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Pronunciation materials - Coggle Diagram
Pronunciation materials
Materials and teachers
• Experienced teachers are flexible and selective in their choice
• Less experienced teachers are depend on course books
• Many teachers did not “have the confidence” to challenge the course book
All teachers are reluctant to teach pronunciation
No sufficient training & confidence
emphasizing intelligibility
The most frequently presented topic:
intonation /word stress/ sentence stress /linking /rythm
Rarely presented topics:
reduction/ schwa/ strong and weak forms
Are not vital for inteligibility
providing sufficient & usable support for teachers
meets the wants and needs of teachers who differ in their L1 background
support teachers understand why they should include pronunciation activity
Itegrating pronunciation with other skills
Pronunciation is not always integrated into the materials
Pronunciation tasks were not necessarily linked to the speaking tasks
Pronunciation tasks were usually minor compared to the grammar or vocabulary tasks
Jolly and Bolitho (2011) include 'physical production' as an important of material development
They note "physical appereance and production of material is important both for motivation and for classroom effectiveness" (p. 10).
Three general principles