Pronunciation teaching and theories (1)

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Pronunciation teaching and theories (1)

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Pronunciation teaching and theories (1)

  1. 1. PRONUNCIATIONKiyomi and Hannah
  2. 2. Bangladeshi English Teacher “Pronunciation is not an optional extra for the learner any more than grammar, vocabulary or another aspect of language” www.streetdictionary.com/travel_guide/106605 /languages/teaching_efl_pronunciation_why_w hen_and_how.html
  3. 3. Assumptions Arguments against teaching pronunciation explicitly are based upon two assumptions:  1) The Critical Period Hypothesis  2)Pronunciation is an acquired skill, and therefore cannot be learned
  4. 4. The Critical Period Hypothesis Assumption: Children have a higher advantage in L2 pronunciation  Ithas been found that found that adults were superior to children in the first stages of learning pronunciation and sound discrimination(Snow and Hoefnagel-Hohle)  In that same study, the teenager was the only subject who acquired native-like pronunciation
  5. 5. Age Differences• Fledge (1987) – difficulties arise in testing the critical period hypothesis because speech learning is difficult to isolate from other factors  Ex. Social pressures to learn a L2• Adults and adolescents have further developed the ability to compare and contrast and recognize patterns of speech• For these reasons, adults should not be denied instruction in pronunciation
  6. 6. Pronunciation = an acquiredskill Assumption: factors affecting pronunciation of L2 cannot be affected by focused practice and/or the teaching of formal rules.  Based on Purcell and Suter’s and similar studies  These studies focus on acquisition in a second language environment  Underestimates the influence of the teacher
  7. 7. Influence of Teachers Motivation Exposure Ex. Pronunciation teacher in Poland Extra: Los sonidos de español http://www.uiowa.edu/~acadtech/phonetics/sp anish/frameset.html

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