11/1/2010
COPYRIGHT
HISTORICAL AND THEORETICAL
PERSPECTIVE IN TEACHING
PRONUNCIATION
1
Isabell C. Camillo, BA and Violetta J. Cupial, BA
TODAY’S OBJECTIVE
 I. Provide an analysis of the theoretical and
historical aspects of pronunciation
 II. Engage in activities pertaining to the
theoretical and historical methodologies of
pronunciation
 III. Discuss the best approach and method for
teaching pronunciation currently
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BRIEF INTRODUCTION
 “In his comprehensive history of language
teaching, Kelly (1969) dubs pronunciation the
“Cinderella” area of foreign language teaching.
He shows that western philologists and linguists
have studied grammar and vocabulary much
longer than pronunciation. For this reason,
grammar and vocabulary have been much better
understood than pronunciation, which began to
be studied systematically before the beginning of
the twentieth century.” (Celce-Murcia, 2009, p.2)
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© Isabell C. Camillo & Violetta J. Cupial 10 2010
This PowerPoint presentation is in copyright.
Subject to statutory exception and to the
provisions, no reproduction of any part may take
place without the written permission of Isabell C.
Camillo & Violetta J. Cupial.
The opinions expressed herein are those of the
authors only.
2
AGENDA: PRESENTATION OUTLINE
Introduction to today’s topic

 Main approaches to teaching pronunciation
 Methods for teaching pronunciation
 Activity 1- Introductory Discussion
 Activity 2A/2B – Matching and Discussion
 Activity 3A/3B – Factors and Methodology Discussion
 Activity 4A/4B – Methodology Practice and Discussion
Activity 5 – Concluding Questions and Discussion

 Conclusions: What does a modern approach or method of teaching
pronunciation encompass?
 What factors do we have to take into account when we are using or
constructing an approach or methodology for teaching pronunciation?
 Even if the approach or the method is well constructed what other
factors come into play when applying a pronunciation method?
 What other aspects are interesting and pertain to this topic that you
wish to discuss?
VIDEO
 Enjoy the following video as an introduction to
our topic!
http://www.youtube.com/watch?v=lz0IT4Uk2xQ
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APPROACH AND METHOD
 Approach: A unified but broadly based
theoretical position which may be regarding the
nature of language, language learning, and
language teaching which forms the basis of the
methodology within the language classroom.
 Method: A coherent, prescribed group of
activities and techniques for language teaching,
unified by a homogeneous set of principles,
foundations, approaches; sometimes proclaimed
to be suitable for all foreign language teaching
contexts.
INTUITIVE-IMITATIVE APPROACH
 Dependent on learner’s ability to listen and
imitate rhythms and sounds
 Presupposes the availability of good models to
listen to such as the native speaker/CDs/tapes
 What are the positive or negative aspects of this
approach?
METHODS FOR TEACHING
PRONUNCIATION
 Methods for teaching pronunciation rely on
approaches (either one or both approaches)
 Methods for teaching pronunciation are the
following: Grammar Translation Method/The
Reform Method/The Audiolingual Method and
The Oral Method/The Cognitive Approach/The
Silent Way/The Community Language Learning
Method/Communicative Approach
 Do you have experience in teaching
pronunciation by means of any of these methods?
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MAIN APPROACHES TO TEACHING
PRONUNCIATION
 1. An Intuitive-Imitative Approach
 2. An Analytic-Linguistic Approach
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ANALYTIC-LINGUISTIC APPROACH
 Depends on charts/phonetic alphabet/charts of
vocal apparatus
 It sets out to inform the learner about the sounds
and rhythm of the target language
 This approach is supposed to be a supplement to
the first approach if that is used as an approach
for teaching pronunciation
 What are the positive aspects or negative aspects
of this approach?
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IMPORTANT CONNECTION
 The methodologies which will be presented today
make use of the intuitive-imitative approach
and/or the analytic-linguistic approach.
 The modern method for teaching pronunciation
relies on the communicative approach
 Before we analyze the methodologies, can you
recall from today’s reading which methods are
based on which approaches?
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DIRECT METHOD THE REFORM MOVEMENT

