Teaching Pronunciation. Fiona Elsted. What do we teach when we teach pronunciation?. Features of Pronunciation Sounds (Phonemes) =Consonants (Voiced and Unvoiced) Vowels (Single (short and long) and Diphthongs) Suprasegmental Features Intonation Stress=Word stress, Sentence Stress
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Features of Pronunciation
Examples Adapted from Kelly, G., (2000) How to Teach Pronunciation PearsonLongman
Thornbury, S., 2001 About Language CUP
Who judges this?
What about those who strive for perfection?
‘Without a threshold level mastery of the English prosodic system, no amount of drilling individual sounds will increase intelligibility. As one teacher trainee put it after the training course, ‘Practicing pronunciation without prosody is like teaching ballroom dancing-- only the students must stand still, practice without a partner, and do it all
without music’.’Gilbert, J., 2010 Pronunciation as Orphan: What can be done? As We Speak, newsletter of TESOL SPLIS, 2010
Pronunciation should be integrated into other activities rather than taught as a separate system.Pronunciation teaching should start with listening
2. Peer correction (open invitation to class)
3. Peer correction (specified individuals/in pairs)
4. Teacher corrects student (immediate)
5. Teacher corrects student (delayed)
6. Teacher supplies prompts to help student
7. Teacher and class correct a series of errors
8. Open discussion (round-up) at end of class.