際際滷

際際滷Share a Scribd company logo

Pronunciation: To teach or not to teach

Download as PPTX, PDF
babybonita
babybonita

This presentation will provide you with the necessary tools and give you ideas on how to engage students in pronunciation practice. In addition, students will get aware of the importance of pronunciation

1 of 37
Downloaded 717 times
1
This session will not only give you the answers to why, what and how to teach, regarding pronunciation; but also provide you with some tips, meaningful activities and exercises to foster the learning and teaching of English pronunciation. TODAYS AIM
Think about your previous English learning experience : What percentage of your lesson time was devoted to pronunciation? How would you rate the quality of your teachers pronunciation of English (good, fair, poor)? Which techniques for teaching pronunciation did your teachers use? What type of feedback did you receive regarding your pronunciation? What else contributed to your English pronunciation learning? (at and outside school)?
Look at the cartoon and discuss why English is considered to be a Lingua Franca
So, Why teaching pronunciation ? English is the major lingua franca globally. More and more people need to use English for social, educational, and professional reasons in all kinds of contexts, locally and internationally. It is essential that people who use English to communicate have a high level of intelligibility. (Celce- Murcia et al, 1996)
What to teach: Sounds vowels Consonants diphthongs Stress and intonation words sentences Rhythm and linking speech sentences segmentals suprasegmentals
When to teach? When students 1. confuse or distort specific sounds that may interfere with comprehension 2. Use pronunciations that are stigmatized. E.g. tree for three 3. Distort the pronunciation of words by stressing the wrong syllable 4. Use inappropriate intonation
Younger children who are learning English seldom need a great deal of help with pronunciation. Learners older than 12 are more likely to have trouble with specific words, sounds, intonation patterns require focused instruction. Facts concerning pronunciation. Do you agree, Why? Why not?
Pronunciation difficulties Interference from the first language: The sounds of the first language are imprinted very early in the childs development; however, most children are born with the vocal equipment to produce the sounds of any language. Some pronunciation problems in English: Vowel combination sounds Homographs (read and read) Homophones (red and read) Specific consonant sounds: /th/ /sh/ Word/sentence stress
How to teach pronunciation INTUITIVE-IMITATIVE: pronunciation is acquired as a result of exposure and interaction in an environment where the target language is spoken. ANALYTIC-LINGUISTIC : pronunciation is learned through instruction in order to raise awareness Correct input Meaningful pronunciation activities
1. LISTENING DISCRIMINATION: listening for pronunciation, listening for meaning
12
Listen to the sentences and circle the correct sentence that follows the dialogue: a) How many sheep do you have? b) Do you own a ship? a) Yes,she cant sit next to you b) No, go ahead this seat is free a) Really? Do you know how to knit? b) My clothes are so neat 1 2 3
2. DESCRIPTION AND ANALYSIS: phonemic charts, minimal pairs, transcriptions
Basic Principle: Understanding of sounds precedes understanding of the written word. Bird A.E brd Beard A.E bird Beer A.E bir Bear A.E ber
