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Principles and Approaches in Teaching Pronunciation : download,…
Principles and Approaches in Teaching Pronunciation : download
Reasons to Include Pronunciation in Curriculum
Errors cause breakdowns in communication
Job requirements of learners
Factors effecting pronunciation
First language
Similarities and differences between L1 and L2
Age
Adult learners are capable of comprehensible pronunciation
Motivation
Correlation between clear goals and intelligible pronunciation
Expectations
Manage expectations while emphasizing successes in attainment of intelligibility
Exposure to English
Encourage learners to seek opportunities outside of class for practice
Attitude and Identity
May hinder development of intelligibility, becomes part of their identity
Innate phonetic ability
Some learners have a natural ability to duplicate sounds
Segmentals
Sounds of the language
Suprasegmentals
Stress
The ability to stress the correct syllable (word stress)
The correct word in a sentence (sentence stress)
Intonation
Rising and falling pitch can affect meaning
Rhythm
English is stress-timed: Other languages can be syllable-timed
Stressed words: Content Words
Unstressed: Function Words
Approaches to Teaching
Making instruction meaningful
Features context/ communicative purposes
Description and analysis/ Discrimination
Hearing the difference between sounds, better posed to produce them
Controlled Practice
Guided Practice/ Communicative Practice
Authentic use
Pronunciation routine in all lessons
Communication Requirements:
Frequency and complexity of oral communication of the job
Relative gravity of an episode of miscommunication
Communication is under high stress and time constraints
Whether communication exists with one-time listeners or repeated interaction
These requirements help learners and teachers assess the language needs of particular jobs