THE PALETTE OF PRONUNCIATION: UTILIZING COLOR THEORY IN THE INSTRUCTION OF ENGLISH PHONETICS AND INTONATION FOR VISUAL LEARNERS
Keywords:
English phonetics, intonation, color theory, visual learning, ESL instruction, neuroaesthetics, multisensory pedagogy, pronunciation acquisition, phonological awareness, differentiated learningAbstract
This paper investigates the application of color theory as a pedagogical tool in the instruction of English phonetics and intonation, with a particular focus on visual learners in the ESL context. Drawing upon theoretical foundations from cognitive linguistics, neuroaesthetics, and multisensory learning, the study proposes a novel instructional framework wherein phonemes, stress patterns, and intonational contours are systematically represented through color-coded visual schemes. The methodology aims to facilitate phonological awareness, improve pronunciation accuracy, and enhance prosodic comprehension by leveraging visual processing pathways. A quasi-experimental design was employed involving a sample of intermediate-level ESL learners, who engaged with color-coded phonetic materials over a six-week instructional period. Data collected through pre- and post-assessment, learner feedback, and observational analysis indicate a statistically significant improvement in pronunciation performance and learner engagement. The findings suggest that the integration of color theory into phonetic instruction may serve as an effective modality for addressing diverse learning styles and promoting deeper cognitive and affective engagement in language acquisition.
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