Teaching pronunciation JWFKk8z1tnoyNey2m8cLqN…
Why teach pronunciation?
To being understood by a native speaker even if the learner who may have good command of grammar and lexis.
Problems and approaches in pronunciation teaching
There are two problems with pronunciation
It tends to be neglected
It tends to be reactive to a problem that has arisen in the classroom rather that being strategically planned
From reactive to planned teaching
When it comes to planning a lesson teachers tend to make grammar their first concern.
Integrating pronunciation teaching fully with the study of grammar and lexical features has the further incremental of pronunciation in determining successful communication.
What pronunciation model to teach
Learners will usually have a target model in mind.
The best advice for teacher is to teach what they know and use and be informed as they can be about other varieties.
The term ‘model’ is used to refer to the pronunciation characteristics of the language a teacher presents to learners in the classroom.
Techniques and activities
Minimal pair and related activities
Minimal pairs are words or utterances which differ by only one phoneme.
The difficult is using words which are unknow to the students, and which are hence less meaningful.
Pronunciation and spelling activities
Homographs are words which have the same spelling but with different pronunciations.
Homophones are words which have the same pronunciation but have different spellings.
Students could listen to a sentence and have to choose which from a printed list or words in front of them is the word with the correct spelling for a particular word they heard in the sentence.
Drilling involves the teacher saying a word or structure and getting the class to repeat it. This aims to help students achieve better pronunciation of language items, and to help them remember new items.
‘Open pair’ drilling (variation)
Substitution drilling (variation)
Taping students’ English
Tapes can be made while students are engaged in language practice activities and used for all manner language difficulties, but specially those concerned with pronunciation.
To provide the authenticity of day to day communication.
The use of the language and related pronunciation areas selected for study, after that they can practise listening.
A language needs to be relevant to the student in a specific moment.
Reading is a receptive activity and it so provides a suitable means of bringing language features to students’ attention.
Read aloud either by the teacher or the students, pronunciation work can be integrated.