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• W1605993804 abstract "This research was conducted for the purpose of assessing the practicality of introducing theDiscourse Intonation theory in the Language Institute of Al-Baath University, Syria. Using a casestudy tradition, the various features of the theory were presented over a number of sessions, thusproviding the participants of the study, being advanced teacher-learners, with a thoroughtreatment of these features for the purpose of examining their cognitive and affective reception ofeach of these features. The final purpose was to see if these participants would be able topedagogically deal with these features and find them relevant to their own self-development, aswell as to see if the Discourse Intonation theory is seen, from a teaching point of view, to have aplace at the Language Centre.The results were encouraging. When the participants sat the course, they found it difficultsometimes to grasp some of the rules, and they also encountered some occasional difficulty indoing listening and speaking tasks, although this difficulty was not consistent, and often differedfrom one feature to the other. Although the participants managed to demonstrate at least a basicunderstanding of the rules stated in the course, they were less consistent in their ability toexplicitly describe how the new rules would relate to the English language in general terms.However, the findings were promising because they contained evidence to the effect that theparticipants‘ thinking of intonation was stimulated, and their critical reception of DI meant thatthey had already taken the first step towards actively benefiting from the course, thus redefiningthe meaning of ‗benefit‘ when it comes to instruction on intonation.This optimism is further supported by the fact that three participants thought that the theorywould deserve a place for an explicit treatment at Language Institute. This is implied by thevarious recommendations that the participants suggested for successfully approaching theteaching of Discourse Intonation. The suggested approach, characterized by anticipating learningdifficulties and thinking of solutions, indicates an actively critical perspective and a wellinformedposition which, with its positive evaluation of the place of this theory in pedagogy,shows advances on the many negative teacher attitudes expressed in the literature.The research, departing from these findings, offered some suggestions for both furtherteaching and further research on the teachability of Discourse Intonation, in the hope of havinggone a step further in our understanding of the relationship of Discourse Intonation to pedagogy." @default.
• W1605993804 created "2016-06-24" @default.
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• W1605993804 date "2012-02-01" @default.
• W1605993804 modified "2023-09-23" @default.
• W1605993804 title "Increasing phonological awareness : a discourse intonation approach" @default.
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