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Acquisition of L2 lexical tone has proven to be difficult for L1 speakers of non-tonal languages, resulting in potential issues for intelligibility, comprehensibility, and accentedness. Recent studies have suggested that visual feedback is a useful method for tone training. However, the potential for generalizability of improvement from the word level to the phrasal level has yet to be systematically investigated. This study explores the use of visual feedback to teach tone to L1 English learners of Mandarin. Four L1 English–L2 Mandarin beginning-level learners participated in a visual feedback paradigm with a pretest, intervention, posttest design. Stimuli included disyllabic words in isolation and embedded in phrases. Results suggest improvement in tone production following the visual feedback paradigm for words in isolation, although with different outcomes for different tones. Furthermore, there was little suggested generalizability to the phrasal level, potentially owing to greater crosslinguistic interference from L1 phrasal level intonation.
Pronunciation research has recently focused on investigating teacher beliefs and classroom practices of English and other language instructors. Yet few studies have explored teacher beliefs about pronunciation feedback for learners of Semitic languages. This study aimed to explore Arabic teacher cognitions of corrective feedback (CF) on pronunciation errors and their classroom practices. Data were collected from teachers of Arabic using two different tasks: semi-structured interviews (n=10) and classroom observations (n=5). The results demonstrated that all teachers believed in the significance of CF in improving the comprehensibility of learners' speech. Observations also showed that teachers used both explicit and implicit feedback techniques such as explicit metalinguistic information, and implicit recast to correct learners' pronunciation of individual phonemes. Comparing teachers' stated beliefs and teaching practices revealed some differences that reflect teachers' relative lack of awareness of the amount and types of CF they tend to provide.
Multicultural education is an essential theme in education. Research and publications on this theme have been carried out. However, a more comprehensive and in-depth analysis of this theme has not been widely conducted. The research aims to analyze and describe the theme of multicultural education more comprehensively and in-depth. The method in this study uses a bibliometric analysis approach. Data is sourced from the Scopus publication database. The data search on title-abs-key uses “multicultural education”with limited articles and reviews. Publication years between 2013 -2022 or the last ten years. Data analysis using VOSviewer software. The results of this study show that in the international and Indonesian contexts, the theme of multicultural education has received significant attention and will continue to grow along with the needs and advances of science and technology. In this theme, the United States has the most immense contribution at the international level, and Indonesia contributes the most in South East Asia. In the future, the theme of multicultural education will continue to evolve, especially in the following topics: model, critical multicultural education, multicultural competency, responsive teaching, teacher candidate, preservice teacher, ethnic minority student, self-efficacy, diverse student, multicultural content, responsive pedagogy, critique, intercultural education, peace, dan personality. The implications of these findings are for the development and improvement of future multicultural education research and publications. |
This Teaching Tip describes the difficulty that learners from southern and southwestern China may exhibit in distinguishing the /l/ and /n/ phonemes in English and provides instruction on how to teach students to improve the position of the tongue in the mouth with the help of a chopstick in order to articulate these sounds more successfully. An instructional video clip is included for use with learners.