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CHAPTER TWO    LITERATURE REVIEW 

2.1 Theoretical Basis 
In constructivists’ point of view, learning is a formation of abstract concepts in the  mind  to  represent  reality.  They  believe  that  learning  occurs  when  a  learner constructs  internal  representations  for  his  or  her  unique  version  of  knowledge (Morgan,  2000).  Constructivism  argues  that  interactive  activities  in  which  learner plays an active role can engage learners and motivate them to learn more effectively than  activities  where  learners  are  passive.  Learning  is  more  efficient  when  learners discover things by themselves and when they control the pace of learning (Leidner, S. Jarvenpaa, 1995). In the light of this statement, it is natural to expect that the way of learning  which  is  self-directed  and  interactive  would  improve  learning  outcome. Constructivists emphasize more on engaging students in the process of learning than on finding a correct answer.  To arouse learners’ interest and draw their attention, many constructivists call for richer  learning  environments  which  is  contrast  with  the  typical  less  interactive classroom  environments  relying  on  instructors,  textbooks,  and  lectures.  Graphics, video, and other media can be helpful by interesting and engaging learners. According to  Brandt  (1997),  constructivism  should  be  a  basis  for  computer-assisted  learning. Therefore,  teaching  pronunciation  with  computer  technology  and  software  applied which  gain  its  support  from  the  constructivist  theory  should  make  it  possible  for learners  to  engage  in  interactive,  creative,  and  collaborative  activities  during knowledge construction. 
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2.2 Prosody and Language Learning 
In linguistics, prosody  refers  to  the rhythm, stress,  and intonation of speech.  It may reflect features of the speakers or the utterances, for example, the emotional state of the speaker or the form of the utterances like statement, question, or command. It can  also  reflect  the  mood  of  the  speaker  and  intention  like irony or sarcasm, emphasis, contrast etc. People can identify and express other elements of a language which may not be encoded by grammar or by choices of words. Recently,  the  prosodic  theories  of  language  assume  that  the  utterance  has  a suprasegmental, hierarchical organization which is defined in terms of a metrical tree with  binary  branching  as  well  as  strong  or  weak  prominence  relations.  All  these prominence  relations  are  defined  for  all  those  elements  that &n本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。