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Lesser-known (sk)ills of teaching pronunciation


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Teaching pronunciation to ESOL students is as fraught with challenges as negotiating a 3-D maze. This slideshow presents my approach, and gives a few tips.

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Lesser-known (sk)ills of teaching pronunciation

  1. 1. By Howard Gaukrodger PhD
  2. 2.  Ask your students… Ask yourself… Ask your boss… Consult the reference books… Is the answer the same?Ensure the same understanding30/05/2013Howard Gaukrodger PhD, NetSalience Ltd 2
  3. 3.  Pronunciation is a complex matrix ofinterwoven skills and emotions …… yet it is so simple much of it you can do without openingyour mouth30/05/2013Howard Gaukrodger PhD, NetSalience Ltd 3
  4. 4.  Why do you want to teach pronunciation? Have you the skills to teach pronunciation? Which pronunciation do you teach -English, American, Scottish, Welsh, Indian… What does your institution want to achieve? What do the students want to achieve?30/05/2013Howard Gaukrodger PhD, NetSalience Ltd 4Work towards the same goals
  5. 5.  Motivation Context Body language/facial expression Articulation Listening Observing (the mechanics of production) Breathing Confidence and cultural factors Interdependent / variable factors, e.g. vowelharmony30/05/2013Howard Gaukrodger PhD, NetSalience Ltd 5
  6. 6.  Teaching pronunciation requires:◦ rationale and support◦ sacrifice of other teaching targets◦ marketing◦ realistic goals; time◦ teacher-training (pedagogical andtechnological)◦ technological resources30/05/2013Howard Gaukrodger PhD, NetSalience Ltd 6
  7. 7.  Keep to the time Use words that students know Use simple, insignificant constructions Identify the sound(s) to teach Exemplify the variations of the sound incontexts Remove focus from the teacher Observe, model, practise, alternate contextsand moods30/05/2013Howard Gaukrodger PhD, NetSalience Ltd 7
  8. 8.  Appraisal - continuous assessment Log book and wall chart Exploit students’ interest in ICT for content Maximise student-talking-time Use Web: articulation, intonation, phonetics Do live exercises outside classroom (e.g.shops)30/05/2013Howard Gaukrodger PhD, NetSalience Ltd 8
  9. 9.  Discussion (to practise intonation) Backs against the wall (students need to shout) Ear-plugs (to practise articulation /enunciation) Mirrors (to assess own articulation) Candles, feathers (to teach plosives) Body language (to accompany sounds) Selective hearing (to identifysounds/subtleties)30/05/2013Howard Gaukrodger PhD, NetSalience Ltd 9
  10. 10.  Café duty (Panto)mime Drama / role play Music – a vowel sound continuum Singing The balloon game ICT games30/05/2013Howard Gaukrodger PhD, NetSalience Ltd 10
  11. 11.  The devil of teacher-talking-time Mixing tasks Over-zealous students Lack of aims, context and motivation Mouse-like students Monotony / Pace / Focus30/05/2013Howard Gaukrodger PhD, NetSalience Ltd 11
  12. 12. 30/05/2013Howard Gaukrodger PhD, NetSalience Ltd 12Howard is a multilinguist who has taught English since 1985.He was invited to make this presentation for the professional development ofteachers of ESOL at a higher education institution in NZ.Skype: howard.gaukrodger (GMT+12)