Pronunciation in Speaking<br />Special Consideration <br />for  Teaching Speaking<br />by Min-Jung, Kim<br />
Exemplary show case for proper  pronunciation <br />Listen and think about communication problem from  a Italian man’s cul...
Why pronunciation is important in speaking proficiency?<br />-> Mispronunciation of the word or  incorrect  intonation lea...
Why it is difficult to learn precise pronounce?<br />-> L2 Learner’s  native language has different systematic variations ...
How to teach pronunciation skill?<br />Integration  of pronunciation into a language program<br />Rationale<br />-> Althou...
How to teach pronunciation skill?<br />Integration  of pronunciation into a language program<br /> Pedagogical meaning of ...
Individual pronunciation drilling practice<br />-> Utilizing voice recognition  language learning software  programs  or v...
Reference<br />Chelaflores, B. (2001).  Pronunciation and language learning : An integrative approach .  International Rev...
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EESL 542D pronunciation part of speaking

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EESL 542D pronunciation part of speaking

  1. 1. Pronunciation in Speaking<br />Special Consideration <br />for Teaching Speaking<br />by Min-Jung, Kim<br />
  2. 2. Exemplary show case for proper pronunciation <br />Listen and think about communication problem from a Italian man’s cultural difference and in precise pronunciation. <br />Please click here! <br />
  3. 3. Why pronunciation is important in speaking proficiency?<br />-> Mispronunciation of the word or incorrect intonation leads misunderstanding in communication.<br />-> Good pronunciation facilitates functional skills in communication competence. It helps a speaker’s credibility as a competent communicator.<br />-> Articulating a standardized pronunciation gives added value of good impression to listener. It moves on a speaker’s self competence and affect the public relations.<br /><Norma, L. F. (1987). <br />Teaching pronunciation through functional oral communication techniques> <br />
  4. 4. Why it is difficult to learn precise pronounce?<br />-> L2 Learner’s native language has different systematic variations in which his/her linguistic habits have been fossilized for many years. Aural-oral ways of L2 learners can’t catch correct sounds at the beginning stage of learning . Also structurally different linguistic systems impede to be in automatically controlled pronouncing words or phrase in speaking naturally . <br />-> There are hundreds of variation on regional accents and dialects of L2 language. Such internal variations are shown in even well-defined dialects of a given language, because the users bear extra linguistic variables such as age, region, socio-economic status, group identification. <br />Kordula. D. K. (2001), <br />retrieved from course documents on blackboard 542D> <br />
  5. 5. How to teach pronunciation skill?<br />Integration of pronunciation into a language program<br />Rationale<br />-> Although integrated instructions for fluency, accuracy and pronunciation for speaking proficiency has been claimed for the last decade or so, educational programs for correcting pronunciation have given for a relatively limited period in learning process or were available for the students with a certain level of fluency. It was because teaching method were short-term objective related to precisely presenting phonological features. <br />-> Difficulties in grammatical structures and different level of vocabularies in the pronunciation exercise could not lead to the integrated learning process. <br /> <Chela-flores, B. (2001) . <br />Pronunciation and language learning : An integrative approach><br />
  6. 6. How to teach pronunciation skill?<br />Integration of pronunciation into a language program<br /> Pedagogical meaning of this method<br /> ->Like grammar and vocabulary, the learner should gradually learn and be immersed into pronunciation. It could be achieved by satisfying listening and oral intelligibility to deal with immediate phonological needs. It should be started from beginning level of learning.<br /> -> As a result, instruction should be focus on meaningful units or tone groups., rather than isolated segments or words. Rhythmic patterns are presented as a basic realization of the tone group . And meaningful chunks with strength of speech are composed of listening units.<br /> -> This integrates grammatical structures and vocabularies through communicative activity.<br /> <Chela-flores, B. (2001) . <br />Pronunciation and language learning : An integrative approach><br />
  7. 7. Individual pronunciation drilling practice<br />-> Utilizing voice recognition language learning software programs or voice recording player to acknowledge weaknesses in correct pronunciation.<br />-> Placing proper stress on syllables and finding the rhythm or intonation pattern of standard English through many reading practice.<br />-> Participating in communication community to practice and examine yourself. <br />To my peers,<br />Q> What’s your own specific pronunciation practice to make your pronunciation better?<br />
  8. 8. Reference<br />Chelaflores, B. (2001). Pronunciation and language learning : An integrative approach . International Reviews of Applied Linguistics in Language Teaching, v39(2), 85-101, retrieved from http://web.ebscohost.com.libproxy.lib.csusb.edu/ehost/pdfviewer/pdfviewer?sid=56e536e2-1a17-4192-8196-1cc2da51835c%40sessionmgr10&vid=4&hid=15.<br />Kordula. D. K. (2001). Excerpted from PowerPoint script, retrieved from course documents on blackboard 542D. <br />Norma, L. F. (1987) Teaching pronunciation through functional oral communication techniques. resented at annual meeting of Western Speech communication Association, Mt. San Antonio College, Walnut, retrieved from http://www.eric.ed.gov/PDFS/ED281386.pdf.<br />

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