TEACHING PRONUNCIATION

1. TEACHING PRONUNCIATION

2. CONTENTS • What is pronunciation? • What is pronunciationteaching? • Whytoteachpronunciation? • Whattoknowtoteach? • Pronunciationissues • Perfectionversusintelligibility • Problemsthat can studentsencounter --Whatstudents can hear --Theintonation problem • Whentoteachpronunciation? • Differentmaterialsandsometeachingtechniques • Howtoteachpronunciation? • Stepsforteachingpronunciation.

3. What is pronunciation? • The Production of Significant Sound. • Significant because • it is used as part of a code of a particular language • it is used to achieve meaning in contexts of use. • Auditory Phonetics = The perception of the sound. • Articulatory Phonetics = The production of the sound.

4. What is pronunciation teaching? • Showing where they are made in the mouth ,making students aware of where words should be.

5. Whyteach? 4 major reasons to teach pronunciation ( Morley, 1999) • functional intelligibility • functional communicability • increased self-confidence • speech monitoring abilities

6. Teachpronunciationtobuild on… Functional intelligibility:Spoken English in which an accent is not distracting to the listener. Functional communicability: learner’ s ability to function successfully within the specific communicative situations. Self-confidence:Dependent on the ones mentioned above. Speech monitoring abilities:Good learners listen to the input and try to imitate it.

7. Problemsthatstudents can encounter • It is very overlooked by teachers, • It is overlooked in a lot of coursebooks • Difficult to teach in multilingual classes • If it’s not tested, it’s not important. • Some teachers think it iseasy, but it actually needs a lot of work. • It’s often left until later.

8. What to teach? • Individualsounds (perhapsusingthe IPA – seebelow) • Soundlinking • Connectedspeech (perhapsthroughsongs) • Weakforms (schwa) • Voice – getthemtoimitateEnglishspeakers • Syllablestress - highlightlength, pitch, loudness, & vowelclarity • Intonation • Minimal pairs • Chunking • Pausing • Rhythm • Awareness of varieties of English. • Awarenessandrecognition – productionwillcomelater

9. When to teach prounciation Harmer (2000) suggests 4 alternatives • Wholelessons(prepneeded) • Discreetslots(prepneeded) • Short, separatedbits of pron. Work • Integratedphases(prepneeded) • Inanylesson (liistning, grammaring, writngetc. ) esp. Whenyoudealwithforms, youmaydrawsts.’ attentitontopron. • Opportunisticteaching • Esp. duringgrammar, voc. Teaching it seemsnaturaltoallocate time topron. teaching

10. Pronunciation issues • Teachers give more importance to study grammar and vocabulary • Teachers get students to study listening and reading • Teachers see that pronunciation teaching will only make things worse • Teachers ignore benefits of pronunciation teaching

11. Actually;Pronunciation teaching • makes students aware of different sounds and their features • improves their speaking immeasurably • allows students to get over serious intelligibility problems

12. Perfectionversusintelligibility • Perfection depends very much on sts attitude to how they speak and how well they hear. • many cultural factors for perfection • for these cultural factors ; language teachers consider intelligiblity as the prime goal of pronunciation teaching..

13. So what is intelligibility in teaching pronunciation? • The students should be able to use pronunciation which is good enough for them to be always understood. • When being intelligibility a goal ; • it suggest that some pronunciation features are more important than others; some sounds ,stressing words and phrases and intonation. • ‘Realism is required: perfection is unnecessary and largely unobtainable.’

14. What students can hear? While learning English, if students have similar sounds in their mother tongue, they may be confused and misleaded.

15. The intonation problem • Intonation is a problem or not?

16. Many people and teachers; • find intonation difficult to hear 'tunes' or identify the rising and falling tones. • --giving opportunuties by using tape • --or through the way we ourselves model them.

17. The key to successful pronunciation teaching,not much getting students produce correct sounds,but listen and notice how english is spoken. • --Noticing is so important for pronunciation teaching.

18. The use of different materials and some teaching techniques

20. Why we use the phoenemic alphabet ? • Aware of the different phoenemes • Dictionaries • For pronunciation games and tasks • But you should not forget that you r students’ proficiency level is important when deciding to use of phoenemic alphabet.

22. How can weusevocal organ chart? • ıt is used for showing how we can produce sounds • So; students understand better • Help to noticing

24. Minimal pairs; • What are minimal pairs? • pairs of words that have one phonemic change between them. • How can we use them in our lessons?

25. Let’s look at the example; Shipandchip Contrastingtwosounds is very popular way of gettingstudentstoconcentrate on specificaspects of pronunciation Sounds/∫/ and /t∫/

26. Some Teaching Techniques€ <<Contextualized minimal pairs: Sounds: Thispenleaks. Then, don’ t writewith it. Thispanleaks. Then, don’ t cookwith it. Stress: Is it a lemontree? No, an orangetree. Is it elementary? No, it’ s advanced.

27. c. CartoonsandDrawings d. GadgetsandProps Rubberband, dices, kazoos, cuisenairerods e. Rhymes, poetry, jokes f. Drama g. Handsand body Clappingetc. Moving Imitatingthe body movements, gesturesandfacialexpressions of anotherperson (face-to-face, or on video)

28. How to teach pronunciation? • Integrate it into your lessons as much as possible • Start with little steps, and build from there. • Model the shape of the mouth, and ask them to think about their tongues and lips! • Combine it with listening.

29. Recordyourstudents’ voiceanduse it tofocus on pronunciationissues. • Usegames. • Mouthexercises – SS thinkit’sfuntolaugh at theteacher • Usedifferentcoloured pens, dots, connections, arrows…

30. Exaggerate pronunciation • Listen to the radio and imitate the accent • Exaggerate sounds – it’s fun, and SS can feel the difference between them • Cuisenaire rods fabulous for teaching word/sentence stress, intonation etc

32. Thestepsforteachingpronunciation • Planning stage • Teaching stage

33. Planning stage • 3 questions that you should ask; • Is it important? If yes; • Collect the information about the feature you want to teach • Spot the potential problems of Turkish learners

34. Teaching stage;€ • Description/analysis/ contrast • Listening discrimination • Controlled practice (Teacher centered ,accuracy) • Semi-controlled(Guided practice) • Free practice (Communicative practice)

35. Description/ analysis/contrast Description • T. presents a feature showing where and how it occurs(sounds) how it occurs(stressandintonation) • T. might use charts, vocal organ diagram, gadgets, hands etc. • T. might use inductive or deductive rule presentation.

36. Analysis€ • Sounds • Spelling • Symbol:Phonemicsymbols • Examples • Intonation • Falling-risingintonation • Symbol: Arrows • Examples • Stress • Syllable, • Symbol: Emphasis • Examples

37. Contrast • T. introduces the confusing sound, stress/intonation pattern • Draw sts’s attention to spelling/pronun differences • More examples are provided

38. Listening discrimination€ • Minimal pair discrimination exercises # same /different # circle the one that you hear # circle the odd one out # sentence and find the one t. pronounces • Otherdiscriminationactivs. #countthewordsthatcontainthespecificfeatureetc.

39. Controlled practice • Sts.’ focus is almost completely on form # whole-class and T-SS and more pair-work activities # choral reading # poems, skits, rhymes, dialogues, dramatic monologues #tracking

40. Semi-controlled(Guided) practice€ • Sts.’ focus is not only on form but also meaning, grammar, communication • More pair-work

41. Freer practice (communicative ) • T. should give a clear goal like “ While doing this drama scene pay special attention to contractions) # Role-plays, debates, interviews, simulations, drama scenes etc.