Pronunciation teaching and theories (1)
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Pronunciation teaching and theories (1)

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Pronunciation teaching and theories (1)

Pronunciation teaching and theories (1)

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  • 1. PRONUNCIATIONKiyomi and Hannah
  • 2. Bangladeshi English Teacher “Pronunciation is not an optional extra for the learner any more than grammar, vocabulary or another aspect of language” www.streetdictionary.com/travel_guide/106605 /languages/teaching_efl_pronunciation_why_w hen_and_how.html
  • 3. Assumptions Arguments against teaching pronunciation explicitly are based upon two assumptions:  1) The Critical Period Hypothesis  2)Pronunciation is an acquired skill, and therefore cannot be learned
  • 4. The Critical Period Hypothesis Assumption: Children have a higher advantage in L2 pronunciation  Ithas been found that found that adults were superior to children in the first stages of learning pronunciation and sound discrimination(Snow and Hoefnagel-Hohle)  In that same study, the teenager was the only subject who acquired native-like pronunciation
  • 5. Age Differences• Fledge (1987) – difficulties arise in testing the critical period hypothesis because speech learning is difficult to isolate from other factors  Ex. Social pressures to learn a L2• Adults and adolescents have further developed the ability to compare and contrast and recognize patterns of speech• For these reasons, adults should not be denied instruction in pronunciation
  • 6. Pronunciation = an acquiredskill Assumption: factors affecting pronunciation of L2 cannot be affected by focused practice and/or the teaching of formal rules.  Based on Purcell and Suter’s and similar studies  These studies focus on acquisition in a second language environment  Underestimates the influence of the teacher
  • 7. Influence of Teachers Motivation Exposure Ex. Pronunciation teacher in Poland Extra: Los sonidos de español http://www.uiowa.edu/~acadtech/phonetics/sp anish/frameset.html