Teaching Pronunciation from Teaching Pronunciation from Native / Non-native Teachers’ Native / Non-native Teachers’
Point of ViewPoint of View
Mila AngelovaMila AngelovaAVO-Bell School of English, Sofia, BulgariaAVO-Bell School of English, Sofia, Bulgaria
Aims of the session:Aims of the session:
• To bTo become aware of the difficulties teachers ecome aware of the difficulties teachers experience when teaching pronunciationexperience when teaching pronunciation
• To rTo reflecteflect on the reasons why teachers avoid on the reasons why teachers avoid teaching pronunciationteaching pronunciation
• To rTo realiseealise that teaching pronunciation is not only that teaching pronunciation is not only native speakers’ domainnative speakers’ domain
• To bTo become more aware of ecome more aware of ourour own attitudes to own attitudes to teaching pronunciationteaching pronunciation
Opinions differOpinions differ
Mark each of these statements before and after the session. Mark each Mark each of these statements before and after the session. Mark each statement:statement:
VV if you if you agreeagree X X if you if you disagreedisagree ?? if you are if you are undecidedundecided
1.1. Teachers should always speak at a natural speed.Teachers should always speak at a natural speed. 2.2. Choral pronunciation is useful for all classes.Choral pronunciation is useful for all classes. 3.3. Students need to know phonetics.Students need to know phonetics. 4.4. ““I never say ‘Good’ about a student’s pronunciation unless it I never say ‘Good’ about a student’s pronunciation unless it isis
good.”good.” 5.5. Students should learn RP pronunciation.Students should learn RP pronunciation. 6.6. Consistency is as important as accuracy for students’ pronunciation.Consistency is as important as accuracy for students’ pronunciation. 7.7. Stress and intonation are not important in beginners’ courses.Stress and intonation are not important in beginners’ courses. • Stress, pitch and intonation are best shown with your hands.Stress, pitch and intonation are best shown with your hands. 1.1. Stress is sometimes as important as grammar.Stress is sometimes as important as grammar.
2.2. Bad intonation can lead to important misunderstandings.Bad intonation can lead to important misunderstandings. From ‘Practical Techniques for Language Teaching’From ‘Practical Techniques for Language Teaching’, M. Lewis and J. Hill, LTP, M. Lewis and J. Hill, LTP
WHY TEACH WHY TEACH PRONUNCIATIONPRONUNCIATION
Neglected area – CBs, teachers and even syllabuses seem to omit it Neglected area – CBs, teachers and even syllabuses seem to omit it
Some common misconceptions about teaching pronunciationSome common misconceptions about teaching pronunciation
1.1. It’s not important It’s not important
2.2. It should come naturally at a later stage of language learning It should come naturally at a later stage of language learning
3.3. We should bother about conveying theWe should bother about conveying the message not about message not about pronunciationpronunciation
4.4. Non-native speakers can’t teach correct pronunciationNon-native speakers can’t teach correct pronunciation
5.5. Pronunciation is not taught, it’s picked up.Pronunciation is not taught, it’s picked up.
6.6. It should be dealt with a higher, more advanced level It should be dealt with a higher, more advanced level
Both native and non-native teachers experience problems when Both native and non-native teachers experience problems when having to teach it having to teach it
How to make your How to make your tongue twistertongue twister
She sifted thistles through her thistle-sifter.She sifted thistles through her thistle-sifter.
What time does the wrist-watch-strap shop shut?What time does the wrist-watch-strap shop shut?
Are our oars oak?Are our oars oak?
• Write a person’s nameWrite a person’s name• What did sWhat did s//he do?he do?• Where?Where?• When?When?• Why?Why?
ee.g. .g. Bob bought a bike in Bali on his birthday because he was bored.Bob bought a bike in Bali on his birthday because he was bored.
TroubleshootingTroubleshooting 11
Problems experienced by non-native speakersProblems experienced by non-native speakers
Lack of confidence to teach pronunciation Lack of confidence to teach pronunciation
““Poor” / unauthentic model of the target languagePoor” / unauthentic model of the target language
Mother-tongue (L1) interferenceMother-tongue (L1) interference
Underestimating the importance of teaching pronunciationUnderestimating the importance of teaching pronunciation
Pronunciation seen as a peripheral skill acquired at a later/Pronunciation seen as a peripheral skill acquired at a later/ more advanced stage more advanced stage
Limited range of techniques and activities to teachLimited range of techniques and activities to teach pronunciationpronunciation
Course Course books do not provide enough activities andbooks do not provide enough activities and oopportunities for pronunciation practice pportunities for pronunciation practice
Troubleshooting 2Troubleshooting 2
Problems experienced by native speakersProblems experienced by native speakers Phonemic script is unfamiliar to themPhonemic script is unfamiliar to them
Unaware of the difficulties their learners experience with Unaware of the difficulties their learners experience with L2 pronunciationL2 pronunciation
Occasionally have no background in the theory of Occasionally have no background in the theory of phonetics – scared to teach pronunciation as a resultphonetics – scared to teach pronunciation as a result
Have a limited range of techniques / activities for teaching Have a limited range of techniques / activities for teaching pronunciationpronunciation
Focus on getting the meaning across rather than on Focus on getting the meaning across rather than on correct pronunciationcorrect pronunciation
Practicalities 1Practicalities 1
AAt what levels t what levels are are pronunciation problems likely to arisepronunciation problems likely to arise??
• at sound levelat sound level• at word levelat word level• at connected speech levelat connected speech level
Hidden NamesHidden Names
Phonetic CodePhonetic Code
Syllable SoupSyllable Soup
Cluster BustersCluster Busters
Dictation ComputerDictation Computer
And finally…..And finally…..
Thank you for your participation!Thank you for your participation!
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