"PRONUNCIATION MATERIALS" John Levis adn Sinem Sonsaat
Materials and Teachers
Conclusion
Whether ELT materials meet the three principles
How should PRONUNCIATION MATERIALS be designed?
The most important CONTEXTUAL factor is The needs of learners which have been studied but the needs of teachers not.
not all teachers are experienced, confident, trained
Baker and Murphy (2011): "Many textbooks, recources... but sound?!
Tomlinson (2005) emphasisez the importance of textbooks for particularly inexperienced teachers.
Tsui (2003) mentions the flexibility and selectiveness of experienced teachers.
Burgess and Sppencer (2002) states teh dependency on textbooks to teach pronunciation.
while even natives are reluctant to teaching pronunciation, nonnatives are even more.
Pronunciation is needed in all integrated skills.
The most important pronunciation materials are:
1- dedicated pronunciation books;
2- digital materials.
Pronunciation materials should be based on three principles:
1) intelligibility;
2) connect other language skills;
3) supportive for teachers
20 intermediate level four-skills books
Cambridge University Press
Oxford
Pearson
In all books the topics fonr supersegmentals were 60, while only 10-15 topics were for segmentals
PRONUNCIATION was a sub-skill in all books.
Half of the books included a pronunciation as a subskill of grammar and vocabulary, while others of listening, reading and speaking.
Although there was space for pronunciation in all analyzed books, it was so little.
Pronunciation related tasks and activities appeared only few times
The tasks were integrated with other skills
Seen minor
Suggestions
Jolly and Bolitho (2011) suggested "physical production of pronunciation"
Books analyzed
Visual aids
Audio providers
Usiing different colors in materials
New Headway
English file
face2face
Touchstone
HOWEVER
Gave rules and explanations
English in Common
gave tasks with explanations
tasks on linking pronunciation
explained core concepts and referred back to previous concepts as well.
tasks with core concepts but not full
these four books provided almost sufficient tasks suitable for teachers
aAll books lacked to explain how strong and weak forms are identified
Four criterias were still important
Pronunciation materials should prioritize intelligibility
Pronunciation materials should be iintegrated into the teaching of other skills
Pronunciation materials should provide sufficient support for teachers to teach
All chosen books paid more attention on other skills than they did on pronunciation
Grammar and vocabulary tasks were strong but speaking and pronunciation tasks were weak
Tme and space for pronunciation tasks and explanations wasquite little
Pronunciation tasks should be integrated with other skills
TMs should be supportive and informative to teachers (answers)
Pronunciation is the part of teaching English that needs further developments
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