1. TEACHING PRONUNCIATION

2. CONTENTS What is pronunciation? What is pronunciation teaching?
Why to teach pronunciation?
What to know to teach?
Pronunciation issues
Perfection versus intelligibility
Problems that can students encounter
--What students can hear
--The intonation problem
When to teach pronunciation?
Different materials and some teaching techniques
How to teach pronunciation?
Steps for teaching pronunciation.

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

6. Teach pronunciation to build 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. Problems that students 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? Individual sounds (perhaps using the IPA – see below)
Sound linking
Connected speech (perhaps through songs)
Weak forms (schwa)
Voice – get them to imitate English speakers
Syllable stress - highlight length, pitch, loudness, & vowel clarity
Intonation
Minimal pairs
Chunking
Pausing
Rhythm
Awareness of varieties of English.
Awareness and recognition – production will come later

9. When to teach prounciation
Harmer (2000) suggests 4 alternatives
Whole lessons (prep needed)
Discreet slots (prep needed)
Short, separated bits of pron. Work
Integrated phases (prep needed)
In any lesson (liistning, grammaring, writng etc. ) esp. When you dealwith forms, you may draw sts.’ attentiton to pron.
Opportunistic teaching
Esp. during grammar, voc. Teaching it seems natural to allocate time to pron. 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. Perfection versus intelligibility
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 we use vocal 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;
Ship and chip
Contrasting two sounds is very popular way of getting students to concentrate on specific aspects of pronunciation
Sounds/∫/ and /t∫/

26. Some Teaching Techniques€
<<Contextualized minimal pairs: Sounds: This pen leaks. Then, don’ t write with it. This pan leaks. Then, don’ t cook with it. Stress: Is it a lemon tree? No, an orange tree. Is it elementary? No, it’ s advanced.

27. c. Cartoons and Drawings
d. Gadgets and Props
Rubber band, dices, kazoos, cuisenaire rods
e. Rhymes, poetry, jokes
f. Drama
g. Hands and body
Clapping etc.
Moving
Imitating the body movements, gestures and facial expressions of another person (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. Record your students’ voice and use it to focus on pronunciation issues.
Use games.
Mouth exercises – SS think it’s fun to laugh at the teacher
Use different coloured 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. The steps for teaching pronunciation
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
T. presents a feature showing
where and how it occurs (sounds)
how it occurs (stress and intonation)
T. might use charts, vocal organ diagram, gadgets, hands etc.
T. might use inductive or deductive rule presentation.

36. Analysis€ Sounds Intonation Stress Spelling Symbol:Phonemic symbols
Examples
Intonation
Falling-rising intonation
Symbol: Arrows
Stress
Syllable,
Symbol: Emphasis

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
Other discrimination activs.
# count the words that contain the specific feature etc.

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.