technologies of teaching pronunciation

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history of teaching foreign languages technologies of teaching pronunciation (grades 10-11, academic lyceums) hello! lecture 12 course : methodology of teaching languages and educational technologies prepared by tadjieva m. 2 lecture outline: 1. pronunciation teaching today 2. phonetic competence 3. cefr requirements for pronunciation assessment 4. developing listening skills through pronunciation awareness 3 used literature 1. j.j.jalolov, g.t.makhkamova, sh.s.ashurov. english language teaching methodology (theory and practice). - т.: «fan va texnologiya», 2015,. 2. marianne celce-murcia, donna m. brinton, janet m. goodwin, barry d. griner. teaching pronunciation. cambridge university press, 2014. 3. jeremy harmer. the practice of english language teaching. cambridge university press,, 2007. 4. мильруд р.п. english language methodology: учебное пособие для вузов. 2-изд. - москва. дрофа, 2007 4 pronunciation teaching today 1 pronunciation teaching today the communicative approach since 1980 holds that pronunciation is important for teaching the language for the purpose of communication. this focus on language as …

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ly. (celce-murcia(1983), pica (1984), dalton & seidlhofer (1994) for some of the earliest practical suggestions for teaching pronunciation communicatively) 7 celce-murcia (2014) answers the question of how to teach pronunciation as part of clt by reviewing the kinds of techniques and practice materials that have traditionally been used and still being used- to teach pronunciation. the following is a fairly comprehensive list: listen and repeat. (direct method) phonetic training. minimal- pair drills. (audiolingual method) visual aids (silent way) tongue twisters developmental approximation drills reading aloud/ recitation. recordings of learners` production practice of vowel shifts and stress shifts related by affixation 8 what does teaching pronunciation involve? the concept of “pronunciation” may be said to include: – the sounds of the language, or phonology – stress and rhythm – intonation. the first of these is perhaps the most obvious and clearly defined of the three. however, this does not mean that …

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f their students only through comprehensive knowledge of the english sound system and through familiarity with a variety of pedagogical techniques, many of which should be communicatively oriented. 11 phonetic competence 2 phonetic competence the target of teaching pronunciation is to develop in learners phonetic competence, which is the knowledge of the english phonetic means such as phonemes, syllable formation, word stress and intonation. phonetic competence includes the knowledge of how speech sounds (phonemes) are used in actual speech production. this includes elisions (absence of sound as in “chis/t/mas”) and assimilation (where one sound merges in the next sound as in “hambag” standing for “handbag”). this is called “modification of phonemes in connected speech”. ( the way to teaching phoneme modification is shown in underhill, a sound foundation. heinemann. 1994) 13 modifications of phonemes there are some typical modifications of phonemes in connected oral speech. if these words are spelt …

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phonological control of b1 level learners pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur. 16 17 the following order is recommended for all schools (j.jalolov, 2015) in the initial stage of education almost all sounds are introduced; the middle stage continues teaching new sound combinations, stress and intonation; in the middle or higher stages pronunciation sub-skills are improved. through listening pronunciation sub-skills are developed. so, teaching pronunciation to b1 level learners ( students in academic lyceums, vocational colleges, and in forms 10-11 of the secondary education) are performed by developing listening and speaking skills 18 how to design pronunciation activities? pronunciation involves far more than individual sounds. word stress, sentence stress, intonation, and word linking all influence the sound of spoken english. while designing pronunciation activities, listening is crucial because students can't produce a sound they can't hear. 19 what makes teaching …

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r imagination to design new activities to teach pronunciation communicatively and effectively. 22 authentic materials for designing pronunciation activities: songs poetry, rhymes, and chants advertisements, menus, and pictures magazines and newspapers video clips from movies, tv programs, youtube, or other online sources stories, plays, and other literature 23 developing listening skills through pronunciation awareness 24 developing listening skills how does knowledge of pronunciation help learners improve their listening comprehension? our goal as teachers is to help our learners understand fast, messy, authentic speech, not to imitate it in every respect. the spoken language our learners need to comprehend is much more varied and unpredictable than what they need to produce in order to be intelligible. 25 activities that target four important aspects of pronunciation that can aid the listener: listening for thought groups listening for prominence listening for stressed syllables and rhythm listening for reduced speech 26 listening for thought …

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history of teaching foreign languages technologies of teaching pronunciation (grades 10-11, academic lyceums) hello! lecture 12 course : methodology of teaching languages and educational technologies prepared by tadjieva m. 2 lecture outline: 1. pronunciation teaching today 2. phonetic competence 3. cefr requirements for pronunciation assessment 4. developing listening skills through pronunciation awareness 3 used literature 1. j.j.jalolov, g.t.makhkamova, sh.s.ashurov. english language teaching methodology (theory and practice). - т.: «fan va texnologiya», 2015,. 2. marianne celce-murcia, donna m. brinton, janet m. goodwin, barry d. griner. teaching pronunciation. cambridge university press, 2014. 3. jeremy harmer. the practice of english language teaching. cambridge university press,, 20...

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