LATE 1800S AND EARLY 1900S
 Method is grounded on the observations of children
learning their first language
 Pronunciation is taught by imitation
 Students imitate a model (teacher/CD recording/tape
recording) and repeat drills
 Imitation pertains to getting the rhythms and sounds
correctly
 Under which approach does this method work?
 How can this method be linked to the Behaviorist
Theory of Learning?
1890S
 This method for teaching of pronunciation is
based on the input of the linguistic contribution
 Linguistic contribution is provided by the
linguists of the International Phonetic
Association and their development of the
International Phonetic Alphabet (IPA)
 Phonetic alphabet made it possible to represent
the phonetic sound within any language which
could then be produced by a written form
 Are there are any issues that may arise from a
written form that represents auditory signals?
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 Under which approach does this method work?

FOUR PRINCIPLES OF THE REFORM

THE PHONETIC ALPHABET MOVEMENT
 The spoken form of a language is primary and
should be taught first
 The findings of phonetics should be applied to
language teaching
 Teachers should have a solid understanding of
phonetics
 Learners should be given phonetic training to
establish good speech patterns

 Do you think that language teachers should be

15 educated in phonetics in order to adequately 16
teach pronunciation?

THE AUDIO-LINGUAL METHOD MINIMAL PAIR

1940S AND 1950S TEACHING PRONUNCIATION SAMPLE
 This method focuses on the notion of contrast in Word Drills
structural linguistics A B
 It is structured on the minimal pair drills /iy/ /i/
 Minimal pair drills involve drilling words which Sheep Ship
differ by a single sound in the same position Green Grin
 It is a technique which is based on the concept of
Least List
the phoneme as a minimally distinctive sound
Meet Mitt
Deed Did

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SYNTAGMATIC DRILLS
VS COGNITIVE APPROACH
PARADIGMATIC DRILLS 1960S
 Syntagmatic Drills: Focus on contrast within a  Noam Chomsky and cognitive psychology viewed
sentence language as a rule-governed behavior
 Pronunciation is de-emphasized in favor of grammar
 Example
and vocabulary
Do not sit in the seat.  The de-emphasis of teaching pronunciation was based
Did you at least get the list? on the following views:
1. Native-like pronunciation was an unrealistic
objective and could not be achieved
 Paradigmatic Drills: Focus on contrast across 2. Time should be better spend on more learnable
two sentences features like vocabulary and grammar
 Examples

Is that a black sheep?  In this case, would it make a difference if the student
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of pronunciation was a child and not an adult? 20
Is that a black ship?

THE SILENT WAY

1970S SOUND-COLOR CHART
 The method proposes that the teacher speaks as little  This chart provides
as possible information
 The teacher uses special gestures to indicate what pertaining to the
students should say and how the students should say sounds of all of the
it vowel and consonants
 This may involve tapping out rhythmic patterns with of the target language
a pointer, hold up their fingers to indicate the number
of syllables in a word or to indicate stressed elements,
or model proper positioning of the articulators by
pointing to their own lips, teeth, or jaws
 Teachers also use such tools as: sound-color charts,
Fidel wall charts, and wooden/plastic blocks
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 The charts are based on the system of phonetics

FIDEL WALL CHART PLASTIC/WOODEN BLOCKS

 The Fidel wall chart  The plastic or wooden
contains all of the blocks are of various
possible spelling lengths and colors
patterns for each  The blocks are used to
sound show various
 There are 8 charts to intonation and stress
represent the sound- patterns and to
spelling indicate the differing
correspondence pronunciation of
morphological endings

