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Pronunciation in EFL Teaching
 

Pronunciation in EFL Teaching

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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

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    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