Your SlideShare is downloading. ×
0
Teaching intonation
Teaching intonation
Teaching intonation
Teaching intonation
Teaching intonation
Teaching intonation
Teaching intonation
Teaching intonation
Teaching intonation
Teaching intonation
Teaching intonation
Teaching intonation
Teaching intonation
Teaching intonation
Teaching intonation
Teaching intonation
Teaching intonation
Teaching intonation
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Teaching intonation

8,153

Published on

Published in: Education, Technology
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
8,153
On Slideshare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
407
Comments
0
Likes
2
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. TEACHINGTEACHING PRONUNCIATIONPRONUNCIATION WHY, WHAT, HOWWHY, WHAT, HOW
  • 2. Your learning experience? • THINK ABOUT YOUR PREVIOUS ENGLISH LEARNING EXPERIENCE • What percentage of instructional time was devoted to pronunciation? • How would you rate the quality of your teachers’ pronunciation of English (good, fair, poor)? • Which techniques for teaching pronunciation did your teachers use? • What type of feedback did you recieve regarding your pronunciation? • What else contributed to your learning the pronunciation of English? (at and outside school)
  • 3. WHY TEACHING PRONUNCIATION • English is the major lingua franca globally. • More and more people need to use English for social, educational, and professional reasons in all kinds of contexts, locally and internationally. • It is essential that people who use English to communicate have a high level of intelligibility. (Celce-Murcia et al, 1996)
  • 4. HOW: APPROACHES TO PRONUNCIATION TEACHING • INTUITIVE-IMITATIVE: pronunciation is acquired as a result of exposure and interaction in an environment where the target language is spoken. • ANALYTIC-LINGUISTIC : pronunciation is learned through instruction in order to raise awareness
  • 5. LANGUAGE TEACHING METHODS AND PRONUNCIATION ∼ Grammar translation ∼ Direct method ∼ Audiolingual method ∼ Silent way ∼ Community language learning ∼ Total physical response ∼ Communicative approach
  • 6. • Teaching pronunciation within the communicative framework means guiding learners to experience speech as transfer of a message from one person to another. Doing this helps learners to think about their pronunciation as communication, rather than as a classroom exercise, and to focus on their listener’s perception rather than on their own production. (Celce-Murcia et al., 2001)
  • 7. Aims • TO PROMOTE INTELLIGIBILITY (a high amount of understandable utterances) • TO ENSURE COMPREHENSIBILITY (meaning of the message is clearly understood) (Jenkins, 2002)
  • 8. WHAT ASPECTS OF THE ENGLISH PRONUNCIATION TO TEACH? • PHONETICS vs PHONOLOGY • SEGMENTAL vs SUPRASEGMENTAL • LINGUA FRANCA CORE LANGUAGE: the pronunciation features that can cause interference in international communication contexts. (Jenkins 2000)
  • 9. Lingua franca core • Vowel quantity: the distinction between long and short vowels is more important than exact vowel quality. • Phonetic realisations of consonants: some such approximations may lead to unintelligibility. • Consonant cluster simplification: consonant deletion to simplify a cluster affects intelligibility considerably. • Prominence and weak forms: teaching should focus on achieving correct prominence on stressed syllables, rather than on weak forms or schwa. • Tone groups: failing to use tone groups to divide the stream of speech into manageable, meaningful chunks has a serious effect on intelligibility for all listeners. • Nuclear/contrastive stress: putting prominence on the wrong word in an utterance, will direct the listener’s attention to the wrong place, leading to confusion.
  • 10. • What really works? Pronunciation teaching works better if the focus is on larger chunks of speech, such as words, phrases and sentences. • Pronunciation lessons work best if they involve the students in actually speaking, rather than in just learning facts or rules of pronunciation. • Learning pronunciation requires an enormous amount of practice, especially at early stages.
  • 11. Good teaching principles? * Setting realistic goals * Integrating pronunciation to listening and speaking skills practice * Being student-centred * Helping learners become self-reliant
  • 12. TEACHING STRATEGIES • DESCRIPTION AND ANALYSIS: phonemic charts, minimal pairs, transcriptions, kinesthetic activities. • LISTENING DISCRIMINATION: listening for meaning, listening for pronunciation. • CONTROLLED PRACTICE: drills, repetition, shadow reading, reading aloud, role plays. • COMMUNICATIVE PRACTICE: discussions, speeches, conversations, problem solving.
  • 13. ASSESSING PRONUNCIATION • Diagnostic evaluation: identifying students’ pronunciation needs. • Ongoing feedback: growing awareness on progress and focus on improvement. • Self-monitoring. • Peer feedback. • Teacher’s feedback. Celce-Murcia et al, 2001
  • 14. LEARNING STRATEGIES • COGNITIVE: memory strategies, practising naturalistically, formally practising the sounds and rhythm, analysing patterns. • METACOGNITIVE: setting goals, planning, self- monitoring, looking for opportunities to speak/ listen to English outside classroom. • SOCIO- AFECTIVE: asking for help, cooperating, peer-assessment, lowering anxiety.
  • 15. Learners’ characteristics that may affect the process of learning : • Personality traits, self consciosness, self image (identity) • Overdemanding attitude • Physiological problems: articulators • Cognitive skills: memory, a “good ear”
  • 16. Key points in pronunciation teaching * Perception and Production * Practice and patience * Relaxing atmosphere, confidence building, awareness raising * Focus on communication
  • 17. YOUR TASK! A- Choose a textbook and analize the pronunciation activities presented in terms of purpose and interaction. B- Design a lesson integrating pronunciation into language teaching.
  • 18. Bibliography • Celce-Murcia, Brinton, Goodwin (1996) TEACHING PRONUNCIATION. A Reference for Teachers of English to Speakers of Other Languages. Cambridge:CUP • Celce-Murcia, Marianne (2001) TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE. United Kingdom:Heinle- Heinle.

×