[Autom. eng. transl.] Clear, clear and understandable pronunciation when reading aloud is one of the key competences of professional speakers - such as newscasters in radio and television, speaker pullers and actors - as well as teachers and all those whose professional activity involves speaking in front of an audience. This competence, which native speakers can acquire with little effort by means of orthoepic works and specific teacher training, requires correct understanding of the text. When reading aloud in the native language, correct understanding of the text usually occurs spontaneously and unconsciously in the form of error-free, ie orthoepically correct pronunciation and correctly inserted prosodic features: standardized infonation, correct word and sentence accents, comprehension-supporting pauses, adequate speech rate, etc. that the reader understands what he / she reads. Thanks to their pragmatic-communicative and syntactic functions, correct prosody when reading aloud by native speakers is the symptom of correct interpretation and processing of reading texts. If prosodic features are used correctly, they help the listener, as it were, to understand entire texts and complex facts in the intended sense. In the foreign language, the process of reading aloud takes place under different conditions: the understanding of the text is often hampered by a lack of or lack of language knowledge; moreover, native language-specific characteristics and regularities are transposed to (misunderstood or misinterpreted) foreign-language texts; this makes the understanding of the text more difficult, if not impossible. One means to break this feedback effect (the less understood, the less read loud and the less understood) is the deliberate application of correct - in the sense of appropriate standard-compliant foreign-language-specific - phonetic-phonological and prosodic regularities. In the present contribution, it is first clarified what distinguishes good or bad pronunciation when reading aloud in the mother tongue and the foreign language (Chapter 1) and what the so-called "foreign accent" can be attributed to (Chapter 2.). Subsequently, the German's prosodic regularities are discussed (Chapter 3) - for example, on the intonation contour (Chapter 3.1.) And on sentence accentuation in connection with the subject-Rhema structure (Chapter 3.2.). Based on the hypothesis that bad or good pronunciation of reading aloud can impair or ease the comprehension of the text, a linguistic didactic method for consciously applying prosodic regularities in the context of controlled foreign language teaching (chapter 4) is recommended to correct L2 pronunciation and thus to improved understanding of the text is understood.
|Translated title of the contribution||[Autom. eng. transl.] Reading aloud as a means of understanding the text in the foreign language|
|Title of host publication||Theorie und Praxis. Österreichische Beiträge zu Deutsch als Fremdsprache. Schwerpunkt: Lesen. Prozesse, Kompetenzen, Förderung|
|Editors||Hans-Jürgen Krumm, Paul R. Portmann-Tselikas|
|Number of pages||15|
|Publication status||Published - 2010|
|Name||Theorie und Praxis - Österreichische Beiträge zu Deutsch als Fremdsprache Bd.13/2009|
- FL teaching