16
Phonemic chart
18 Phonemic chart
19
1-Ship 4- 1-Sheep 4- 2-Sit 5- 2-Seat 5- 3-Knit 6- 3-Neat 6- 1- 1- 2- 2- 3- 3- 1- 1- 2- 2- 3- 3- diphthongs Vowel sounds
1-Ship 4- 1-Sheep 4- 2-Sit 5- 2-Seat 5- 3-Knit 6- 3-Neat 6- 1- cat 1- cut 2-lack 2-luck 3-drank 3-drunk 1-day 1-die 2-pain 2-pine 3-raise 3-rise diphthongs Vowel sounds M I N I M A L P A I R S A C T I V I T Y # 3
Consonants sounds
1- thigh 1-tie 2- theam 2-team 3- thread 3-tread 4-thorn 4-torn 1-lace 1-laze 2-ice 2-eyes 3-place 3-plays 4-bus 4- buzz Consonants sounds 1-juice 1-use 2-jet 2-yet 3-jot 3-yatch
3. CONTROLLED PRACTICE: drills, repetition, shadow reading, reading aloud, role plays.
Intonation: Noun or Verb Knowing when and where to stress the words you use is very important for understanding, and is part of a good accent. A clear example is that of the different stress in nouns and verbs. to insult, an insult to object, an object to permit, a permit to present, a present to produce, a produce to project, a project to protest, a protest To research, a research The stress is represented by an Aphostrophe right before the stressed syllable
1-You need to insert a paragraph here on this newspaper insert. 2- Can you object to this object? 3- Id like to present you with this present. 4- The manufacturer couldn't recall if there'd been a recall. 5-The religious convert wanted to convert the world. 6-The political rebels wanted to rebel against the world. 7- Grandma wanted to record a new record for his latest artist. 8- If you perfect your intonation, your accent will be perfect. 9-Due to the drought, the fields didn't produce much produce this year. 10- Unfortunately, City Hall wouldn't permit them to get a permit. Read the following sentences aloud:
27
4- COMMUNICATIVE PRACTICE: conversations-problem solving.
29
Practice these tongue - twisters in pairs 1-Betty bought a bit of butter but the bit of butter Betty bought was bitter so Betty bought a better bit of butter and the batter was better http://storynory.com/2008/07/29/ betty-butter/
2- 3-
TEACHING PRINCIPLES: Setting realistic goals Integrating pronunciation to listening and speaking skills practice Being student-centered Helping learners become self-reliant
ASSESSING PRONUNCIATION 4-Teachers feedback 1-Diagnostic: Identifying learners pronunciation needs 2-On-going feedback:growing awareness on progress and focus on improvement 3-Self monitoring and peer feedback Celce-Murcia et al, 2001
Key points in pronunciation teaching : Perception and Production Practice ,practice, and practice Patience Relaxing atmosphere, confidence building, awareness raising Focus on communication
REFLECTIONS: Learning pronunciation requires an enormous amount of practice, especially at early stages. Pronunciation lessons work best if they involve the students in actually speaking, rather than in just learning facts or rules of pronunciation. Pronunciation teaching works better if the focus is on larger chunks of speech, such as words, phrases and sentences.
Pronunciation: To teach or not to teach
Bibliography and webography Celce-Murcia, Brinton, Goodwin (1996) TEACHING PRONUNCIATION. A Reference for Teachers of English to Speakers of Other Languages. Cambridge:CUP Celce-Murcia, Marianne (2001) TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE. United Kingdom:Heinle-Heinle. http://www.btinternet.com/~ted.power/phono.html http://www.tedpower.co.uk/minimal.html

