OBJECTIVES To describe possible problems students/people can face if theirpronunciation is not intelligible enough To identify aspects of pronunciation that need to be addressed To explain some common techniques used when teachingpronunciation To describe the stages of framework for teaching pronunciation
IDENTIFIED PROBLEMSLet’s make a list of the most common pronunciation problems ourstudents or ourselves have.
SOME COMMON/POSSIBLE PROBLEMSSTUDENTS/PEOPLE FACE BECAUSEOF WRONG PRONUNCIATION Words: I’ll take the soap. (Talking to a waiter meaning soup) Stress : The winner’s record/recordDo you mind if I Open the window?How long have you been in London? Intonation: Why don’t you come to my PARty?WHY don’t you come to my party?
TEACHING PRONUNCIATION:CONTENT Individual Sounds/θ/ think Words“Schedule”, “identify” Stressóbject vs objéctI love soccer.I love soccer.I love soccer. IntonationThis is your wallet, right? RhythmI like this picture.
Choral repetition:I worked at Lima.COMMON TECHNIQUES WHENTEACHING PRONUNCIATION
Minimal pairs They day Live leave Book look Use usedCOMMON TECHNIQUES WHENTEACHING PRONUNCIATION
Chants/rimes/tongue twisters Cinderella, Dressed in yellow, Went upstairs to kiss a fellow. (Pretend to walk up stairs.) Made a mistake and kissed a snake. (Pretend to kiss a snake.) How many doctors did it take?COMMON TECHNIQUES WHENTEACHING PRONUNCIATION
Kinesthetic activites? Which is your favorite dish____,______, or ______?COMMON TECHNIQUES WHENTEACHING PRONUNCIATION
Graphic representationsI talk to my mother when I have a problem.COMMON TECHNIQUES WHENTEACHING PRONUNCIATION
Role plays A: Do you want some tea? B: No, thanks. A: What about some milk? B: That sounds great.COMMON TECHNIQUES WHENTEACHING PRONUNCIATION
Peer-monitoring Did you say sheep or ship?COMMON TECHNIQUES WHENTEACHING PRONUNCIATION
A FRAMEWORK FOR TEACHINGPRONUNCIATION1. Description and Analysis2. Listening Discrimination3. Controlled Practice4. Guided Practice5. Communicative Practice
A FRAMEWORK FOR TEACHINGPRONUNCIATION1. Description and AnalysisThe teacher presents a feature showing when and how itoccurs. The teacher can present examples or rules.Example: /t/ /d/ /id/liked loved wantedRules for the past endings
A FRAMEWORK FOR TEACHINGPRONUNCIATION2. Listening DiscriminationThe teacher presents listening contextualized for activitiesfor discrimination exercises.Example: you work/worked at the school.They visit/visited their friends.I live/lived in this city.
A FRAMEWORK FOR TEACHINGPRONUNCIATION3. Controlled PracticeIn controlled activites the learner’s’ attention should befocused almost completely on form.Example: live livedwork workedstudy studied
A FRAMEWORK FOR TEACHINGPRONUNCIATION4. Guided PracticeIn guided practice, the learners’ attention is no longer entirelyon form. The learner now begins to focus on meaning, grammar, andcommunicative intent as well as pronunciation.Example: A: Did you work last night?B: Yes, I did. I worked until 11:00 pmA: What did you do?B: I fixed my computer and prepared my report.
A FRAMEWORK FOR TEACHINGPRONUNCIATION5. Communicative PracticeIn this stage, activities balance between form and meaning.Example: Make a list of the activities you did on your last vacation.Talk to a partner and find out about similarities and differences.Note: This kind of practice could be integrated to speaking activities.
EXPERIMENTING THE FRAMEWORK TOTEACH PRONUNCIATION1. Description and Analysis2. Listening Discrimination3. Controlled Practice4. Guided Practice5. Communicative Practice