Pronunciation Materials by John Levis & Sinem Sonsaat
Introduction
There is a great interest in pronunciation in terms of how it is taught in ESL teaching contexts.
According to Baker and Murphy (2011), many types of research have been done in the last decade but they cannot completely describe the research and practices.
Materials: Classroom textbooks; teacher's manuals; classroom-based research reports; teacher-training books; book chapters; journal articles; CD-ROMs; videos, computer software; Internet resources
Literature review
Tomlinson (2012) states that As a branch of Teaching Second Language materials development includes creating L2 materials, evaluating, modifying, and investigating.
According to Canniveng and Martinez (2003), *materials development has a great contribution to the teacher-training and improvement of teacher experiences.
MD considers stakeholders since they play a significant role in creating materials working collaborating.
Jolly and Bolitho (2011) emphasize that ESL teachers might encounter problems like contextual realization, identification, exploration, pedagogical realization and physical production.
Contextual realization helps teachers to design the pronunciation materials.
The diversity of educational settings of the countries may vary. for example, in one country EFL students may study grammar while in another country they could improve their speaking skills. in other words, expectations influence decision-making;
Materials and Teachers
In most educational settings L2 teachers' needs are neglected.
The lack of experience impacts the quality of materials that are designed by the L2 teachers.
Teachers cannot control the classroom due to their lack of experience being dependent on the coursebook often times.
Flexibility, independent selection, and confidence are the qualities of the experienced teachers which help them to develop pronunciation materials.
Being confident allows ESL teachers to adapt or challenge the coursebooks.
Experienced teachers never avoid teaching pronunciation.
Without experience, L2 teachers are usually reluctant to conduct pronunuciation lessons.
The ways of deisgning of pronunciation materials
The ways of designing pronunciation materials
The main focus of the pronunciation materials on the integration of language skills.
The course books or other ESP materials often include speaking and listening activities. However, pronunciation-intensive materials might have pronunciation exercises.
Three principles
Inteligibilty
Integration of language skills
The improtants of teachers needs and wants
click to edit
According to Jenkins (2000), intelligibility is mostly related to features that make the difference.
As the L2 instructors, L1 language experiences differ from their L2 experiences their wants and needs should be considered.
Some of the coursebooks include vowel and consonant sounds as well as suprasegmental and nuclear stress.
Derwing, Munro, and Wiebe (2006) point out that the suprasegmental and segmental should be included in the materials.
The consonants influence mostly intelligibility rather than minimal paris.
Pronunciation should be taught with contexts.
Hinkel (2006) states that context is crucial for three principles to teach pronunciation.
The L2 learners should practice pronunciation exercises in the realistic langauge.
Training, confidence, and L1 background influence.
Extra explanations and instructions should be given for EFL teachers to comprehend the task clearly.
Pronunciation in English language teaching materials
Princple 1 Making inteligibility a Priority
Intonation in 10 books
Word stress in 9 books
Sentence stress 8 books
schwa and rhythm in 3 books
Suprasegmentals around 60 books
Suprasegmentals focus vowels, consonants, and diphthongs.
Segmental topics 10-15 books
Some sounds are unclear
Principle 2 Integrate pronunciation with other skills
English in Common
pronunciaton
English Result
Gram & Voc
Pronunciation
Gram & voc
Interchange 4th Ed.
pronunciation
speaking, gram, pronunciation & listening writing and reading
Speak Out
pronunciation
gram, voc, reading, listening, speaking, writing
Touchstone 2nd Ed.
Voc, gram, pro, conver, reading, listening, free talk
Princple 3 Adequate support
Books which include answers, explantiona and main
concept
English File
face2face
Touchstone
weak forms and schwa
weak forms and some conceptions
-ed, and weak forms of was and were
Conclusion
Increasing interest of teaching pronunciation inspires laguage teachers to search more to design pronunciation materilas.
All in al 12 intermediate level four skill books invetigated to analyze materilas for the futher developemnt.
researches were done based on three principles: intelligibility, 4 skills integration, teachers' needs.
Most of the pronunciation exercises are found in grammar and vocabulary activities
The pronunciation teaching materials requre confidence, skills and experince