modern technologies in teaching pronunciation

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lecture-13 modern technologies in teaching pronunciation. plan 1.phonetic exercises and their role in foreign language lesson. 2.determining the purpose and content of phonetic exercises in the process of forming inter lingual speech skills. 3.modern technologies in teaching pronunciation. key words: articulation, phonetic contexts, phonetic exercises, palatalization, word stress, sentence stress, motor movements, discrimination, articulation, intonation, integration, automatic. the common european framework for languages (cefr, 2001) recommends teaching pronunciation right from the beginning of foreign language teaching. during early stages of learning, pupils should practice correct pronunciation. the emphasis within teaching pronunciation is to meet the communicative objective of the language. the national curriculum sets the level of proficiency in english of primary school pupils to a1.1+ according to the cefr (2001). concerning pronunciation, pupils should be exposed to authentic spoken utterances, encouraged to imitate the teacher, audio-recorded native speakers, video-recorded native speakers, read aloud phonetically weighted texts, practice ear-training, phonetic …

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netic training, reading aloud, imitation, tongue twisters, sound-colour charts, phonics, songs/rhymes, recording learners’ pronunciation, etc. also clapping, clicking, tapping, gestures, mirrors, visual aids, etc. can be used for teaching pronunciation. it is advised to combine different teaching techniques. listening and repeating. in this technique, a teacher or recorded native speaker are set as models for imitating sounds. it is one of the most traditional ways of teaching pronunciation, but it can be made more interesting with using cds, interactive boards, internet activities, etc. pupils could also record themselves and listen to their own pronunciation. this technique is suitable for all ages from young learners to adults. drilling it went out of fashion with introduction of the audio-lingual method, because it was associated with a repetitive approach. however, drills do not have to be mindless, as they can offer a chance to learners to practice saying new words and phrases without …

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ferentiate, then recognize the sounds and finally to imitate the minimal pairs with correct sounds. this technique should be also used with all age groups, but probably more suitable for young learners who have the elasticity of the brain to recognize and imitate sounds they hear. adult learners might struggle with such activities without explicit explanation. ear training it is a very effective teaching technique, where learners focus their attention on hearing. in pronunciation there is a close relationship between speech perception and speech production. ear training is also a teaching technique in music. traditionally, the ear training technique was connected to identification of individual sounds. however, it can be just as efficient in teaching suprasegmental features, such as word stress, rhythm or intonation. recognition of individual phonemes can be done using minimal pair tests. listening for a specific task can be used for both segmental and suprasegmental features. ear …

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practice pronunciation drills, rhythm or intonation. songs and rhymes are especially useful and loved by young learners who love singing and do not like static exercises. they are very motivational too. songs and rhymes can be used for all age groups, but older learners and adults can be more shy and reluctant to sing. reading aloud this technique is not as popular as it was in the past, because not everybody feels confident to read aloud and it does not always reflect the way people speak. it includes reading passages of texts and it can focus on problematic sounds, stress, rhythm, intonation, etc. choosing the right text can make this technique interesting and it is suitable for older learners, who can read well in their mother tongue. the young learners are still learning to read well in their mother tongue and forcing them to read in english might be confusing …

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young learners to see the movement and position of their mouth and tongue. phonics it has been developed for native speakers of english to connect the spoken and written language. each letter or combination of letters represent a sound or sounds. learners must recognise which symbols (letters) make which sounds in order to read. this technique is becoming very popular in elt too, where learners know the letters (can read), but do not know the sounds of the foreign language. phonics in elt teaches learners sounds of english, connects them to letters (starting with simple words to create a pattern - cat, pen, sun). the next step is to introduce that sounds can be represented by more than one letter (k in cake) and the final step is to introduce tricky words with alternative spellings. this technique is especially recommended for young learners. sound-colour charts this is becoming a very …

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lecture-13 modern technologies in teaching pronunciation. plan 1.phonetic exercises and their role in foreign language lesson. 2.determining the purpose and content of phonetic exercises in the process of forming inter lingual speech skills. 3.modern technologies in teaching pronunciation. key words: articulation, phonetic contexts, phonetic exercises, palatalization, word stress, sentence stress, motor movements, discrimination, articulation, intonation, integration, automatic. the common european framework for languages (cefr, 2001) recommends teaching pronunciation right from the beginning of foreign language teaching. during early stages of learning, pupils should practice correct pronunciation. the emphasis within teaching pronunciation is to meet the communicative objective of the la...

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