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TEACHING PRONUNCIATION

TEACHING PRONUNCIATION . ELİF KALINTAŞ AYŞEGÜL DÖNMEZ. CONTENTS. What is pronunciation ? What is pronunciation teaching ? Why to teach pronunciation ? What to know to teach ? Pronunciation issues Perfection versus intelligibility Problems that can students encounter

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TEACHING PRONUNCIATION

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  1. TEACHING PRONUNCIATION ELİF KALINTAŞ AYŞEGÜL DÖNMEZ

  2. CONTENTS • What is pronunciation? • What is pronunciationteaching? • Whytoteachpronunciation? • Whattoknowtoteach? • Pronunciationissues • Perfectionversusintelligibility • Problemsthat can studentsencounter --Whatstudents can hear --Theintonation problem • Whentoteachpronunciation? • Differentmaterialsandsometeachingtechniques • Howtoteachpronunciation? • Stepsforteachingpronunciation.

  3. What is pronunciation? • The Production of Significant Sound. • Significant because • it is used as part of a code of a particular language • it is used to achieve meaning in contexts of use. • Auditory Phonetics = The perception of the sound. • Articulatory Phonetics = The production of the sound.

  4. What is pronunciationteaching? • Pronunciationteaching not onlymakesstudentsaware of differentsoundsandsoundfeatures • can alsoimprovetheirspeakingimmeasurably • Showingwheretheyaremade in themouth ,makingstudentsaware of wherewordsshould be stressed.

  5. Whyteach? 4 major reasons to teach pronunciation ( Morley, 1999) • functional intelligibility • functional communicability • increased self-confidence • speech monitoring abilities

  6. Teachpronunciationtobuild on… Functional intelligibility:Spoken English in which an accent is not distracting to the listener. Functional communicability: learner’ s ability to function successfully within the specific communicative situations. Self-confidence:Dependent on the ones mentioned above. Speech monitoring abilities:Good learners listen to the input and try to imitate it.

  7. Problemsthatstudents can encounter • It is veryoverlookedbyteachers, • It is overlooked in a lot of coursebooks – included in verysmallchunks, soteachersdon’tsee it as important. • Difficulttoteach in multilingualclasses • Ifit’s not tested, it’s not important. • Someteachersthink it iseasy, but it actuallyneeds a lot of work. • It’softenleftuntillater • Realism is required: perfection is unnecessaryandlargelyunobtainable. • Studentsmaybelievethere’s no systemtoEnglishpronunciation

  8. Whattoteach? • Individualsounds (perhapsusingthe IPA – seebelow) • Soundlinking • Connectedspeech (perhapsthroughsongs) • Weakforms (schwa) • Voice – getthemtoimitateEnglishspeakersmispronouncingtheir L1 – givesthem a feelforsounds / rhythm • Syllablestress - highlightlength, pitch, loudness, & vowelclarity • Intonation • Minimal pairs • Chunking • Pausing • Rhythm • Awareness of varieties of English. • Awarenessandrecognition – productionwillcomelater

  9. Whentoteachprounciation Harmer (2000) suggests 4 alternatives • Wholelessons(prepneeded) • Discreetslots(prepneeded) • Short, separatedbits of pron. Work • Integratedphases(prepneeded) • Inanylesson (liistning, grammaring, writngetc. ) esp. Whenyoudealwithforms, youmaydrawsts.’ attentitontopron. • Opportunisticteaching • Esp. duringgrammar, voc. Teaching it seemsnaturaltoallocate time topron. teaching

  10. Pronunciationissues • Teachersgivemoreimportancetostudygrammarandvocabulary • Teachersgetstudentstostudylisteningandreading • Teachersseethatpronunciationteachingwillonlymakethingsworse • Teachersignorebenefits of pronunciationteaching

  11. Actually;Pronunciationteaching(a) • makesstudentsaware of differentsoundsandtheirfeatures • improvestheirspeakingimmeasurably • allowsstudentstogetoverseriousintelligibilityproblems • concentrates on sounds ,showingwheretheyaremade in themouth ,makingstudensaware of wherewordsshould be stressed

  12. So; • ReceognizingallthesethingsgivethemextrainformationaboutspokenEnglishandhelpthemachievethegoal of improvedcomprehensionandintelligibility • Beingmadeaware of pronunciationissueswill be immensebenefit not onlytotheirownproduction but alsototheirownunderstanding of spokenEnglish.

  13. Perfectionversusintelligibility • Perfectiondepends very much on stsattitude to how they speak and how well they hear. • manyculturalfactorsforperfection • fortheseculturalfactors ; languageteachersconsiderintelligiblity as the prime goal of pronunciationteaching..

