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History and Scope of Pronunciation Teaching. - Coggle Diagram
History and Scope of Pronunciation Teaching.
Late 1800s and early 1900s
Direct method
foreing language instructions.
Pronunciation is taught through
Intuition
Imitation
Naturalistic Method
Incudes comprehension methods.
Successors to direct method.
The reform movement.
International Phonetic Alphabet (IPA).
Notions and Practices recommended by the phoneticians.
The spoken form of a language is primary and should be taught first.
The findings of phonetics should be applied to language teaching.
Teachers must have solid training in phonetics.
Learners should be given phonetic training to establish good speech habits.
1940s & 1950s
Audiolingualism
Pronunciation is very important.
Minimal pair drill.
The teacher model a sound/word utterance.
The students imitate or repeat.
Phoneme as a minimally distinctive sound.
1960s
1960 Cognitive Approach
Influenced by transformational, generative grammar and cognitive psychology.
Viewed language as rule-governed behavior.
Deemphasized pronunciation in favor of grammar and vocabulary because • native pronunciation was an unrealistic objective
Native pronunciation in favor was an unrealistic objective.
Time would be better spent on teaching more learnable items.
1970s
Silent Way
Compare with Audiolingualism
Same:
Accuracy of production of sounds & structures from the initial stage.
Individual sounds stressed
Difference:
The silent way learner focused on the sound system without phonetic alphabet.
The teacher.
Speak as little as possible.
Use several indispensable tools of the trade.
The sounds - Color chart.
The set of Fidel Wall Charts-
1970s
Community language learning
For teaching second and foreign language.
Rooted in the humanistic client - centered learning exemplified by Carl Rogers.
A typical lesson in a CLL classroom proceeds as follows.
CLL TOOLS.
The audio tape recorder.
The human computer technique.
1980s
Communicative Approach
The primary purpose of language is communication.
Bring renewed urgency to the teaching of pronunciation.
Not to make them sounds like native speakers.
Is to enable learners to surpass the threshold level.
