1. Chapter 2 Chapter 2 Teaching Pronunciation

2. I why teach pronunciation? 1. Inaccurate production of a phoneme or inaccurate use of suprasegmental elements such as stress or intonation can cause reception or comprehension of the meaning or the function of an utterance to a native speaker or even a speaker from another language community.

3. 2. Pronunciation can affect the perceived tone or mood of an utterance. 3. Not all pronunciation difficulties necessarily get in the way of communication, students often like to have their pronunciation mistakes brought to their attention.

4. I I Problems and approaches in pronunciation teaching 1. A paradox: pronunciation teaching tends to be neglected and when it is not neglected, it tends to be reactive. 2. From reactive to planned teaching: integrated, remedial and practice lessons (1) Pronunciation teaching as well as grammar teaching should be planned too instead of being done in response to students’ errors in the classroom. (1) Pronunciation teaching as well as grammar teaching should be planned too instead of being done in response to students’ errors in the classroom.

5. (2) Integrating pronunciation teaching fully with the study of grammatical and lexical features benefit students in successful communication. (2) Integrating pronunciation teaching fully with the study of grammatical and lexical features benefit students in successful communication.

6. 3. what pronunciation model to teach (the pronunciation characteristics of the language a teacher presents to learners in the classroom) (1)Received Pronunciation (RP): The Queen’s English or BBC English as signifying status and education (1)Received Pronunciation (RP): The Queen’s English or BBC English as signifying status and education

7. (2) Issues of production and reception: To enable students to understand a wide range of accents and varieties of English and also to allow them to choose their own target model so long as it is widely comprehensible

8. 4. techniques and activities: teaching of receptive and productive skills (1) drilling: (a) definition: the teacher says a word or structure and gets the class to repeat it (b) purposes: to help students achieve better pronunciation of language items and to help them remember new items

9. (c) eliciting ( prompts, pictures, mime to encourage students to bring up a previously studied word, phrase or structure)-> choral drilling-> individual drilling (d) chaining: back chain, front chain, open pair drilling, substitution drilling

10. (2) minimal pairs and related activities (a) definition: words or utterances which differ by only one phoneme (b) aim: to focus on sounds which have been causing difficulties for students (c) in a monolingual class: the teacher can practice sounds that are likely to cause problems but would do better to concentrate on sound that actually do.

11. (d) in a multilingual class: the same as that applied to a monolingual class but multilingual peer teaching for bigger problems e.g. 1. Students can be given lists of words and work with a partner to decide which words have a particular sound (to introduce phonemic symbols) e.g. 1. Students can be given lists of words and work with a partner to decide which words have a particular sound (to introduce phonemic symbols) e.g. 2. Students might also listen to a succession of words and, decide how many times a particular sound is heard e.g. 2. Students might also listen to a succession of words and, decide how many times a particular sound is heard

12. e.g. 3 Sounds can also be contrasted by appearing in close proximity. The teacher can drill these utterances chorally and individually e.g. 3 Sounds can also be contrasted by appearing in close proximity. The teacher can drill these utterances chorally and individually e.g. 4. In a similar vein, but moving slightly away from the idea of minimal pairs, teachers can also ask students to listen for the odd one out among a list of words that they are given: e.g. 4. In a similar vein, but moving slightly away from the idea of minimal pairs, teachers can also ask students to listen for the odd one out among a list of words that they are given:

13. (3) Pronunciation and spelling activities (4) taping students’ English (4) taping students’ English (5) Listening activities (5) Listening activities (6) Reading activities (6) Reading activities