ПОСТИГНУЋЕ СРПСКИХ УЧЕНИКА ЕНГЛЕСКОГ КАО СТРАНОГ ЈЕЗИКА У ДОМЕНУ ИЗГОВОРА И СПРЕМНОСТ ДА КОМУНИЦИРАЈУ ВАН УЧИОНИЦЕ
Главни садржај чланка
Сажетак
Релевантна истраживања су се често фокусирала на однос између спремности ученика да комуницирају и анксиозности везане за изговор страног језика, али се чини да недостају истраживања која испитују везу са стварним постигнућем у домену изговора. Наш рад истражује међусобну повезаност између спремности српских студената англистике да комуницирају ван учионице и њиховог постигнућа по питању изговора циљног језика. Како бисмо одговорили на предложена истраживачка питања, у истраживању је учествовало укупно 70 студената прве године Катедре за енглески језик и књижевност Филолошко-уметничког факултета Универзитета у Крагујевцу. Неопходни подаци за анализу добијени су комбинацијом релевантних инструмената: упитником и тестирањем изговора. Резултати су показали статистички значајну позитивну корелацију између спремности ученика да комуницирају ван учионице и њиховог изговора. У раду се подвлаче важне педагошке импликације за наставу изговора код српских ученика енглеског као страног језика, а при том се наглашава потреба за доследношћу и интеграцијом и перцепције и продукције.
Downloads
Детаљи чланка
Референце
Astuti, M. (2011). An Analysis of Classroom Interaction in the English Teaching and Learning Process of the Bilingual Class in the First Grade of SMPN 1 Prambanan. Unpublished Master’s Thesis. Yogyakarta: Universitas Negeri Yogyakarta.
Baran-Łucarz, M. (2013). Phonetics learning anxiety: Results of a preliminary study. Research in Language 11(1): 57–79. http://dx.doi.org/10.2478/v10015-012-0005-9 DOI: https://doi.org/10.2478/v10015-012-0005-9
Bonavetti, M. C. (2015). Oral Interaction in the Classroom: An Up-close View at the English as a Foreign Language Teaching Program at Universidad Adventista del Plata. Enfoques 27(1): 51–57.
Çetinkaya, B. Y. (2007). Turkish students’ willingness to communicate in English. Dokuz Eylül Üniversitesi Buca Eitim Fakültesi Dergisi 21: 115–123.
Clément, R., Kruidenier, B. (1983). Orientations in second language acquisition: 1. The effects of ethnicity, milieu, and target language on their emergence. Language Learning 33: 273–291. DOI: https://doi.org/10.1111/j.1467-1770.1983.tb00542.x
Couper, G. (2017). Teacher cognition of pronunciation teaching: Teachers’ concerns and issues. TESOL Quarterly 51(4): 820–843. https://doi.org/10.1002/tesq.354 DOI: https://doi.org/10.1002/tesq.354
Denies, K., Yashima, T., Janssen, R. (2015). Classroom versus Societal Willingness to Communicate: Investigating French as a Second Language in Flanders. Modern Language Journal 99: 718–739. https://doi.org/10.1111/modl.12276 DOI: https://doi.org/10.1111/modl.12276
Derwing, T. M. (2018). Putting an accent on the positive: New directions for L2 pronunciation research and instruction. International Symposium on Applied Phonetics, 19-21 September 2018, Aizuwakamatsu, Japan. DOI: https://doi.org/10.21437/ISAPh.2018-3
Derwing, T. M., Rossiter, M. J. (2002). ESL learners’ perceptions of their pronunciation needs and strategies. System 30(2): 155–166. http://dx.doi.org/10.1016/S0346-251X(02)00012-X DOI: https://doi.org/10.1016/S0346-251X(02)00012-X
Dewaele, J. M. (2019). The effect of classroom emotions, attitudes toward English, and teacher behavior on willingness to communicate among English foreign language learners. Journal of Language and Social Psychology 38(4): 523–535. DOI: https://doi.org/10.1177/0261927X19864996
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum. Halupka-Rešetar, S., Knežević, Lj., Topalov, J. (2018). Revisiting willingness to communicate in English as a foreign language: The Serbian perspective. Journal of Multilingual and Multicultural Development 39(10): 912–924. https://doi.org/10.1080/01434632.2018.1454456 DOI: https://doi.org/10.1080/01434632.2018.1454456
Khajavy, G. H., Ghonsooly, B., Hosseini, A., Choi, C. W. (2016). Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context. TESOL Quarterly 50: 154–180. https://doi.org/10.1002/tesq.204 DOI: https://doi.org/10.1002/tesq.204
Khatib, M., Nourzadeh, S. (2014). Development and validation of an instructional willingness to communicate questionnaire. Journal of Multilingual and Multicultural Development 36 (3): 266–283. DOI: https://doi.org/10.1080/01434632.2014.914523
Kim, S. J. (2004). Exploring willingness to communicate (WTC) in English among Korean EFL students in Korea: WTC as a predictor of success in second language acquisition. Unpublished PhD Thesis. Ohio State University.
