Welcome to the InfoSci Platform
Producing Pathways to Proficient Pronunciation with Learner-Designed Pronunciation Stations

Producing Pathways to Proficient Pronunciation with Learner-Designed Pronunciation Stations

James M. Perren
Copyright: © 2014 |Pages: 24
ISBN13: 9781466660427|ISBN10: 1466660422|EISBN13: 9781466660434
DOI: 10.4018/978-1-4666-6042-7.ch006
Cite Chapter Cite Chapter

MLA

Perren, James M. "Producing Pathways to Proficient Pronunciation with Learner-Designed Pronunciation Stations." Computational Linguistics: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2014, pp. 108-131. https://doi.org/10.4018/978-1-4666-6042-7.ch006

APA

Perren, J. M. (2014). Producing Pathways to Proficient Pronunciation with Learner-Designed Pronunciation Stations. In I. Management Association (Ed.), Computational Linguistics: Concepts, Methodologies, Tools, and Applications (pp. 108-131). IGI Global. https://doi.org/10.4018/978-1-4666-6042-7.ch006

Chicago

Perren, James M. "Producing Pathways to Proficient Pronunciation with Learner-Designed Pronunciation Stations." In Computational Linguistics: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 108-131. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-6042-7.ch006

Export Reference

Mendeley
Favorite

Abstract

The chapter reports on a study examining learning stations designed by English as a second language students in order to improve pronunciation. This on-going Design-Based Research study focuses on promoting, sustaining, and understanding an educational innovation (Bell, 2004). The longitudinal study identifies favorable and unfavorable aspects of learner-designed pronunciation station teaching. Results extend previous iterations of data collection and analysis of student assignments with reference to technology resources and online survey results as part of strategic (re)designing of the activity. This pedagogy fosters student responsibility for learning and utilizing learning opportunities they create. Discussion is provided about how poststructural theory corresponds with design-based research as data collection and analysis methodology to illuminate discourses of autonomy as agency, motivation and investment, and resistance. Design-based research frames the postmodern and action oriented design based research goals of “examining the assumptions underlying contemporary educational programs and practices” (Reeves, McKenney, & Herrington, 2011, pp. 60-61).

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.