1. The History and Scope of Pronunciation Teaching
M99C0101 梁馨予

2. 2 General Approaches of Teaching Pronunciation- Modern Language
An intuitive-imitative approach
An analytic-linguistic approach
The learner’s ability to listen to and imitate the rhythms and sounds of the target language without the intervention of any explicit information
presuposes the availability of good models to listen to
Utilizes the information and tools to supplement listening, imitation, and production
Informs the learner of and focuses attention on the sounds and rhythms
Complement the intuitive-imitative approach

3. Development of Pronunciation Teaching
Late 1800s & early 1900s
Direct Method
1977
Total Physical Response (TPR)
1983
Natural Approach
1940s & 1950s
U.S.A- Audiolingualism Britain- Oral Approach
1960s
Cognitive Approach
1970s
The Silent Way
Community Language Learning (CLL)
1980s
Communicative Approach

4. Direct Method and More Recent Naturalistic Approaches
naturalistic methods
first gained popularity in the late 1800s and early 1900s
pronunciation is taught through intuition and imitation
grounded on observations of children learning L1
successors to the direct method
Asher(1977)-total physical response, Krashen & Terrell(1983)-natural approach
focus on listening without pressure to speak gives the learners the opportunity to internalize the target sound system

5. The Reform Movement
emerges in the 1890s-first linguistic or analytic contribution to the teaching of pronunciation
influenced by phoneticians- Henry Sweet, William Viëtor, Paul Passy
1886- Henry Sweet, William Viëtor, Paul Passy formed the International Phonetic Association and developed the International Phonetic Alphabet(IPA)

6. Influence modern language teaching
The spoken form of a language is primary and should be taught first.
The findings of phonetics should be applied to language teaching.
Teachers must have solid training in phonetics.
Learners should be given phonetic training to establish good speech habits.

7. The 1940s and 1950s Audiolingualism & The Oral Approach
Pronunciation is very important
Pronunciation is taught explicitly from the start
Te teacher also makes use of information from phonetics and the “minimal pair drill”
The teacher model a sound/word/ utterance
The students imitate or repeat

8. The minimal pair drill
drills that use words that differ by a single sound in the same position
base on the concept of the phoneme as a minimally distinctive sound
Listening
Same or different?
A or B
Guides Oral Production
read down column A, then B
read across the columns
The teacher asks individual students to read the lists without a model

9. The 1960s Cognitive Approach
influenced by transformational-generative grammar and cognitive psychology
viewed language as rule-governed behavior
deemphasized pronunciation in favor of grammar and vocabulary because
native pronunciation was an unrealistic objective
time would be better spent on teaching more learnable items

10. The 1970s
The Silent Way
Community Language Learning

11. The Silent Way Compare with Audiolingualism Difference Same
accuracy of production of sounds & structures from the initial stage
individual sounds stressed
focused on how words combine in phrase→sharpen learners’ inner criteria for accurate production
Difference
the silent way learner focused on the sound system without phonetic alphabet

12. The Silent Way- The Teacher
speak as little as possible
indicating through gestures-elaborate system
tap out rhythmic patterns with a pointer
hold up their fingers to indicates the number of syllables
indicate stressed element/model proper positioning of the articulation by pointing to their lips, teeth ,or jaw
use several indispensable tools of the trade
sound-color chart
the fidel charts
words charts
colored rods

13. The Silent Way- The sound-color chart
contains all the vowel and consonants sounds in small colored rectangle
upper half of the chart are the vowels
primary vowels → one color each, diphthongs → two colors
consonants are located in the bottom half of the chart
colors are assigned randomly

14. The Silent Way- The set of Fidel wall charts
Contains all the possible spelling patterns for each sound
Each letter or combination of letters is color coded

15. The Silent Way- The set of Fidel wall charts

16. The Silent Way- Word Charts
Reflect and reinforce the system used in the sound-color chart
Contains common words of the target language

17. The Silent Way- A Set of Small Colored Blocks
of varying length
red rods being the same size, white the same size, and so on
used for many purposes
focus in pronunciation
to build and visually demonstrate intonation patterns
indicate the differing pronunciations of morphological endings

18. The Silent Way-Discussion
have special focus on teaching pronunciation
principle of sound-color correspondence provides learners with an “inner resource to be used”

19. Community Language Learning (CLL)
rooted in the humanistic client-centered learning exemplified

20. Community Language Learning (CLL)
students sit around a table with a tape recorder
the counselor stands behind one of the students
the counselor speak reassuringly
the counselor asks students say something that they want to speak in the target language
utterance is then provided by the teacher, the students repeat
when students produce fluently, it is recorded on tape

21. Community Language Learning (CLL)
the utterance are played back
the students match it with translation provided by the counselor
the teacher asks if students need more practices
if yes, the counselor stands behind the students who requests
the teacher engaged as “human computer”- turn on/off at will by the student

22. Community Language Learning (CLL)- Tools
The audiotape recorder
The human computer technique
captures what students said
provides a way for students to distance themselves, focus in how it was said and compare their pronunciation with the counselor
gives no overt correction of pronunciation
allows the student to initiate pronunciation practice by selecting the items

23. Pronunciation Teaching Today- Communicative Approach
took hold in the 1980s
the primary purpose of language is communication
bring renewed urgency to the teaching of pronunciation
there is a threshold level of pronunciation for nonnative speaker
goal of teaching pronunciation is not to make them sounds like native speakers
is to enable learners to surpass the threshold level

24. How can teachers improve the pronunciation of unintelligible speakers of English so that they become intelligible?

25. Reviewing the kinds of techniques and practice materials(1)
Listen and imitate: used in the Direct Method, enhance by the use of tape recorder, language lab, and video recorders
Phonetic training: use of articulatory descriptions, articulatory diagrams, and phonetic alphabet
Minimal pair drills: introduced in the Audiolinguial, begin with word-level drills and then mover on to sentence-level drills
Contextualized minimal pairs: the teacher establish the setting and presents key vocabulary, students respond to a sentence stem with the appropriate meaningful response

26. Reviewing the kinds of techniques and practice materials(2)
visual aids: sound-color charts, Fidel wall charts, rods, pictures, mirrors, etc.
tongue twisters: from speech correction strategies
Developmental approximation drills: L2 speakers are taught to retrace the steps that native children speaker acquire L1
Practice of vowel shifts and stress shifts related by affixation: used with intermediate or advance learners
Reading aloud/recitation: focusing on stress, timing, and intonation
Recordings of learners’ production: offers opportunities for feedback

27. View of teaching pronunciation today
an inability to distinguish sounds that carry a high functional load
an inability to distinguish suprasegmental features
Have a negative impact on the oral communication

28. View of teaching pronunciation today
today’s pronunciation curriculum
seeks to identify the most important aspects of both the segmental and suprasegmentals
integrate them appropriately in courses
the issue of voice quality setting