Lepore, C. E. (2014). Influencing students’ pronunciation and willingness to communicate through interpersonal audio discussions. Dimension: 73–96.
MacIntyre, P. D. (2020). Expanding the Theoretical Base for the Dynamics of Willingness to Communicate. Studies in Second Language Learning and Teaching 10 (1): 111–131. https://doi.org/10.14746/ssllt.2020.10.1.6 DOI: https://doi.org/10.14746/ssllt.2020.10.1.6
MacIntyre, P. D., Clément, R., Dörnyei, Z., Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal 82: 545–562. DOI: https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
MacIntyre, P., Baker, S.C., Clément, R., Conrod, S. (2001). Willingness to communicate, social support, and language-learning orientations ofimmersion students. Studies in Second Language Acquisition 23(3): 369–388. http://dx.doi.org/10.1017/S0272263101003035 DOI: https://doi.org/10.1017/S0272263101003035
MacIntyre, P.D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. Modern Language Journal 91(4): 564–576. http://dx.doi.org/10.1111/j.1540-4781.2007.00623.x DOI: https://doi.org/10.1111/j.1540-4781.2007.00623.x
McCroskey, J. C., Richmond, V. P. (1990). Willingness to communicate: Differing cultural perspectives. Southern Communication Journal 56: 72–77. DOI: https://doi.org/10.1080/10417949009372817
McCroskey, J. C. (1982). An introduction to rhetorical communication (4th Ed). Englewood Cliffs, NJ: Prentice-Hall.
McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly 40: 16–25. McCroskey, J. C., Burroughs, N. F., Daun, A., Richmond, V. P. (1990). Correlates of quietness: Swedish and American perspectives. Communication Quarterly 38: 127–137. DOI: https://doi.org/10.1080/01463379009369749
Nasser, F. (2014). Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modeling approach. Learning and Individual Differences 30: 140–147. DOI: https://doi.org/10.1016/j.lindif.2013.12.006
Nguyen, L. T. (2019). Enhancing pronunciation teaching in the tertiary EFL classroom: A Vietnamese case study. Unpublished PhD Thesis. Victoria University of Wellington, New Zealand.
Nguyen, L. T., Hung, B. P., Duong, U. T. T., Le, T. T. (2021). Teachers’ and learners’ beliefs about pronunciation instruction in tertiary English as a foreign language education. Frontiers in Psychology 12: 739842–739842. https://doi.org/10.3389/fpsyg.2021.739842 DOI: https://doi.org/10.3389/fpsyg.2021.739842
Peng, J. E., Zhu, W., Wang, C., Zhang, L. J. (2021). Willingness to Communicate in English and Social Media Use among Chinese College Students: A Longitudinal Investigation. System 97, Article ID: 102442. Šafranj, J., Gojkov-Rajić, A., Bogdanović, V. (2021). The ideal L2 self as a Factor of self-motivation in willingness to communicate. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 9(2): 189–202. DOI: https://doi.org/10.23947/2334-8496-2021-9-2-189-202
Shvidko, E., Evans, N.W., Hartshom, K. J. (2015). Factors affecting language use outside the ESL classroom: Student perspectives. System 51: 11–27. https://doi.org/10.1016/j.system.2015.03.006 DOI: https://doi.org/10.1016/j.system.2015.03.006