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Chapters 1 - Beyond Repeat After Me - Coggle Diagram
Chapters 1 - Beyond Repeat After Me
Pronunciation
if a student know the grammar and vocabulary, but is unable to pronounce words correctly, their communication won't be as effective
Intelligible pronunciation - speaking in a way that most listeners can understand without too much effort or confusion p. 1
teachers are not the best judges of students pronunciation because we are on their side, work with them, and often decode what their trying to say naturally. However a native speaker might not have the same experience.
Fluency - maintaining a good production of sounds and maintaining accuracy
Accuracy - how well words are pronounced
There are musical aspects to pronunciation, such as intonation and rhythm.
When teaching pronunciation, there needs to be a balance between the musical aspects and the individual sounds.
What affects pronunciation learning?
the age of the learner: the linguistic period is critical for language learning, from birth to 12 or 14 years
motivation - integrative (wanting to be accepted into a group), assimilative (want to be accepted as real members in the group), instrumental (want to be able to use the language for a specific goal)
personality and aptitude: everyone has the ability to learn pronunciation, but for some it might come more naturally
methods and quality of teaching: prior learning experience regarding the language and pronunciation specifically
exposure to the target language: how much English they hear in their daily lives
influence of the learner's language: native language interference or language transfer
Effects on the difference between
First & Second Language
merging
substitution
the effect on intelligibility
spelling
borrowed words
fossolization: a process when an English learner progresses but then has a difficult time moving past that progress
hypercorrection: when a student has learned a rule and tries to apply it, but over applies it an incorrectly
phonological filter: a filter that lets us hear the sounds of our own language very efficiently but "filters out" and ignores the unfamiliar
phonologists: Peter Ladefoged, when we speak we should constantly listen to what we're saying versus comparing it to what we know it should sound like
Obstacles & Barriers
some feelings that can stand in the way of learners progress on pronunciation is the idea that they sound like "foreigners"
Changing pronunciation can make them feel as if they are changing their identity to a particular group
having to learn new pronunciation can feel threatening to what their used to
fear that they are initiating incorrectly or in a mocking manner if they repeat as the teacher does
encourage and remind students that learning pronunciation takes time -- muscle memory
What teachers need to know!
know facts about how the mouth moves when you produce sounds of language, how word stress, rhythm, connected speech, and intonation work
understand and be able to predict the kinds of problems your students might have with pronunciation when it happens
know the many ways to teach pronunciation to students, adapting the methods to the needs, helping them practice effectively, and overcome their fears