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TEACHING PRONUNCIATION - Coggle Diagram
TEACHING PRONUNCIATION
The importance of pronunciation
Successful communication
Comprehensible & effective speech
Learning of new forms in L2
Elements of pronunciation
Suprasegmental
Segmental
Global features
Common problems
Pronouncing sounds that do not exist in L1
Confusion of similar sounds
Using simple vowels instead of diphthongs
Pronouncing consonant clusters
Equal stress to all syllables, 'flat' intonation
Teaching individual sounds
Focussing on a difficult sound
When to teach
Whole lesson
Discrete slots
Integrated phases
Opportunistic teaching
Stages
Presentation
Introduce the sound using pictures / real objects
Say the sound clearly in isolation
Say the sound in 1-2 words
Make students repeat the sounds chorally
Make students repeat the sound individually
Describe how to pronounce the sound by using L1 or simple L2
Contrast a sound with another / other sound(s)
Practice
Minimal pairs
Aural practice
One / two drill
Same / different drill
One / two / three drill
Odd one out drill
Oral practice
Missing words
Making sentences
Production
Guided practice
Fill in the blanks
Make up sentences
Use meaningful contexts
Use pictures
Use tongue twisters
Communicative practice
Teaching stress
Features
Weak forms
'Stress-timed' language
Word stress
Secondary stress
Unstressed syllables
Primary stress
Sentence stress
Content words: stressed
Form words: unstressed
Techniques
Using voice
Using gestures
Using blackboard
Teaching intonation
Functions of intonation
Indicates grammatical meaning
Indicates functions
Changes meaning
Indicates speakers' attitude
Intonation patterns
High Fall
High Rise
Low Rise
Fall Rise
Rising / Fall tone
Practising stress & intonation
Mood & attitude (mood cards)
Repetition drill (Back-chaining techniques)
Points to bear in mind
Do not distort when giving a model
The model must remain the same
Use choral pronunciation
Move around during choral pronunciation
Keep language to a minimum in practices
Vary criterion of 'good' in practices
Articulation is an important first step
Practise articulation more than once
Bring variety to 'say after me'
Demonstrate intonation
Refer to stress & intonation