Teaching pronunciation involves teaching the sounds, stress, rhythm, and intonation patterns of a language. It includes identifying phonemes - the smallest units of sound that distinguish meaning. Teachers should provide authentic models, encourage listening practice, and integrate pronunciation into other lessons. They should also teach recognition before production and be aware of how a student's first language may influence their pronunciation in a second language. Effective techniques include using phonetic scripts, minimal pairs, and awareness of universal processes of pronunciation acquisition.

1. Teaching Pronunciation
Julieta Hernandez
Carolina R Torres
Cecilia Sosa
Language and its Teaching III

2. What does it involve?
• Phonology , the sounds of the language
• Stress and rhythm
• Intonation

3. Sounds
• IPA: symbols for all the sounds in all the languages
• Phoneme: a sound that is conventionally used to
distinguish meaning in a particular language
son– sun - sin
• Allophones: variation of a phoneme depending on the
context
▫ Leaf - Feel

4. Difficulty for Spanish speakers…

6. SPANISH
• poder bajar [po̞ˈðe̞ɾ βaˈxaɾ],
• el delfín [e̞l de̞lˈfin]
• Alveolar trill [r] and the alveolar tap [ɾ] are in
phonemic contrast word-internally between
vowels carro 'car' [r]
caro 'expensive‘[ɾ]
• In final position the rothic will usually be [ɾ]

7. GERMAN
German consonant –d-
At the start or in the middle /d/
In final position /t/
Cluster –dt- /t/

8. JAPANESE
Japanese possesses one liquid consonant:
A flap that varies between /r/ to /l/
Right Light
Red Led
Crime Climb
Froze Flows
Arrive Alive

9. Phonetic Bingo

10. Rhythm and stress
English is a very rhythmical language.
The two components of the system which have the
greatest influence on rhythm are:
• sentence stress
and
• the various features of connected speech

11. Teachers should:
• Provide natural models of new target language
before introducing the written form.
• Use natural language themselves in the classroom.
• Encourage learners to listen carefully to authentic
speech.
• Teach recognition before production.
• Integrate rhythm and other aspects of phonology
into grammar, vocabulary and functional language
lessons as well as listening and speaking activities.

12. Intonation
• The systematic rise and fall in the pitch of the
voice during speech (the way that the pitch of
the voice goes up and down during speech).

13. You´re coming to dinner tonight.

14. INTONATION LANGUAGE
(shows grammar, attitude and so on)
OR
TONE LANGUAGE
(intonation shows difference in lexical
meaning)

15. Teaching pronunciation
• Direct method: phonetic scripts – transcriptions
Mainstream: symbols as a resource
• Audiolingualism: minimal pairs
Pronunciation ͢ set of habits

16. Working
With
Minimal Pairs

18. WHAT IS IT?

19. SHIP

20. SHEEP

21. BET

22. VET

23. SINK

24. THINK

26. • Consciousness raising
• Communication

27. Phoneme Learning
1) Presystemic : One word
2) Transfer: Equivalence- Variants
3) Approximative: Restructure
Unique and temporary system: INTERLANGUAGE

28. Phonemes: Crucial features
 Fortis / Lenis
 Voice /k-t/ /g-d/ /p-b/
 Aspiration
“Getting the distinctive features right or wrong
can affect not just one phoneme but many”

29. General ideas about phonology and
learning
I. L1 AND TRANSFER
II. L2 AND UNIVERSAL PROCESS OF
ACQUISITION

30. L1 and Transfer
 The first language has neither of the contrasting
L2 sounds
The second language has one of the L2 sounds
The second language has both sounds as
alophones of the same phoneme

31. L2 and universal process of aqcuisition
Learning pronunciation depends on...
L1 TRANSFER UNIVERSAL PROCESS L2

32. Choosing a Model
• Choose a local variety within a country
• Choose a country

33.  USA Standard American English (SAE)
UK Received Pronunciation (RP)
Which is the goal?