Everyone who acquires a new language at school or elsewhere has the right to learn good pronunciation. As phonetic errors are foreseeable, this paper begins by delineating deviations in (co)articulation and prosody which are typical of Italian learners of German, with the aim of examining how far these specific, predictable phonetic problems are treated in German textbooks used in Italy. The study shows that even modern textbooks do not consider phonetics in a satisfactory way. Today’s learning world 3.0 – not only interactive, but also shaped for the individual learner – is characterized by a growing number of Computer Assisted Language Learning (CALL) and special Computer Assisted Pronunciation Training (CAPT) applications which enable efficient ways of pronunciation training. Thus, learners and teachers of foreign languages cannot do without them, even if they are not yet perfected. Therefore physicists, computer specialists, web designers and web architects are called to work together with educational experts inside and outside the classroom in order to make the acquisition and teaching of pronunciation (including prosodics) easier, and to give phonetics an adequate place within foreign language teaching as a whole so that learners’ acquisition of a more or less native-like pronunciation is not left to chance.
|Titolo della pubblicazione ospite||Fremdsprachenunterricht im 21. Jahrhundert. Lerner - Methoden - Herausforderungen.|
|Numero di pagine||23|
|Stato di pubblicazione||Published - 2018|
|Nome||SAARBRÜCKER SCHRIFTEN ZU LINGUISTIK UND FREMDSPRACHENDIDAKTIK|