teaching pronunciation, the analysis shows they have adapted accordingly in line with the different trends. Hence, while traditional activities such as automatic repetition, ear-training and explicit phonetic instruction are still considered effective, additional priority is given to activities for raising phonological awareness, communicative activities and techniques that adopt an interdisciplinary approach"},{"@xml:lang":"sl","#text":"Pričujoči prispevek ponuja kritičen pregled tradicionalnih ter sodobnejših tehnik in dejavnosti, ki so namenjene vadenju izgovorjave in so obravnavane v znanstveni literaturi. V preteklih desetletjih so teoretični pristopi k poučevanju izgovorjave doživeli pomembne spremembe: če so se sprva osredotočali predvsem na natančno oblikovanje oz. izgovorjavo posameznih glasov, sta danes v središču njihovega zanimanja sporazumevalni pomen tekočega govora in njegova razumljivost. Ker je poučevanje izgovorjave v drugem jeziku zahtevno, se ga je treba lotiti sistematično. Prispevek ponuja razmislek o različnih odločitvah, ki jih morajo učitelji sprejeti pri izbiri vaj za izgovorjavo: izbrati morajo vrsto fonološke strukture, ki naj jo vaja obravnava, določiti način govora in strukturno raven govora, na katero naj se vaja osredotoča, odločiti se morajo za vrsto vaje, opre-deliti stopnjo nadzora nad strukturo, ki je predmet posamezne vaje, in določiti kognitivne veščine, ki naj bi jih spodbujalo izvajanje določene vaje. Analiza znanstvene literature je pokazala, da so se tehnike poučevanja izgovorjave prilagodile različnim sodobnim smernicam. Tako tradicionalne dejavnosti, kot so samodejno ponavljanje glasov, zaznavni trening in pouk fonetike, sicer še vedno veljajo za učinkovite, vendar je več poudarka tudi na dejavnostih za razvijanje fonološke zavesti, na sporazumevalnih dejavnostih in na tehnikah, ki se opirajo na interdisciplinarni pristop"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:DOC-WXUPIZSM","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:DOC-WXUPIZSM"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:DOC-WXUPIZSM/2c596c11-4402-4ec7-aada-236667141a63/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by-sa/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Znanstvena založba Filozofske fakultete"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:DOC-WXUPIZSM/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:DOC-WXUPIZSM"}}}}