  14. Sowhat is intelligibility in teachingpronunciation? • Thestudentsshould be abletousepronunciationwhich is goodenoughforthemto be alwaysunderstood. • Whenbeingintelligibility a goal ; • it suggestthatsomepronunciationfeaturesaremoreimportantthanothers; somesounds ,stressingwordsandphrasesandintonation. • ‘Realism is required: perfection is unnecessary and largely unobtainable.’

  15. Whatstudents can hear? WhilelearningEnglish, ifstudentshavesimilarsounds in theirmothertongue, theymay be confusedandmisleaded.

  16. Theintonation problem • Intonation is a problem or not?

  17. Manypeopleandteachers; • find intonation difficult to hear 'tunes' or identify the rising and falling tones. • --givingopportunutiesbyusingtape • --orthroughthewayweourselves model them.

  18. The key to successful pronunciation teaching,not much getting students produce correct sounds,but listen and notice how english is spoken. • --Noticing is soimportantforpronunciationteaching.

  19. Theuse of differentmaterialsandsometeachingtechniques

  20. Whyweusethephoenemicalphabet ? • Aware of thedifferentphoenemes • Dictionaries • Forpronunciationgamesandtasks • But youshould not forgetthatyou r students’ proficiencylevel is importantwhendecidingtouse of phoenemicalphabet.

  21. How can weusevocal organ chart? • ıt is usedforshowinghowwe can producesounds • So; studentsunderstandbetter • Helptonoticing

  22. Minimal pairs; • Whatare minimal pairs? • pairs of wordsthathaveonephonemicchangebetweenthem. • How can weusethem in ourlessons?

  23. Let’slook at theexample; Shipandchip Contrastingtwosounds is very popular way of gettingstudentstoconcentrate on specificaspects of pronunciation Sounds/∫/ and /t∫/

  24. Some Teaching Techniques <<Contextualizedminimal pairs: Sounds: Thispenleaks. Then, don’ t writewith it. Thispanleaks. Then, don’ t cookwith it. Stress: Is it a lemontree? No, an orangetree. Is it elementary? No, it’ s advanced.

  25. c. CartoonsandDrawings d. GadgetsandProps Rubberband, dices, kazoos, cuisenairerods e. Rhymes, poetry, jokes Jazzchantsetc f. Drama g. Handsand body Clappingetc. Moving Imitatingthe body movements, gesturesandfacialexpressions of anotherperson (face-to-face, or on video)

  26. Howtoteachpronunciation? • Integrate it into your lessons as much as possible • Start with little steps, and build from there. • Model the shape of the mouth, and ask them to think about their tongues and lips! • Combine it withlistening.

  27. Recordyourstudents’ voiceanduse it tofocus on pronunciationissues. • Usegames. • Mouthexercises – SS thinkit’sfuntolaugh at theteacher • Usedifferentcoloured pens, dots, connections, arrows…

  28. Exaggeratepronunciation • Listen totheradioandimitatetheaccent • Exaggeratesounds – it’sfun, and SS can feelthedifferencebetweenthem • Cuisenairerodsfabulousforteachingword/sentencestress, intonationetc

  29. Thestepsforteachingpronunciation(a) • Planningstage • Teachingstage

  30. Planningstage (a) • 3 questionsthatyoushould ask; • Is it important? Ifyes; • Collecttheinformationaboutthefeatureyouwanttoteach • Spot thepotentialproblems of Turkishlearners

  31. Teachingstage; € • Description/analysis/ contrast • Listeningdiscrimination • Controlledpractice (Teachercentered ,accuracy) • Semi-controlled(Guidedpractice) • Freepractice (Communicativepractice)

  32. Description/ analysis/contrast Description • T. presents a feature showing where and how it occurs(sounds) how it occurs(stressandintonation) • T. might use charts, vocal organ diagram, gadgets, hands etc. • T. might use inductive or deductive rule presentation.

  33. Analysis • Sounds • Spelling • Symbol:Phonemicsymbols • Examples • Intonation • Falling-risingintonation • Symbol: Arrows • Examples • Stress • Syllable, • Symbol: Emphasis • Examples

  34. Contrast • T. introducestheconfusingsound, stress/intonationpattern • Drawsts’sattentiontospelling/pronundifferences • Moreexamplesareprovided

  35. Listening discrimination • Minimal pair discrimination exercises # same /different # circle the one that you hear # circle the odd one out # sentence and find the one t. pronounces • Otherdiscriminationactivs. #countthewordsthatcontainthespecificfeatureetc.

  36. Controlled practice • Sts.’ focus is almost completely on form # whole-class and T-SS and more pair-work activities # choral reading # poems, skits, rhymes, dialogues, dramatic monologues #tracking

  37. Semi-controlled(Guided) practice • Sts.’ focus is not only on form but also meaning, grammar, communication • More pair-work

  38. Freer practice (communicative ) • T. should give a clear goal like “ While doing this drama scene pay special attention to contractions) # Role-plays, debates, interviews, simulations, drama scenes etc.

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