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LG 228

LG 228. TEACHING PRONUNCIATION. . Importance. a) It helps learner understand spoken English b) It makes learner's speech comprehensible and meaningful c) Pronunciation errors lead to misunderstanding or negative effect d) Learners rate good pronunciation very highly (according to research).

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LG 228

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  1. LG 228 TEACHING PRONUNCIATION

  2. . Importance • a) It helps learner understand spoken English • b) It makes learner's speech comprehensible and meaningful • c) Pronunciation errors lead to misunderstanding or negative effect • d) Learners rate good pronunciation very highly (according to research)

  3. Changing attitudes towards pronunciation teaching Changing attitudes towards pronunciation teaching • Before 1890s - no attention (Grammar-translation) • 1930 - 40 : Structuralism/contrastive phonology (language=speech) • 1950 - 60 : Audio-lingual method (phonemes - minimal pairs) • 1980 -1990s : Natural approach (Krashen); Communicative LT (strong and weak versions) • 2000 - : Discourse approach to CLT (re-emphasis of pronunciation, but at the level of the sentence)

  4. Objectives of pronunciation teaching • . a) Mastery of native speaker model, or "communicative effectiveness" (proficient L2 learner model)? • b) Standard (R.P.), or "international model"? (See Jenkins, 2000). N.B. Availability of descriptions. • Aspects of pronunciation: • Individual sounds, word stress, sounds in connected speech, rhythm and intonation

  5. Approaches to teaching pronunciation • Selection of items to be taught • i) Size of unit (segment, i.e. phonemes - or larger)? (Segmental or suprasegmental) • ii) Focus on L1/L2 problems, or on target (L2)? • b) Presentation of items • i) Exposure (no explicit attention) • ii) Exercise (practice): minimal pairs; imitation • iii) Explanation (raising conscious awareness) • How to combine these factors depends on students’ needs and teaching purposes

  6. Improving learners' pronunciation • a) Why do learners make errors? • b) Get them to perceive • c) Tell them what to do (Pronunciation dictionaries, IPA chart) • d) Pay regular attention to pronunciation/intonation • e) Raise awareness - of weak forms, assimilation, elision.

  7. Bibliography • Brazil,D. 1994 Pronunciation for Advanced Learners Cambridge • Dalton, C. & Seidlhofer, B. (1994) Pronunciation, Oxford UP • Hewings, M. (1993) Pronunciation Tasks, Cambridge U.P. • Jenkins, J. 2000 The Phonology of English as an International Language OUP • Kelly, G. 2000. How To Teach Pronunciation Longman/Pearson • Kenworthy, J. 2000. The Pronunciation of English: A Workbook Arnold • Kenworthy, J. (1987) Teaching English Pronunciation, Longman

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