teaching pronunciation for pupils

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teaching pronunciation for the pupils level a2 classes 5-9 contents introduction………………………………………………………………...3 chapter i. children can learn the sounds of language more naturally……………………………………………………………7 1.1. methods and quality of teaching……………………………………………9 1.2.teachers need to take special care to point out and practice words……12 chapter ii. pronunciation to english learners……………15 2.1.from recognition of phonemes to practice…………………………………18 2.2.barrier 2 learned helplessness……………………………………………….20 conclusion…………………………………………………………………..28 reference …………………………………………………………………...30 introduction there are many things that english teachers need to fit into their limited class time—grammar, vocabulary, speaking, listening, reading, and writing. pronunciation often gets pushed to the bottom of the list. many teachers say there’s just not enough time to teach pronunciation. students often think it isn’t that important—after all, it won’t be tested on their college entrance exams! but if students need or want to speak english understandably, pronunciation is important. the days when learners only needed reading and writing skills in english are past. depending on where you …

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o much variation within each type that it’s almost impossible to define that elusive “ideal” pronunciation. trying to sound like a native speaker is like throwing a ball at a moving target—difficult, frustrating, and likely to fail. another problem is that very few learners will ever be able to sound exactly like their preferred pronunciation model, no matter how hard or how long they try. this is especially true for adult learners and for those who don’t constantly hear english in their daily lives. whatever the definition, speaking with nativelike pronunciation is not an easy goal to reach. a more realistic goal, and one that more and more teachers and researchers recommend, is intelligible pronunciation—speaking in a way that most listeners, both native and nonnative speakers, can understand without too much effort or confusion. it’s not a bad thing if you can still tell that the speaker comes from a …

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ges of whether someone’s pronunciation is intelligible. many english as a second language (esl) or english as a foreign language (efl) teachers can understand their students’ speech when people in the wider world can’t; in fact, it sometimes seems that we teachers can understand practically anything. we’re used to inaccurate pronunciation. we know what students are going through and how hard they’re trying. we’re on their side and want to understand them, while a future employer or a cashier at starbucks might not try so hard. nonteachers are a tough audience (lane, 2010). accuracy and fluency we often think of pronunciation teaching in terms of helping students achieve accurate pronunciation so that their production of sounds, stress, rhythm, and intonation begins to match an ideal pattern. but accuracy is only one part of good pronunciation. fluency in producing sounds and other aspects of pronunciation is equally important. the two don’t …

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d practice. trends in teaching pronunciation: the pendulum swings over the years, styles of language teaching have changed greatly, and the same is true of teaching pronunciation. in some time periods, teaching pronunciation has been considered extremely important, while at other times it hasn’t been given much attention at all. trends in teaching pronunciation are like a swinging pendulum—the emphasis goes from one extreme to the other. until recently, the focus in pronunciation teaching was almost entirely on producing individual sounds and words correctly; not much attention was given to features such as intonation and rhythm. (you’ll read about these things in chapters 8 to 12.) in the last 20 years or so, however, teachers and researchers have begun to realize the importance of these “musical” aspects of pronunciation and to emphasize them more strongly in teaching (celcemurcia et al., 2010; goodwin, 2001). some scholars have gone so far as …

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learners themselves—to the quality of the teaching and the students’ first language—which are outside factors. the age of the learner we’ve all observed how easily babies and very young children learn languages. they just seem to absorb the sounds and words they hear around them and, little by little, learn to imitate them accurately. linguists call this time in a child’s life, lasting up to the age of about 12 to 14 years, the critical period for language acquisition. chapter i. children can learn the sounds of language more naturally young children who hear english only a couple of hours a week lose much of their learning advantage. effective pronunciation learning is not limited to young children, however. older children and adults have their own strengths and can also learn pronunciation well, even if they never sound quite like native speakers. adults are better able to set goals and to …

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teaching pronunciation for the pupils level a2 classes 5-9 contents introduction………………………………………………………………...3 chapter i. children can learn the sounds of language more naturally……………………………………………………………7 1.1. methods and quality of teaching……………………………………………9 1.2.teachers need to take special care to point out and practice words……12 chapter ii. pronunciation to english learners……………15 2.1.from recognition of phonemes to practice…………………………………18 2.2.barrier 2 learned helplessness……………………………………………….20 conclusion…………………………………………………………………..28 reference …………………………………………………………………...30 introduction there are many things that english teachers need to fit into their limited class time—grammar, vocabulary, speaking, listening, reading, and writing. pronunciation often gets pushed to the bottom of the lis...

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