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Pronunciation

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luis quintana
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11 views

Pronunciation

Uploaded by

luis quintana
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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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
--What students can hear
--The intonation problem
 When to teach pronunciation?
 Different materials and some teaching techniques
 How to teach pronunciation?
 Steps for teaching pronunciation.
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.
What is pronunciation teaching?
Pronunciation teaching not only makes
students aware of different sounds and sound
features
can also improve their speaking
immeasurably
Showing where they are made in the
mouth ,making students aware of where
words should be stressed.
Why teach?
4 major reasons to teach pronunciation
( Morley, 1999)

 functional intelligibility

 functional communicability

 increased self-confidence

 speech monitoring abilities


Teach pronunciation to build 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.
Problems that students can encounter
It is very overlooked by teachers,
It is overlooked in a lot of coursebooks – included in
very small chunks, so teachers don’t see it as important.
Difficult to teach in multilingual classes
If it’s not tested, it’s not important.
Some teachers think it iseasy, but it actually needs a lot
of work.
It’s often left until later
Realism is required: perfection is unnecessary and
largely unobtainable.
Students may believe there’s no system to English
pronunciation
What to teach?
 Individual sounds (perhaps using the IPA – see below)
 Sound linking
 Connected speech (perhaps through songs)
 Weak forms (schwa)
 Voice – get them to imitate English speakers mispronouncing their
L1 – gives them a feel for sounds / rhythm
 Syllable stress - highlight length, pitch, loudness, & vowel clarity
 Intonation
 Minimal pairs
 Chunking
 Pausing
 Rhythm
 Awareness of varieties of English.
 Awareness and recognition – production will come later
When to teach prounciation
Harmer (2000) suggests 4 alternatives
• Whole lessons (prep needed)

• Discreet slots (prep needed)


• Short, separated bits of pron. Work

• Integrated phases (prep needed)


• In any lesson (liistning, grammaring, writng etc. ) esp. When
you dealwith forms, you may draw sts.’ attentiton to pron.

• Opportunistic teaching
• Esp. during grammar, voc. Teaching it seems natural to allocate
time to pron. teaching
Pronunciation issues
Teachers give more importance to study
grammar and vocabulary
Teachers get students to study listening
and reading
Teachers see that pronunciation teaching
will only make things worse
Teachers ignore benefits of pronunciation
teaching
Actually;Pronunciation teaching(a)
makes students aware of different sounds
and their features
improves their speaking immeasurably
allows students to get over serious
intelligibility problems
 concentrates on sounds ,showing where they
are made in the mouth ,making studens
aware of where words should be stressed
So;
Receognizing all these things give them extra
information about spoken English and help
them achieve the goal of improved
comprehension and intelligibility
Being made aware of pronunciation issues
will be immense benefit not only to their own
production but also to their own
understanding of spoken English.
Perfection versus intelligibility
Perfection depends very much on sts attitude
to how they speak and how well they hear.

many cultural factors for perfection

for these cultural factors ; language teachers


consider intelligiblity as the prime goal of
pronunciation teaching..
So what is intelligibility in teaching
pronunciation?
The students should be able to use
pronunciation which is good enough for them
to be always understood.
When being intelligibility a goal ;
it suggest that some pronunciation features
are more important than others; some sounds
,stressing words and phrases and intonation.
‘Realism is required: perfection is
unnecessary and largely unobtainable.’
What students can hear?

While learning English, if students have


similar sounds in their mother tongue, they
may be confused and misleaded.
The intonation
problem
Intonation is a
problem or not?
Many people and teachers;
find intonation difficult to hear 'tunes' or
identify the rising and falling tones.

--giving opportunuties by using tape


--or through the way we ourselves model
them.
The key to successful pronunciation
teaching,not much getting students
produce correct sounds,but listen and
notice how english is spoken.

--Noticing is so important for pronunciation


teaching.
The use of different
materials and some
teaching techniques
Why we use the phoenemic alphabet ?
Aware of the different phoenemes

Dictionaries

For pronunciation games and tasks

But you should not forget that you r students’


proficiency level is important when deciding
to use of phoenemic alphabet.
How can we use vocal organ
chart?
ıt is used for showing how we can produce
sounds

So; students understand better

Help to noticing
Minimal pairs;
What are minimal pairs?

pairs of words that have one phonemic


change between them.

How can we use them in our lessons?


Let’s look at the example;
Ship and chip Sounds/∫/ and /t∫/

Contrasting two
sounds is very popular
way of getting
students to
concentrate on
specific aspects of
pronunciation
Some Teaching Techniques

<<Contextualized minimal pairs:

Sounds:
This pen leaks. Then, don’ t write with it.
This pan leaks. Then, don’ t cook with it.

Stress:
Is it a lemon tree? No, an orange tree.
Is it elementary? No, it’ s advanced.
c. Cartoons and Drawings

d. Gadgets and Props

Rubber band, dices, kazoos, cuisenaire rods

e. Rhymes, poetry, jokes

Jazzchants etc

f. Drama

g. Hands and body

Clapping etc.
Moving
Imitating the body movements, gestures and facial
expressions of another person (face-to-face, or on video)
How to teach pronunciation?
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 with listening.


Record your students’ voice and use it to
focus on pronunciation issues.

Use games.

Mouth exercises – SS think it’s fun to laugh


at the teacher

Use different coloured pens,


dots, connections, arrows…
Exaggerate pronunciation

Listen to the radio and imitate the accent

Exaggerate sounds – it’s fun, and SS can feel


the difference between them

Cuisenaire rods fabulous for teaching


word/sentence stress, intonation etc
The steps for teaching
pronunciation(a)
Planning stage

Teaching stage
Planning stage (a)
3 questions that you should ask;

Is it important? If yes;

Collect the information about the feature you


want to teach

Spot the potential problems of Turkish


learners
Teaching stage; €
Description/analysis/ contrast

Listening discrimination

Controlled practice (Teacher


centered ,accuracy)

Semi-controlled(Guided practice)

Free practice (Communicative practice)


Description/ analysis/contrast
Description

 T. presents a feature showing


where and how it occurs (sounds)
how it occurs (stress and intonation)

 T. might use charts, vocal organ diagram,


gadgets, hands etc.

 T. might use inductive or deductive rule


presentation.
Analysis

 Sounds
◦ Spelling
◦ Symbol:Phonemic symbols
◦ Examples

 Intonation
◦ Falling-rising intonation
◦ Symbol: Arrows
◦ Examples

 Stress
◦ Syllable,
◦ Symbol: Emphasis
◦ Examples
Contrast

T. introduces the confusing sound,


stress/intonation pattern

Draw sts’s attention to spelling/pronun


differences

More examples are provided


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
Other discrimination activs.
# count the words that contain
the specific feature etc.
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
Semi-controlled (Guided) practice

Sts.’ focus is not only on form


but also meaning, grammar,
communication

More pair-work
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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