Teaching pronunciation.

Pronunciation issues
1. Perfection vs intelligibility
  1. Perfect: seems to depend on students attitud (how they speak and how well they hear).
  2. Itelligibility: students should be able to use pronunciation good enough for them to be always understood.
    1. Some students may wish to sound like a native speaker and others want to communicate effectively.
2. Problems
  1. What students can hear
    1. Difficulty in hearing pronunciation and cannot understand well.
      1. Show to students how sounds are made through demostration, diagrams and explanation. Draw the sound to their attention every time they appear on a tape or in own conversation.
  2. Intonation
    1. Difficulty to hear tunes or to identify the different patterns of rising.
      1. To give students opportunities to recognise such moods and intentions. They can imitate the articulation of them without discussing the technicalities intonation patterns.
3. The phonemic alphabet: to use or not to use?
  1. The phonemic script is benefit to students because when they read these symbols they know how the word is said without having to hear it.
4. When to teach pronunciation?
  1. Whole lessons
    1. Use the whole class to work with some sounds.
  2. Discrete slots
    1. Insert short, separate bits of pronunciation or contrats between two or more sounds.
  3. Integrated phases
    1. Draw students attention to pronunciation feature (sounds that are specially prominent) in this case they study language form.
  4. Opportunistic teaching
    1. Teach gramamar or vocabulary opportunistically (some pronuntiation issue that has arisen in the lesson).
Examples of pronunciation teaching
1. Working with sounds
  1. Show or demostrate the position of the lips when the sound is made and then make that the student repeat.
2. Working with stress
  1. Mark the stress of new words to show the weak vowel sound; in this case we change empahasis or meaning.
3. Working with intonation
  1. Identify specific intonation patterns; it means to reflect the thematic structure of what we are saying , and to convey mood.
4. Sounds and spelling
  1. Between letters and phonemes causes many problems for learners.
    1. Help to students giving them typical spellings sounds every time.
5. Connected speech and fluency
  1. The sound of words change when they come into contact with each other. Thera are three-stage procedures that teachers can use.
    1. Comparing: students pronounce the words correctly in isolation.
      1. Say phrases and sentences as quickly as possible will help them to improve their overall fluency.
    2. Identifying: students listen to recordings of connected speech and write out a full grammatical equivalent of them.
    3. Production: students connect version, icluding contrations.

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Teaching pronunciation.

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