More Related Content

Pronunciation: To teach or not to teach

  • 1. 1
  • 2. This session will not only give you the answers to why, what and how to teach, regarding pronunciation; but also provide you with some tips, meaningful activities and exercises to foster the learning and teaching of English pronunciation. TODAYS AIM
  • 3. Think about your previous English learning experience : What percentage of your lesson time was devoted to pronunciation? How would you rate the quality of your teachers pronunciation of English (good, fair, poor)? Which techniques for teaching pronunciation did your teachers use? What type of feedback did you receive regarding your pronunciation? What else contributed to your English pronunciation learning? (at and outside school)?
  • 4. Look at the cartoon and discuss why English is considered to be a Lingua Franca
  • 5. So, Why teaching pronunciation ? English is the major lingua franca globally. More and more people need to use English for social, educational, and professional reasons in all kinds of contexts, locally and internationally. It is essential that people who use English to communicate have a high level of intelligibility. (Celce- Murcia et al, 1996)
  • 6. What to teach: Sounds vowels Consonants diphthongs Stress and intonation words sentences Rhythm and linking speech sentences segmentals suprasegmentals
  • 7. When to teach? When students 1. confuse or distort specific sounds that may interfere with comprehension 2. Use pronunciations that are stigmatized. E.g. tree for three 3. Distort the pronunciation of words by stressing the wrong syllable 4. Use inappropriate intonation
  • 8. Younger children who are learning English seldom need a great deal of help with pronunciation. Learners older than 12 are more likely to have trouble with specific words, sounds, intonation patterns require focused instruction. Facts concerning pronunciation. Do you agree, Why? Why not?
  • 9. Pronunciation difficulties Interference from the first language: The sounds of the first language are imprinted very early in the childs development; however, most children are born with the vocal equipment to produce the sounds of any language. Some pronunciation problems in English: Vowel combination sounds Homographs (read and read) Homophones (red and read) Specific consonant sounds: /th/ /sh/ Word/sentence stress
  • 10. How to teach pronunciation INTUITIVE-IMITATIVE: pronunciation is acquired as a result of exposure and interaction in an environment where the target language is spoken. ANALYTIC-LINGUISTIC : pronunciation is learned through instruction in order to raise awareness Correct input Meaningful pronunciation activities
  • 11. 1. LISTENING DISCRIMINATION: listening for pronunciation, listening for meaning
  • 12. 12
  • 13. Listen to the sentences and circle the correct sentence that follows the dialogue: a) How many sheep do you have? b) Do you own a ship? a) Yes,she cant sit next to you b) No, go ahead this seat is free a) Really? Do you know how to knit? b) My clothes are so neat 1 2 3
  • 14. 2. DESCRIPTION AND ANALYSIS: phonemic charts, minimal pairs, transcriptions
  • 15. Basic Principle: Understanding of sounds precedes understanding of the written word. Bird A.E brd Beard A.E bird Beer A.E bir Bear A.E ber
  • 16. 16
  • 19. 19
  • 20. 1-Ship 4- 1-Sheep 4- 2-Sit 5- 2-Seat 5- 3-Knit 6- 3-Neat 6- 1- 1- 2- 2- 3- 3- 1- 1- 2- 2- 3- 3- diphthongs Vowel sounds
  • 21. 1-Ship 4- 1-Sheep 4- 2-Sit 5- 2-Seat 5- 3-Knit 6- 3-Neat 6- 1- cat 1- cut 2-lack 2-luck 3-drank 3-drunk 1-day 1-die 2-pain 2-pine 3-raise 3-rise diphthongs Vowel sounds M I N I M A L P A I R S A C T I V I T Y # 3
  • 23. 1- thigh 1-tie 2- theam 2-team 3- thread 3-tread 4-thorn 4-torn 1-lace 1-laze 2-ice 2-eyes 3-place 3-plays 4-bus 4- buzz Consonants sounds 1-juice 1-use 2-jet 2-yet 3-jot 3-yatch
  • 24. 3. CONTROLLED PRACTICE: drills, repetition, shadow reading, reading aloud, role plays.
  • 25. Intonation: Noun or Verb Knowing when and where to stress the words you use is very important for understanding, and is part of a good accent. A clear example is that of the different stress in nouns and verbs. to insult, an insult to object, an object to permit, a permit to present, a present to produce, a produce to project, a project to protest, a protest To research, a research The stress is represented by an Aphostrophe right before the stressed syllable
  • 26. 1-You need to insert a paragraph here on this newspaper insert. 2- Can you object to this object? 3- Id like to present you with this present. 4- The manufacturer couldn't recall if there'd been a recall. 5-The religious convert wanted to convert the world. 6-The political rebels wanted to rebel against the world. 7- Grandma wanted to record a new record for his latest artist. 8- If you perfect your intonation, your accent will be perfect. 9-Due to the drought, the fields didn't produce much produce this year. 10- Unfortunately, City Hall wouldn't permit them to get a permit. Read the following sentences aloud:
  • 27. 27
  • 29. 29
  • 30. Practice these tongue - twisters in pairs 1-Betty bought a bit of butter but the bit of butter Betty bought was bitter so Betty bought a better bit of butter and the batter was better http://storynory.com/2008/07/29/ betty-butter/
  • 31. 2- 3-
  • 32. TEACHING PRINCIPLES: Setting realistic goals Integrating pronunciation to listening and speaking skills practice Being student-centered Helping learners become self-reliant
  • 33. ASSESSING PRONUNCIATION 4-Teachers feedback 1-Diagnostic: Identifying learners pronunciation needs 2-On-going feedback:growing awareness on progress and focus on improvement 3-Self monitoring and peer feedback Celce-Murcia et al, 2001
  • 34. Key points in pronunciation teaching : Perception and Production Practice ,practice, and practice Patience Relaxing atmosphere, confidence building, awareness raising Focus on communication
  • 35. REFLECTIONS: Learning pronunciation requires an enormous amount of practice, especially at early stages. Pronunciation lessons work best if they involve the students in actually speaking, rather than in just learning facts or rules of pronunciation. Pronunciation teaching works better if the focus is on larger chunks of speech, such as words, phrases and sentences.
  • 37. Bibliography and webography Celce-Murcia, Brinton, Goodwin (1996) TEACHING PRONUNCIATION. A Reference for Teachers of English to Speakers of Other Languages. Cambridge:CUP Celce-Murcia, Marianne (2001) TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE. United Kingdom:Heinle-Heinle. http://www.btinternet.com/~ted.power/phono.html http://www.tedpower.co.uk/minimal.html