Learn how to teach pronunciation through this presentation given at our November 29th Academic Saturday

1. M E X T E S O L
ACADEMIC SATURDAY
NUEVO LEON CHAPTER
«WORKING WITH VOICE»
Learner-centered Pronunciation
Teaching Techniques
By
Luis Antonio Balderas Ruiz
FFyL, UANL

2. THE HISTORY AND SCOPE OF PRONUNCIATION TEACHING
LANGUAGE SKILLS ( The Big Four )
LISTENING
READING
WRITING
SPEAKING
LANGUAGE SUB-SKILLS
GRAMMAR
VOCABULARY
PRONUNCIATION

3. THE FIELD OF MODERN LANGUAGE TEACHING HAS DEVELOPED TWO GENERAL
APPROACHES TO THE TEACHING OF PRONUNCIATION:
INTUITIVE-IMITATIVE APPROACH: It depends on the learner´s ability to listen to
and imitate the rhythms and sounds of the target language without the
intervention of any explicit information.
ANALYTIC-LINGUISTIC APPROACH: It utilizes information and tools such as a phonetic
alphabet, articulatory descriptions, charts of the vocal apparatus, contrastive
information and other aids to supplement listening, imitation, and production.

4. METHODS AND APPROACHES FOR WHICH THE TEACHING AND LEARNING OF
PRONUNCIATION IS A GENUINE CONCERN.
 DIRECT METHOD
 THE REFORM MOVEMENT
 AUDIOLINGUSLISM
 ORAL APPROACH
*COGNITIVE APPROACH
*TRNASFORMATIONAL GENERATIVE GRAMAR
 THE SILENT WAY
*COMMUNITY LANGUAGE LEARNING
*HUMAN COMPUTER

5. NOTIONS AND PRACTICES IN LANGUAGE TEACHING
The spoken form of a language is primary and should be taught first.
The findings of Phonetics should be applied to language teaching.
Teachers must have solid training in Phonetics.
Learners should be given Phonetic training to establish good speech
habits.

6. PRONUNCIATION TEACHING TODAY
THE COMMUNICATIVE APPROACH
This approach took hold in the 1980s and is currently dominant in language
teaching, it holds that since the primary purpose of language is communication,
using language to communicate should be central in all classroom language
instruction. This focus on language instruction brings renewed urgency to the
teaching of pronunciation, since both empirical and anecdotal evidence
indicates that there is a threshold level of pronunciation for nonnative speakers
of English; if they fall below this threshold level, they will have oral
communication problems no matter how excellent and extensive their control of
English grammar and vocabulary might be.

7. According to Morley ( 1987 ) the goal of teaching pronunciation is
not to make learners sound like native speakers of English. With the
exception of a few highly gifted and motivated individuals, such goal is
unrealistic. A more modest and realistic goal is to enable learners to
surpass the threshold level so that their pronunciation will not detract
from their ability to communicate.

8. KINDS OF TECHNIQUES AND TEACHING MATERIALS THAT HAVE TRADITIONALLY BEEN USED TO TEACH
PRONUNCIATION COMMUNICATIVELY
TONGUE TWISTERS
DEVELOPMENTAL APPROXIMATION
DRILLS
PRACTICE OF VOWEL SHIFTS AND
STRESS RELATED BY AFFIXATION:
A. VOWEL SHIFT
B. SENTENCE CONTEXT
C. STRESS SHIFT
D. SENTENCE CONTEXT
READING ALOUD/RECITATION
RECORDING OF LEARNERS’
PRODUCTION
LISTEN AND IMITATE
PHONETIC TRAINING
MINIMAL PAIR DRILLS
CONTEXTUALIZED MINIMAL
PAIRS
VISUAL AIDS

9. “only through a thorough knowledge of the English sound system and through
familiarity with a variety of pedagogical techniques, many of which should be
communicatively oriented, can teachers effectively address the pronunciation
needs of their students (Celce-Murcia, 1996 ).

10. In teaching pronunciation the main objective should be to help students
communicate appropriately. This is one of the goals that Dalton and Seidlhofer
(1994) had in mind when they first started to create their work.

11. Bottom-up approach: which begins with the articulation of vowel and consonant sounds
and working up towards intonation
Top-down approach: which begins with patterns of intonation and brings separate sounds
into shaper focus as and when required.
(Dalton, 1994, pp 69-70)

12. EXPLORING ENGLISH PHONETICS TEACHING TECHNIQUES
A Graduate Research Project
by
LUIS ANTONIO BALDERAS RUÍZ
Submitted to the College of Graduate Studies
Texas A&M University-Kingsville
in partial fulfillment of the requirement for the degree of
MASTER OF EDUCATION IN ENGLISH AS A SECOND LANGUAGE
April 2002
Major Subject: English as a Second Language

13. LEARNER-CENTERED PRONUNCIATION TEACHING TECHNIQUES
Pronunciation
teaching
objectives
Pronunciatio
n-centered
teaching
Meaning
centered
teaching
Learner –
centered
teaching
Training
activities
Communicative
activities
Regulating
activities
Motivating
activities
Pre comunicative
Communicative
Structured
communication
Authentic
Communication
Agustin Iruela´s article
http://marcoele.com/descargas/4/iruela-pronunciacion.pdf

14. Communicative
Competence
Linguistic competence
Sociolinguistic competence
Discourse competence
Strategic competence
knowledge of morphosyntax,
vocabulary and phonology
(inc. orthography)
ability to connect sentences
in stretches of discourse + to
make a meaningful whole
out of a series of utterances
ability to make repairs,
cope with imperfect
knowledge, and sustain
Communication
knowledge of the
sociocultural rules
of language and of discourse

15. What are learning strategies?
Learning strategies are steps taken by students to enhance their own learning.
Strategies are especially important for language learning because they are tools
for active, self-directed involvement, which is essential for developing communicative
competence.
I. Memory Strategies
Direct Strategies II. Cognitive
Strategies
III. Compensation Strategies
LEARNING STRATEGIES
I. Metacognitive Strategies
Indirect Strategies II. Affective
Strategies
III. Social Strategies
Diagram of the Strategy System : Overview. ( Source: Original ) by Oxford, 1990

16. USER
LANGUAGE
AWARENES
S
ANALYST TEACHER
http://203.72.145.166/ELT/files/47-4-2.pdf

17. PROCESSES
TASKS
DATA
TASKS
M whole class
O pairs/small groups
D individuals
E
self-access
S
http://203.72.145.166/ELT/files/47-4-2.pdf

18. LEARNER-CENTERED PRONUNCIATION TEACHING
TECHNIQUES
http://javierarizpe.wix.com/awareness-bilinguals#!luis-antonio-balderas-ruiz/clk5