M E X T E S O LACADEMIC SATURDAY

NUEVO LEON CHAPTER

«WORKING WITH VOICE»

Learner-centered Pronunciation Teaching Techniques

By

Luis Antonio Balderas RuizFFyL, UANL

THE HISTORY AND SCOPE OF PRONUNCIATION TEACHING

LANGUAGE SKILLS ( The Big Four )  LISTENING READINGWRITINGSPEAKING

LANGUAGE SUB-SKILLS

GRAMMAR VOCABULARYPRONUNCIATION

THE FIELD OF MODERN LANGUAGE TEACHING HAS DEVELOPED TWO GENERALAPPROACHES TO THE TEACHING OF PRONUNCIATION:

INTUITIVE-IMITATIVE APPROACH: It depends on the learner´s ability to listen toand imitate the rhythms and sounds of the target language without theintervention of any explicit information.

ANALYTIC-LINGUISTIC APPROACH: It utilizes information and tools such as a phonetic alphabet, articulatory descriptions, charts of the vocal apparatus, contrastive information and other aids to supplement listening, imitation, and production.

METHODS AND APPROACHES FOR WHICH THE TEACHING AND LEARNING OF PRONUNCIATION IS A GENUINE CONCERN.

DIRECT METHOD

THE REFORM MOVEMENT

AUDIOLINGUSLISM

ORAL APPROACH

*COGNITIVE APPROACH

*TRNASFORMATIONAL GENERATIVE GRAMAR

THE SILENT WAY

*COMMUNITY LANGUAGE LEARNING

*HUMAN COMPUTER

NOTIONS AND PRACTICES IN LANGUAGE TEACHING

The spoken form of a language is primary and should be taught f irst.

The findings of Phonetics should be applied to language teaching.

Teachers must have solid training in Phonetics.

Learners should be given Phonetic training to establ ish good speech habits.

PRONUNCIATION TEACHING TODAY

THE COMMUNICATIVE APPROACH

This approach took hold in the 1980s and is currently dominant in language teaching, it holds that since the primary purpose of language is communication, using language to communicate should be central in all classroom language instruction. This focus on language instruction brings renewed urgency to the teaching of pronunciation, since both empirical and anecdotal evidence indicates that there is a threshold level of pronunciation for nonnative speakersof English; if they fall below this threshold level, they will have oralcommunication problems no matter how excellent and extensive their control ofEnglish grammar and vocabulary might be.

According to Morley ( 1987 ) the goal of teaching pronunciat ion is not to make learners sound like native speakers of English. With the exception of a few highly gifted and motivated individuals, such goal is unrealistic. A more modest and realistic goal is to enable learners to surpass the threshold level so that their pronunciation will not detract from their ability to communicate.

TONGUE TWISTERS

DEVELOPMENTAL APPROXIMATIONDRILLS

PRACTICE OF VOWEL SHIFTS AND STRESS RELATED BY AFFIXATION:

A. VOWEL SHIFTB. SENTENCE CONTEXTC. STRESS SHIFTD. SENTENCE CONTEXT

READING ALOUD/RECITATION

RECORDING OF LEARNERS’PRODUCTION

LISTEN AND IMITATE

PHONETIC TRAINING

MINIMAL PAIR DRILLS

CONTEXTUALIZED MINIMAL PAIRS

VISUAL AIDS

KINDS OF TECHNIQUES AND TEACHING MATERIALS THAT HAVE TRADITIONALLY BEEN USED TO TEACH PRONUNCIATION COMMUNICATIVELY

“only through a thorough knowledge of the English sound system and through familiarity with a variety of pedagogical techniques, many of which should be communicatively oriented, can teachers effectively address the pronunciation needs of their students (Celce-Murcia, 1996 ).

In teaching pronunciation the main objective should be to help students communicate appropriately. This is one of the goals that Dalton and Seidlhofer(1994) had in mind when they first started to create their work.

Bottom-up approach: which begins with the articulation of vowel and consonant sounds and working up towards intonation

Top-down approach: which begins with patterns of intonation and brings separate sounds

into shaper focus as and when required.

(Dalton, 1994, pp 69-70)

EXPLORING ENGLISH PHONETICS TEACHING TECHNIQUES

 A Graduate Research Project

by

LUIS ANTONIO BALDERAS RUÍZ 

Submitted to the College of Graduate StudiesTexas A&M University-Kingsville

in partial fulfillment of the requirement for the degree of 

MASTER OF EDUCATION IN ENGLISH AS A SECOND LANGUAGE

April 2002 

Major Subject: English as a Second Language

Pronunciat ionteaching

objectives

Pronunciat ion-centered

teaching

Meaning centered teaching

Learner –centeredteaching

Training activities

Communicative activities

Regulating activities

Motivating

activities

Pre comunicative

Communicative

Structured communication

AuthenticCommunication

Agustin Iruela´s articlehttp://marcoele.com/descargas/4/iruela-pronunciacion.pdf

LEARNER-CENTERED PRONUNCIATION TEACHING TECHNIQUES

Communicative Competence

Linguistic competence

Sociolinguistic competence

Discourse competence

Strategic competence

knowledge of morphosyntax, vocabulary and phonology

(inc. orthography)

ability to connect sentences in stretches of discourse + to make a meaningful whole out of a series of utterances

ability to make repairs, cope with imperfect

knowledge, and sustain Communication

knowledge of the sociocultural rules

of language and of discourse

What are learning strategies?

Learning strategies are steps taken by students to enhance their own learning. Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence.

I. Memory Strategies Direct Strategies II. Cognitive

Strategies III. Compensation StrategiesLEARNING STRATEGIES

I. Metacognitive Strategies Indirect Strategies II. Affective

Strategies III. Social Strategies

Diagram of the Strategy System : Overview. ( Source: Original ) by Oxford, 1990

LANGUAGE AWARENES

S

USER

ANALYST TEACHER

http://203.72.145.166/ELT/files/47-4-2.pdf

PROCESSES

TASKS

TASKS

DATA

M whole class

O pairs/small groups

D individuals

E self-accessS

http://203.72.145.166/ELT/files/47-4-2.pdf

LEARNER-CENTERED PRONUNCIATION TEACHING TECHNIQUES

http://javierarizpe.wix.com/awareness-bilinguals#!luis-antonio-balderas-ruiz/clk5