• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Pronunciation in EFL Teaching

Pronunciation in EFL Teaching



Video in Slide Number 12 http://www.youtube.com/watch?v=6ahei-FL7EQ

Video in Slide Number 12 http://www.youtube.com/watch?v=6ahei-FL7EQ



Total Views
Views on SlideShare
Embed Views



2 Embeds 1,018

http://educa2011.uct.cl 1013
https://twitter.com 5



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    Pronunciation in EFL Teaching Pronunciation in EFL Teaching Presentation Transcript

    • Universidad Pedagógica Experimental Libertador Instituto Pedagógico de Caracas Departamento de Idiomas Modernos Metodología para el Proceso de la Enseñanza del Idioma Inglés Contreras Vanessa Lozada Weizmar Salmerón Irania
    • Do you teach pronunciation in your classroom? How much time do you take to teach pronunciation in your classroom?
    • Curriculum
        • Materials
      Teacher’s strategies
    • “ Pronunciation is the biggest thing that people notice when a person is speaking”
      • Pronunciation is not an optional extra for the language learner.
      • The connection between pronunciation and listening comprehension should be taken into account
      • ‘ Intelligible pronunciation is an essential component of communication competence’ (morley’s, 1991)
      • Pronunciation is very important and learners should pay close attention to pronunciation as early as possible (baker, 1992)
      • Accent of pronunciation
      • Aspects of EFL pronunciation
      Should we teach a native-speaker accent?
    • Robertson (2003:4) Kenworthy (1987) Morley (1991: 496) From ‘ perfect’ pronunciation To The development of speech Functional intelligibility Communicability Increased self-confidence
    •   GOAL
    • EFL pronunciation teaching and Segmentals Suprasegmentals Training of the speech organs lips teeth alveolar ridge palate tongue vocal folds lungs
    • Embody and Phonemes Vowel sounds consonant sounds 20 24 Individual Speech Sounds The smallest unit of sound in a language system.
      • 20
      8 diphthongs 12 monophthongs Are articulated WITHOUT OBSTRUCTION in the vocal tract
    • 24 Are produced WITH SOME BLOCKAGE of the air passage
    • Comprise Stress in WORDS and CONNECTED SPEECH rhythm pitch loudness length quality tone intonation Features that affect stretches of utterances longer than a segment, such as a syllable, a word, a phrase or a sentence.
      • Teaching approaches:
        • Bottom-up approach deals with articulation of individual sounds or phonemes and works with stress, rhythm, tone and intonation.
        • Top-down approach deals with patterns of intonation and brings separate sounds or phonemes into sharper whenever it is required.
      • Classroom Techniques/Activities:
      • Dalton and Seidlhofer (1994) suggests that there are certain aspects of the English pronunciation which appear to be easily taught; namely, phonemes, stress while others, such as intonation , are extremely dependent on individual circumstances and thus practically impossible to separate out for direct teaching.
      • Using known sounds:
      • English Words Spanish Pronunciation
      • Leave = liv
      • Blue = blu
      • trouble = throbol
    • b) Explanation: To show the different stress , rhythm and intonation of a word. di plomat di plo macy diploma tic
      • Communication activities:
      Repetition Listen to songs and singing louder Imitation Role Play Description and descrimination
      • Written versions of oral presentations:
      • Identify and correct errors or mistakes committed in the written versions of their oral presentations.
      • Modeling and individual correction:
      • In this technique, the teacher reports the results of analyses of learner speech sample individually.
      • Feedback
      • Tutorial sessions and self-study:
      • This consist of diagnostic analysis of each learner’s spoken English.
      • Self-monitoring and self-correction:
      • It has to be with the conscious action of listening to one’s own speech in order to find out errors and mistakes.
      Speaking by yourself
      • Computer-assisted language learning:
      • The learner become more autonomous by allowing him/her to hear his/her own errors and mistakes.
      • Reading aloud:
      • This consist of identify pronunciation errors and mistakes made by the learner, and then give feedback.
    • Betty bought butter but the butter was bitter, so Betty bought better butter to make the bitter butter better. A Tudor who tooted a flute tried to tutor two tooters to toot. Said the two to their tutor, "Is it harder to toot or to tutor two tooters to toot?"
    • http://edition.tefl.net/ideas/speak/teaching-english-pronunciation/ http://www.articlesbase.com/languages-articles/teaching-efl-pronunciation-why-what-and-how-263199.html