Thrice
A Technique for Improving the American English Language Delivery of Non-Native Speakers
Bibliographic Data
| ID | 9957035 |
|---|---|
| Authors | Thomas J Coates (0000-0002-2470-2096), Patricia M Regdon |
| Year | 1974 |
| Volume | 8 |
| Issue | 4 |
| Pages | 363 |
| Publication date | 1974-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3585468 |
| OpenAlex | W2062080554 |
| Language | EN |
| References cited | 9 |
The THRICE technique was developed in response to the need in ESOL teaching for a method of improving the comprehension and comprehensibility of the non-native speaker whose English is relatively fluent, but still heavily accented. Based on insights from ESOL, speech therapy, drama, and psychology, the technique isolates the message-carrying sounds and structures of English, identifies them for the student, and gives him sufficient practice in recognizing and reproducing them so that he can identify his own errors and correct them independently. Independent correction is effected as the student learns and consciously applies a set of general directions for comprehensible English utterance. These activities replace the usual attempts to reshape the student's utterances automatically through pattern and substitution drills. The student is taught the specifics of appropriate speech delivery and application of general principles by means of reconditioning techniques. He is taught how to use these techniques to produce and correct spontaneous utterances by means of self-conditioning techniques. Further, he is trained to respond to environmental stimuli to correct his speech delivery, and significant people in his environment are trained to aid him by providing cues for correction and reinforcing his language improvement. The technique seems to have implications not only for accent correction, but also for second language teaching in general. Zhen-yi Cheng earned a bachelor's degree in physics and a master's degree in electrical engineering in the Orient; Maria Covarrubias practiced as a certified public accountant in South America; and Dora de Angeles
American English · English language · Ethnology · First language · Linguistics · Native american · Sociology · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Philosophy · Phonetics and Phonology Research · Psychology
Evaluative Reactions to Accents
Training impulsive children to talk to themselves
The Optimal Age to Learn a Foreign Language
English as a Second Language in Adult Basic Education Programs
Phonetics vs. Phonemics in the ESL Classroom
The Domains of Tesol
Myth and Reality in Tesol
Activating Advanced ESL Students
Teaching Intonation, from Theory to Practice
| Citation velocity | historical |
|---|---|
| Highly cited | No |