| prəˌnʌnsɪˈeɪʃn� kɔːrs tuː || ˈwelkəm tə jər ɪmˈpruːvmənt |

Claudia Andrea Cárdenas J.

| əbˈdʒektɪvz |Produce the English phonemes in a way that is comprehensible and acceptable to native and non-native speakers.

Formulate pedagogical criteria for the teaching of pronunciation in communicative contexts.

Apply strategies for learning and teaching pronunciation

Avoid misunderstandings (Wong, 1993).

First aspect of the language you notice when you listen to someone (Bygate, 1987, Gutiérrez, 2005).

One of the most difficult aspects of English to acquire, that needs constant assistance and monitoring from the teacher (Morley 1994; Fraser 2000).

More than teaching a set of patterns in the classroom, it implies the design of tasks that enhance students’ awareness on the use of learning strategies (Cárdenas, 2012).

| waɪ ˈfəʊkəs ɒn prəˌnʌnsɪˈeɪʃn� |?

/prə'nʌnsi'eɪʃən/

Phonemes

Consonants

Voiced Voiceless

Vowels

Single Diphthongs

/prə'nʌnsi'eɪʃən/

Suprasegmental features

Intonation Stress

Word stress Sentence stress

Connected speech

Assimilation, elision, linking,

intrusion, juncture,

contractions

Intonation◦ Tones- tonic syllables and tone units◦ Grammar and intonation◦ Attitude and intonation◦ Discourse and intonation

Word and sentence stress◦ Rules of word stress◦ Levels of stress◦ Sentences: stress timing and syllable timing◦ Sentence stress and tonic syllables◦ Sentence stress and weak forms

| ˈlɜːrnɪŋ ˈjuːnɪts |

Connected speech◦ Assimilation◦ Elision◦ Linking and intrusion◦ Juncture◦ Contractions

| ˈlɜːrnɪŋ ˈjuːnɪts |

| ˌmeθəˈdɒlədʒi |

Input

Practice

Noticing

Feedback

Production

Deliberate actions and thoughts that are consciously employed, often in logical sequence, for learning and

gaining greater control over the use of various aspects of pronunciation (Pawlak , 2010).

LEARNING PRONUNCIATION STRATEGIES

/ ə gru:p əv frɒgs wər trævlɪŋ tru: ði gʊdz , ən tu: ɒv ðem fel ɪntu ə di:p həʊl /

/ wen ði ʌðər frɒgs səʊ haʊ dɪp ðə həʊl wəz , ðeɪ təʊld ðə tu: frɒgs ðət ðeɪ wər əz gʊd əz ded , ðət ɪt wəz betər fər ðəm tu: steɪ deər./

/tu: frɒgs/

More detailed and systematic listening, a critical process that provides an opportunity for learners to focus on their L2 production at the segment, syllable, word, phrase level. (Ingels, 2011)

Critical listening

Learners review their own transcripts, looking for nontarget features, and annotate (mark) corrections directly on the transcript in a contrasting color. During this transcript correction process, learners refer to a checklist to remind them of the pronunciation features they should monitor.

Annotation

Practice has been cited as an effective strategy and one of the more frequently used (Chamot & Kupper, 1989; Cohen et al., 1995; W. B. Dickerson, 1989; Sardegna, 2009).

Rehearsing corrections aloud

Transcription may be completed by the learner or the teacher, and learners may transcribe their own speech or that of NSs. (Clennell, 1999).

Collaborative transcription

ITEM PERCENTAGE

FIRST PARTIAL 20%

SECOND PARTIAL 20%

THIRD PARTIAL 30%

PORTFOLIO 20%

ACTIVITIES 10%

| kɔːrs ɪˌvæljʊˈeɪʃn� |

| ɡraʊnd ruːlz |

Students• Be on time• Hand in assignments on time• Be prepared with your information• Participate in class• Do not use cellphones in class• Do not eat in class

Teacher• Be on time• Be prepared with lessons• Provide feedback on time• Provide advising sessions

identification of content and function words

use of limericks role-plays dictation reading aloud phonemes karaoke grouping

• rehearsed scenes

• minimal pairs

• dialogues

• mirrors

• tongue twisters

• crossing out silent letters

• drilling exercises

• listening exercises

| ˈstrætədʒɪz |

Choose the word that is pronounced with the

symbol below

cathedral

jeans

police

been

Choose the word that is pronounced with the symbol below

stUdent

spOOn

Uniform

sUgar

Choose the word that is pronounced with the symbol below

cArpet

sUnday

drAnk

glAss

Choose the word that is pronounced with the symbol below

CHemical

CHaracter

CHarity

CHarisma

Choose the word that is pronounced with the symbol below

Gift

Giant

GearGet

Choose the word that is pronounced with the symbol below

THousand

THen

THis

THough

Choose the word that is pronounced with the symbol below

THeft

THough

THeater

THought

Choose the word that is pronounced with the symbol below

confuSion

oCean

measure

uSually

Choose the word that is pronounced with the symbol below

reviSion

enGineer

aGeSHoe

Choose the word that is pronounced with the symbol below

machiNe

thiNk

siNce

aNswer

• /rɪ'vɪ__ən/ • /'edʒə‘__eɪʃən / • /'nɑ:lɪ__ /• /ˈ___ʌndər/• /'kʌl__ər/• /ˈ__rekfəst/• /'ækwə'zɪ__ən / • /‘__ɑ:klət / • /'eɪn__ənt/

/‘__ɔ:rtʃn� ətli / /'læ__gwɪdʒ/ /'ædvərtaɪ__ɪŋ / /'læ__tər / /kləʊ__z/ /kən'klu:__ən//'grænˌfɑ:__ər //'kæ__uəl/

http://www.photransedit.com/Online/Text2Phonetics.aspx

http://yt-subs.appspot.com/ http://www.uiowa.edu/~acadtech/

phonetics/english/frameset.html http://www.eyespeakenglish.com/en/

products/demo_us/index.php

Useful websites

Kelly, Gerald. How to Teach Pronunciation. Longman, 2000. 154 pp.

New Headway Pronunciation Intermediate IPA(International Phonetic Alphabet) Monolingual English dictionary http://www1.voanews.com/english/news/ http://www.wordreference.com http://plataforma.utp.edu.co/course/view.php?id=366 http://dictionary.cambridge.org/ http://www.pronuncian.com/assess.aspx http://davidbrett.uniss.it/phonology/aspects_of_connecte

d_speech_inde.htm

http://www.uiowa.edu/~acadtech/phonetics/

http://pronunciationii.blogspot.com/

clauditacar@utp.edu.co

/θæŋk jə fɔːr jər əˈtenʃən//pliːz ˈkɑːntækt miː ət/