teaching pronunciation for level a2 pupils

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teaching pronunciation for the pupils level a2 introduction…………………………………………………………………..….2 chapter i the role of pronunciation in teaching foreign languages………...4 1.1 pronunciation and its importance for english language learners………….…6 1.2. the ways of improving correct pronunciation among level a2 learners……10 chapter 2 useful activities and techniques to develop pronunciation for a2 level learners……………………………………………………………………..14 2.1 improve pronunciation of beginner learners ………………………………...17 2.2 using a dictionary is one of the advantages techniques for a2 level learners..21 conclusion………………………………………………………………………..25 used literature…………………………………………………………………..26 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 …

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“sounding like a native speaker.” however, this answer is problematic for a couple of reasons. first, it’s hard to define what “a native speaker” sounds like. there are so many varieties of english and so 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. we should also realize that english teachers, both native and nonnative speakers, are often not the best judges …

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to succeed a pronunciation program, the teacher must then set achievable goals that are applicable and suitable for the communication needs of the student. the student must also become part of the learning process, actively involved in their own learning. the content of the course should be integrated into the communication class, with the content emphasizing the teaching of suprasegmentals, linking, intonation, with listening comprehension, and allowing for meaningful pronunciation practice. rather than as a mere checker of pronunciation, the teacher must act as a ‘speech coach’. he should facilitate learning by monitoring and modifying english at two levels, speech production, and speech performance. changing outlooks on language learning and teaching have influenced a move from teacher-centered to learner-centered classrooms. concurrently, there has been a shift from specific linguistic competencies to broader communicative competencies as goals for teachers and students (morley, 1991: 481-520). morley states the need for the integration …

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o morey’s belief in the need for ‘professional responsibility’ when the results show that “a threshold level of pronunciation in english such that if a given non-native speaker’s pronunciation falls below this level, he or she will not be able to communicate orally no matter how good his or her control of english grammar and vocabulary might be” (celce-murcia, 1987:5). it is in parallel with baker’s (1992: 1) statement that “advanced students find that they can improve all aspects of their proficiency in english except their pronunciation, and mistakes which have been repeated for years are impossible to eradicate.” the experience of student-teachers at binzhou teachers’ college in shandong, china, revealed that their progress in pronunciation skills helps enormously in developing their speaking skills (fangzhi, 1998). the current research and the current trend reversal in the thinking of pronunciation shows there is a consensus that a learner’s pronunciation in a …

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ls and constitutes a ‘speech loop’ between speaker and listener (gilbert). clearly, a better pronunciation improves listening and speaking (gilbert) or even writing (michaud and reed). additionally, pronunciation teaching is a key factor in achieving intelligibility and on a different level, comprehensibility (derwing and munro), accent reduction that may help confidence in speaking. many factors influence the acquisition of l2 pronunciation, such as age-related neurobiology (lenneberg), social-psychological factors (jenkins), exposure and use (trofimovich and baker), personality and potential fossilisation issues (gass and selinker) among others. unfortunately, these factors are beyond the reach of the instructors and they cannot possibly influence them. the connection between sla research and l2 instruction is not straightforward: gregg (153) suggests that those who insist on a connection should “get the hell out of the armchair” and adds that “sla still hasn’t shown any theoretically relevant relation between some specific type of input modification on the …

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teaching pronunciation for the pupils level a2 introduction…………………………………………………………………..….2 chapter i the role of pronunciation in teaching foreign languages………...4 1.1 pronunciation and its importance for english language learners………….…6 1.2. the ways of improving correct pronunciation among level a2 learners……10 chapter 2 useful activities and techniques to develop pronunciation for a2 level learners……………………………………………………………………..14 2.1 improve pronunciation of beginner learners ………………………………...17 2.2 using a dictionary is one of the advantages techniques for a2 level learners..21 conclusion………………………………………………………………………..25 used literature…………………………………………………………………..26 introduction there are many things that english teachers need to fit into their limited class time—grammar, vocabulary, speaking,...

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