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Defence International Training Centre Melbourne

Design of a teaching pronunciation course for teachers of English from the South-East Asian region. Defence International Training Centre Melbourne. Role: to enhance the training provided in Australia to South-East Asian and South Pacific defence force personnel.

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Defence International Training Centre Melbourne

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  1. Design of a teaching pronunciation course for teachers of English from the South-East Asian region.

  2. Defence International Training Centre Melbourne Role: to enhance the training provided in Australia to South-East Asian and South Pacific defence force personnel • Cross cultural awareness training • English language training • Teacher training

  3. Current Teacher Training Courses • Initial teacher training (MELT) • Advanced teacher training (ETDC)

  4. Need for the new course • Few progress from MELT to ETDC • Recent increase in proficiency issues – including pronunciation • Lack of confidence as models and as teachers of pronunciation • Vicious circle

  5. Pathways

  6. Introducing some of the teachers video\Interviews.wmv

  7. Aims of theTeaching Pronunciation* Course SHORT TERM • (Re-)Mobilise teachers’ own pronunciation development • 2. Develop confidence and motivation • making decisions re pronunciation teaching • using a range of (easy) techniques • integrating more pronunciation work into existing lessons • encouraging learners to pay more attention to pronunciation

  8. Aims of the Teaching Pronunciation* Course LONG TERM • To improve the pronunciation – and therefore communicative ability – of potential defence training participants … • To increase the pool of potential defence training participants • To improve the pronunciation of future teachers of English • And so on… video\ShoppingList.wmv

  9. Guiding principles • Practicality/cost-effectiveness • English as a lingua franca • Communicative value • Evidence from research – explicit vs implicit • Achievability – teachers/teaching context video\Channa2.wmv video\Channa1.wmv

  10. Challenges • Teacher proficiency • Teacher awareness • Different L1s → some differences in pronunciation difficulties especially re tone and non-tone languages • Context of training ≠ context of teaching • multilingual vs monolingual • teaching resources video\ShoppingList.wmv video\Stress.wmv video\Mulyono1.wmv video\Channa1.wmv

  11. Course details • DITC, Melbourne • 6 weeks full time (38 hours/week) • 18 participants • MELT graduates • Cambodia, Laos, Thailand, Vietnam, Malaysia, Indonesia • 3 instructors • Textbook: Kelly, G. 2000 How to Teach Pronunciation Pearson Longman

  12. Learning Outcomes • Make principled decisions about pronunciation teaching (within a lesson or series of lessons) • Teach English sounds (phonemes) effectively • Teach English word stress effectively • Teach sentence stress and intonation (suprasegmental features) effectively • Teach features of connected speech in English effectively • Teach pronunciation in an integrated manner

  13. Example of a Learning Outcome LEARNING OUTCOME 4 To teach sentence stress and intonation (suprasegmental features) effectively To identify • patterns of strength or weakness in their own and their students’ stress and intonation - receptive as well as productive • priorities … • useful knowledge … • appropriate metalanguage … • resources and techniques … – both proactive and remedial • learner difficulties … in existing lessons/materials • learner strategies for developing confidence … To apply…

  14. Focus on integration into any course LEARNING OUTCOME 6 To teach pronunciation in an integrated manner • to identify the various aspects of pronunciation relevant to particular lessons relating to receptive as well as productive skills • to identify a range of techniques to help learners with more than one aspect of pronunciation in a lesson in relation to receptive as well as productive skills • to apply a range of techniques to help learners with more than one aspect of pronunciation in a lesson relating to receptive as well productive skills

  15. Timetabling

  16. Assessment - questions Major Issue Standard level of performance or individual development? • Micro teaching – peers – isolated aspects? • Micro- teaching – migrant volunteers – validity? • Portfolio – related to own context • Quiz – background issues

  17. Course evaluation • Short term • Long term video\Sack_E.wmv

  18. References • Fraser, H. 2006 ‘Helping teachers help students with pronunciation: A cognitive approach’ Prospect 1/21 p 80-96 • Fraser, H. 2010 ‘Cognitive theory as a tool for teaching second language pronunciation’ in De Knop et al. (eds) Fostering language teaching efficiency through cognitive linguistics. Berlin: Mouton de Gruyter • Kenworthy, J. 1987 Teaching English Pronunciation London: Longman

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