technologies of teaching pronunciation (grades 5-9)

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the significance of discourse analysis in language teaching and learning m.f. tadjieva uzbekistan, termez state university technologies of teaching pronunciation (grades 5-9) m.f. tadjieva 2 references: jalolov j.j. “english language teaching methodology” t. 2015. harmer, j. “the practice of english language teaching” essex, england: longman, 2007. lucy pollard “ guide to teaching english” lecture outline: 1.general features of teaching pronunciation 2.perfection versus intelligibility 3. problems in pronunciation teaching and learning 4. when to teach pronunciation. 5. examples of pronunciation teaching (grades 5-9) 3 general features of teaching pronunciation criteria of selecting a pronunciation minimum 1 general features of teaching pronunciation teaching pronunciation is important not just because it is necessary to communicate one`s ideas clearly. articulation movements accompany the process of using the language not only when a person is speaking but also during listening, reading and writing. hidden articulation movements were registered when a person seemed silent just listening …

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on the ones mentioned above. speech monitoring abilities: good learners listen to the input and try to imitate it. 7 what is pronunciation teaching? (harmer,2007) pronunciation teaching makes students aware of different sounds and their features improves their speaking immeasurably allows students to get over serious intelligibility problems 8 what is teaching pronunciation? pronouncing english is not just about getting the individual sounds right. children need to be familiar with: - which parts of a words are stressed; - which parts of a sentence are stressed; - basic intonation patterns, and - linking together the sounds within a sentence and in a conversation. children need practice in all these areas to improve their pronunciation and to communicate effectively. 9 what to teach? 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 …

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tic units are selected and included into phonetic minimum. criteria of selecting a pronunciation minimum how good ought our students` pronunciation to be? 13 perfection versus intelligibility how good ought our students` pronunciation to be? should they sound exactly like native english speakers so that just by listening to them we would assume that they were british, american, australian or canadian? or is this asking too much? perhaps their teacher`s pronunciation is the model they should aspire to. or, perhaps we should be happy if they can at least make themselves understood. 14 15 perfection versus intelligibility perfection depends very much on students attitude to how they speak and how well they hear. 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 is suggested that some pronunciation …

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udents can say-speaking problem with physical unfamiliarity of sounds e.g. the sound of /ð/ or /ө/ - pronunciation depends on the student's ability to speak the intonation problem -students can have problems with the rising and falling of speech, or portraying appropriate emphasis or emotion 19 teaching pronunciation tends to be avoided by teachers. one reason: it is not considered as important as teaching grammar and vocabulary. another reason: the lack of competent teachers with sufficient knowledge in this field. finally: it is assumed that pronunciation is acquired unconsciously by imitating a model and teaching it therefore would be a waste of instructional time. 20 the importance of teaching pronunciation however, it is important to provide children with activities and exercises where they become aware of how sounds, stress, and intonation work in the foreign language. also, it is important to help children have appropriate pronunciation because it enables them …

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hear it. it is easier to explain what mistake has occurred when both teacher and students know the symbols the pronunciation symbols can be used for pronunciation tasks and games. 23 when to teach pronunciation? harmer (2000) suggests 4 alternatives. 24 whole lessons – teachers devote the whole lesson sequences to pronunciation discreet slots - teachers insert short, separated bits of pronunciation work into lesson sequences integrated phases- teachers get students to focus pronunciation issues as an integral part of a lesson. opportunistic teaching-teachers spend short time to focus on teaching pronunciation issue that has arisen during the lesson. 25 examples of pronunciation teaching (grades 5-9) types of pronunciation practice 5 phonological control a2 (cefr) pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time. 27 contents of foreign language courses for a2 and …

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the significance of discourse analysis in language teaching and learning m.f. tadjieva uzbekistan, termez state university technologies of teaching pronunciation (grades 5-9) m.f. tadjieva 2 references: jalolov j.j. “english language teaching methodology” t. 2015. harmer, j. “the practice of english language teaching” essex, england: longman, 2007. lucy pollard “ guide to teaching english” lecture outline: 1.general features of teaching pronunciation 2.perfection versus intelligibility 3. problems in pronunciation teaching and learning 4. when to teach pronunciation. 5. examples of pronunciation teaching (grades 5-9) 3 general features of teaching pronunciation criteria of selecting a pronunciation minimum 1 general features of teaching pronunciation teaching pronunciation is important not...

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