Produce the English phonemes in a way that iscomprehensible and acceptable to native and non-native speakers. Formulate pedagogical criteria for the teaching of pronunciation in communicative contexts.Apply strategies for learning and teachingpronunciation
Avoid misunderstandings (Wong, 1993).First aspect of the language you notice when you listen to someone(Bygate, 1987, Gutiérrez, 2005).One of the most difficult aspects of English to acquire, that needsconstant assistance and monitoring from the teacher (Morley 1994;Fraser 2000).More than teaching a set of patterns in the classroom, it implies thedesign of tasks that enhance students’ awareness on the use of learningstrategies (Cárdenas, 2012).
/prənʌnsieɪʃən/ Phonemes Consonant Vowels sVoiced Voiceless Single Diphthongs
/prənʌnsieɪʃən/ Suprasegmental featuresIntonation Stress Connected speech Word stress Sentence stress Assimilation, elis ion, linking, intru sion, juncture, co ntractions
Intonation ◦ Tones- tonic syllables and tone units ◦ Grammar and intonation ◦ Attitude and intonation ◦ Discourse and intonation Word and sentence stress ◦ Rules of word stress ◦ Levels of stress ◦ Sentences: stress timing and syllable timing ◦ Sentence stress and tonic syllables ◦ Sentence stress and weak forms
LEARNING PRONUNCIATION STRATEGIES Deliberate actions and thoughts that are consciously employed, often in logical sequence, for learning and gaining greater control over the use of various aspects of pronunciation (Pawlak , 2010).
More detailed and systematic listening, a critical process that provides an opportunity for learners to focus on their L2 production at the segment, syllable, word, phrase level. (Ingels, 2011)
Learners review their own transcripts, looking for nontarget features, and annotate (mark) corrections directly on the transcript in a contrasting color. During this transcript correction process, learners refer to a checklist to remind them of the pronunciation features they should monitor.
Practice has been cited as an effective strategy and one of the more frequently used (Chamot & Kupper, 1989; Cohen et al., 1995; W. B. Dickerson, 1989; Sardegna, 2009).
Transcription may be completed by the learner or the teacher, and learners may transcribe their own speech or that of NSs. (Clennell, 1999).
Students• Be on time• Hand in assignments on time• Be prepared with your information• Participate in class• Do not use cellphones in class• Do not eat in classTeacher• Be on time• Be prepared with lessons• Provide feedback on time• Provide advising sessions
identification of • rehearsed scenes content and function words • minimal pairs use of limericks • dialogues role-plays • mirrors dictation reading aloud • tongue twisters phonemes • crossing out silent letters karaoke • drilling exercises grouping • listening exercises