TEACHING TEACHING PRONUNCIATIONPRONUNCIATION

Калинина Е. А.Калинина Е. А.к.п.н., доцент кафедры к.п.н., доцент кафедры

филологического образования филологического образования СарИПКиПРОСарИПКиПРО

TRUE, FALSE, DEBATABLETRUE, FALSE, DEBATABLE

1.1. Teaching grammar and communicative skills is more Teaching grammar and communicative skills is more important than teaching pronunciation.important than teaching pronunciation.

2.2. Pronunciation should not be deliberately taught.Pronunciation should not be deliberately taught.

3.3. Received pronunciation (UK) should be chosen as a model.Received pronunciation (UK) should be chosen as a model.

4.4. A non-native speaker can’t serve as a model for teaching A non-native speaker can’t serve as a model for teaching pronunciation.pronunciation.

5.5. One of the reasons for pronunciation errors is that the One of the reasons for pronunciation errors is that the learners transfer their native sounds to the second language.learners transfer their native sounds to the second language.

6.6. The learners should forget about the native language sounds The learners should forget about the native language sounds to learn the target language pronunciation.to learn the target language pronunciation.

7. Correct English speech sounds are more important 7. Correct English speech sounds are more important than intonation.than intonation.

8. In order to master the 8. In order to master the pronunciation it is necessary to pronunciation it is necessary to sound like a native speaker.sound like a native speaker.

9. The fastest way to master the target pronunciation is to 9. The fastest way to master the target pronunciation is to have contacts with native speakers.have contacts with native speakers.

TRUE, FALSE, DEBATABLETRUE, FALSE, DEBATABLE

THE GOAL OF THE GOAL OF teaching pronunciation teaching pronunciation IS…IS…

To develop in learners To develop in learners PHONETIC COMPETENCE PHONETIC COMPETENCE which is the knowledge of the which is the knowledge of the phonemes, syllable formation, phonemes, syllable formation, word stress and intonation.word stress and intonation.

This approach to teaching This approach to teaching pronunciation is called pronunciation is called

approximating.approximating.

PHONETIC COMPETENCEPHONETIC COMPETENCE

ELISIONS (ABSENCE OF SOUNDS)ELISIONS (ABSENCE OF SOUNDS) ASSIMILATION (ONE SOUND MERGES ASSIMILATION (ONE SOUND MERGES

IN THE NEXT SOUND).IN THE NEXT SOUND).

IT IS CALLED “IT IS CALLED “MODIFICATION OF MODIFICATION OF PHONEMES IN CONNECTED SPEECH”.PHONEMES IN CONNECTED SPEECH”.

PRONUNCIATION STARTING PRONUNCIATION STARTING POINTS:POINTS:

• MODEL NEW WORDS IN CONTEXTMODEL NEW WORDS IN CONTEXT• MODEL INTONATIONMODEL INTONATION• USE DIALOGUES AND CHANTSUSE DIALOGUES AND CHANTS• USE SHADOW READINGUSE SHADOW READING• WORK WITH THE PHONEMIC CHARTWORK WITH THE PHONEMIC CHART

PRONUNCIATION GAMESPRONUNCIATION GAMES

• PHONEME BINGOPHONEME BINGO• ANAGRAMSANAGRAMS• CATEGORY WORDSCATEGORY WORDS

CUISENAIRE RODS(“SILENT WAY” APPROACH)

Caleb Gattegno

• THEY CAN REPRESENT DIFFERENT THEY CAN REPRESENT DIFFERENT

SYLLABLES, PHONEMES, INTONATION SYLLABLES, PHONEMES, INTONATION PATTERNS.PATTERNS.

• THEY HELP TO FOCUS ON THE TOPICTHEY HELP TO FOCUS ON THE TOPIC

Two types of knowledgeTwo types of knowledge

Intuitive (language feeling)Intuitive (language feeling)Analytic (knowledge of Analytic (knowledge of

articulation)articulation)

Techniques for teaching Techniques for teaching pronunciationpronunciation

Pronunciation drill (Pronunciation drill (listen listen and imitate, tongue twisters, and imitate, tongue twisters, phonetic description, phonetic description, minimal pair drill)minimal pair drill)

DRILLING:DRILLING:

• CHAINING: BACK CHAINCHAINING: BACK CHAIN

……told himtold him

……Would’ve…Would’ve…

……would’ve told him.would’ve told him.

……I would’ve told him.I would’ve told him.

If I’d seen him…If I’d seen him…

If I’d seen him, I would’ve told him.If I’d seen him, I would’ve told him.

FRONT CHAIN- the sentence is drilled and FRONT CHAIN- the sentence is drilled and built up from the start, gradually adding to built up from the start, gradually adding to its length.its length.

• OPEN PAIR DRILLINGOPEN PAIR DRILLING• SUBSTITUTION DRILLINGSUBSTITUTION DRILLING

A tutor who tooted the fluteA tutor who tooted the fluteTried to tutor two tutors to tootTried to tutor two tutors to tootSaid the two to the tutorSaid the two to the tutorIs it better to toot or to tutor two Is it better to toot or to tutor two

tutors to toottutors to toot??

Create your own tongue twisterCreate your own tongue twister

WHOWHO??WHATWHAT??WHEREWHERE??WHYWHY? ? BECAUSE…BECAUSE…

Mary married a monkey in Mary married a monkey in Moscow at midnight because she Moscow at midnight because she was mad.was mad.

Creative exercisesCreative exercises

A phonetic task is incorporated in the A phonetic task is incorporated in the creative communicative task.creative communicative task.

Three-phase framework:Three-phase framework:

Pre-activityPre-activity (isolating phonetic (isolating phonetic material, focusing on phonetic material, focusing on phonetic material, activating prior general material, activating prior general knowledge, motivating the knowledge, motivating the learners)learners)

While-activity While-activity (performing the (performing the task, doing drill, using phonetic task, doing drill, using phonetic means for communicative means for communicative purposes)purposes)

Post-activity Post-activity (reflecting on the (reflecting on the results, re-visiting phonetic results, re-visiting phonetic material, further tasks for material, further tasks for classroom or independent classroom or independent studies)studies)

HOW DO YOU TEACH HOW DO YOU TEACH PRONUNCIATIONPRONUNCIATION??