Rekenaargesteunde uitspraakonderrig en negatiewe taaloordrag : besluitnemingsprosesse en riglyne

Abstract

Studies in second language acquisition show that the majority of adult second language (L2) speakers never attain a pronunciation proficiency level comparable to that of their mother tongue (Ll). This phenomenon is increasingly interpreted as a result of the effect of negative language transfer (speech interference) of the speaker's Ll phonological structures and rules on the L2. Negative language transfer not only leads to irritation on the side of the hearer, but in many cases to unintelligibility. These findings emphasise the importance of pronunciation training in the L2 acquisition context. The importance of the verbal communication act and the intelligibility of the L2 speaker also question the traditional grammar-based approach to second language instruction. Insights from the fields of second language acquisition, linguistics (phonology-phonetics) and computer-assisted instruction provide the theoretical and practical research base needed for the development of empirically based pedagogical material in the form of computer assisted pronunciation instruction software. This study approaches the question of negative language transfer from an interdisciplinary perspective which lends from the areas of second language acquisition, linguistics (phonology-phonetics), computer assisted instruction and individual language studies. The study identifies important research procedures in the development of computer assisted pronunciation instruction software and provides an example framework of such a program.