M.Sc. Stephanie Brooks
 Pronunciation in Teaching
 Should there be a focus on pronunciation?
 Accuracy and Fluency
 Affective factors
 Anxie...
 Clustering
 Redundancy
 Reduced forms
 Performance
variables: hesitation, pauses, backtracking,
and corrections. You...
Colloquial language
Rate of delivery
Stress, rhythm,
and intonation
Interaction
M.Sc. Stephanie Brooks
 Becoming "accent free", is it possible?
 Native language
 Age
 Exposure
 Innate phonetic ability
 Identity and lang...
Affective feedback
Cognitive feedback
Avoiding fossilization
Effective feedback, development of
teacher intuition
M.Sc...
CONTINUE
CONTINUE
COGNITIVE
FEEDBACK
MESSAGE
RED (-)
YELLOW (0)
GREEN (+)
AFFECTIVE
FEEDBACK
ABORT
RECYCLE
M.Sc. Stephanie...
 Imitative: short, simple,
snappy, and purposeful.
 Intensive
 Responsive
 Transactional
 Interpersonal (dialogue)
 ...
Techniques should
 Cover learners needs of accuracy,
intention, meaning, and fluency.
 Be intrinsically motivating
 Enc...
Techniques should
 Focus on the natural link between
speaking and listening.
 Give opportunities to initiate oral
commun...
M.Sc. Stephanie Brooks
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Week 3 teaching oral skills 1

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Teaching oral skills

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Week 3 teaching oral skills 1

  1. 1. M.Sc. Stephanie Brooks
  2. 2.  Pronunciation in Teaching  Should there be a focus on pronunciation?  Accuracy and Fluency  Affective factors  Anxiety and insecurity  Need of war and secure learning climate  The interaction effect  It may be the greatest difficulty that some learners may face. M.Sc. Stephanie Brooks
  3. 3.  Clustering  Redundancy  Reduced forms  Performance variables: hesitation, pauses, backtracking, and corrections. You actually teach learners how to pause and hesitate (think time) M.Sc. Stephanie Brooks
  4. 4. Colloquial language Rate of delivery Stress, rhythm, and intonation Interaction M.Sc. Stephanie Brooks
  5. 5.  Becoming "accent free", is it possible?  Native language  Age  Exposure  Innate phonetic ability  Identity and language ego. Acquiring a second identity  Motivation and concern for good pronunciation M.Sc. Stephanie Brooks
  6. 6. Affective feedback Cognitive feedback Avoiding fossilization Effective feedback, development of teacher intuition M.Sc. Stephanie Brooks
  7. 7. CONTINUE CONTINUE COGNITIVE FEEDBACK MESSAGE RED (-) YELLOW (0) GREEN (+) AFFECTIVE FEEDBACK ABORT RECYCLE M.Sc. Stephanie Brooks
  8. 8.  Imitative: short, simple, snappy, and purposeful.  Intensive  Responsive  Transactional  Interpersonal (dialogue)  Extensive M.Sc. Stephanie Brooks
  9. 9. Techniques should  Cover learners needs of accuracy, intention, meaning, and fluency.  Be intrinsically motivating  Encourage the use of authentic language in meaningful contexts.  Provide appropriate feedback and correction.M.Sc. Stephanie Brooks
  10. 10. Techniques should  Focus on the natural link between speaking and listening.  Give opportunities to initiate oral communication.  Encourage the development of speaking strategies. M.Sc. Stephanie Brooks
  11. 11. M.Sc. Stephanie Brooks

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