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COMMUNITY LANGUAGE LEARNING
The components of this method are:
1. An audiotape recorder which captures the pronunciation
of the student’s utterance is in use
2. A human computer technique which encompasses the
student being the one who is in charge of requesting the
appropriate pronunciation of a given phrase from the
teacher is applied
3. The student imitates the correct pronunciation of
statements but it is controlled by the learner and not the
teacher
4. This pronunciation method is concerned with student-
centered learning
How may personality factors or the cultural background
of the students be an issue if such a method would be
applied?
THE GOAL
 “Many learners of foreign languages feel that
their ultimate goal in pronunciation should be
accent-free speech that is undistinguishable from
that of a native speaker. Such goal is not only
unattainable for virtually every adult learner,
but in a multilingual, multicultural world,
accents are quite acceptable. With the rapid
spread of English as an international language,
native accents have become almost irrelevant to
cross-cultural communication. Moreover, as the
world community appreciates and value people’s
heritage, one’s accent is just another symbol of
that heritage.” (Brown, 2001.p. 284)
ACTIVITY #1
 In this activity you are asked to consider your
own experience of learning L2.
 Specifically, consider the following questions in
the next slide and discuss them with the students
around you.
 Please be prepared to discuss your answers with
us and other classmates.
11/1/2010
CURRENT METHODOLOGY FOR
PRONUNCIATION
 The communicative approach is applied to the
methodology for teaching pronunciation
 Language is communication and therefore there
should be a focus on teaching pronunciation
 The threshold level must be reached because if it
is not communication will fail (even if grammar
and vocabulary are excellent and extensive)
 Goal is to reach the threshold level (correct and
good pronunciation skills for communication and
not native-like pronunciation)
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COMMUNICATIVE APPROACH TECHNIQUES
 1. listen and imitate
 2. phonetic training
 3. minimal pair drills
 4. contextualized minimal pairs
 5. visual aids
 6. tongue twisters
 7. developmental approximation drills
 8. practice of vowel shifts and stress shifts
related to affixation
 9. reading aloud/recitation
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 10. analysis of the student’s vocal production
INTRODUCTORY DISCUSSION:
INTROSPECTION
 1. What kind of approaches or methods (or a combination
of both) did your teacher implement for teaching
pronunciation?
 2. Was the approach or method successful/not successful?
 3. What factors contribute to your claim that the approach
or method was successful?
 4. Did you teacher use any aids in teaching pronunciation?
 5. What percentage of class-time was dedicated to learning
pronunciation?
 6. What would you have done differently/not differently if
you were teaching the pronunciation class?
 7. What feedback did you receive in regards to your
pronunciation?
 8. Were there any similarities or differences in how you
and your class mates were taught pronunciation (perhaps
29 dependent on cultural background)? 30
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ACTIVITY #2 A
 In this activity, you are asked to individually
match the description with the name of the
method for teaching pronunciation.
 You are provided with a handout.
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ACTIVITY #2 B
 You will be asked to engage in a group activity.
 You are provided with a list of vocabulary.
 In groups of 4 to 5 people, please discuss the
vocabulary and decide how that vocabulary
pertains to the different methodologies, which
you have worked on in the matching activity
(Activity #2 A).
 Please be ready to have a representative or
representatives in your group to discuss the
connections you draw between the vocabulary
and the methodologies.
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ACTIVITY #3 A
 Group 1
 Factors: students will not talk/students will not
stop talking
 Group 2
 Factors: monolingual class/multilingual class
 Group 3
 Factors: large class/small class
 Group 4
 Factors: children/adults
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ACTIVITY #2 A
DISCUSSION OF ANSWERS
 What answers did you provide?
 Any problems or questions pertaining to what
you have learned about the methodologies of
pronunciation?
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ACTIVITY #3 A
 Please remain in your group.
 Consider the factors you have been assigned.
 Which methodology would be most suitable for
teaching pronunciation considering the factors
assigned to your group?
 Please provide reasons why you have chosen the
particular teaching pronunciation methodology
considering the factors you have been assigned.
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ACTIVITY #3 B
 Please remain in your group.
 Imagine that your are teaching a pronunciation
class. Discuss in your group how as a teacher
you would respond to the common classroom
situations if you were working from the assigned
methodology provided.
 Please state the reasons for why you would
respond in this manner.
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ACTIVITY #3 B
ACTIVITY #3 B DISCUSSION AND REASONS
Group 1

 You are teaching pronunciation by using Total Physical Response.
 Let’s discuss your analysis.
 Student asks: “Why are we not speaking more?”  Have a representative or representatives provide
 Group 2 reasons pertaining to your analysis.
 You are teaching pronunciation by using Silent Way with a beginner-
level class.
 Student asks: “Please correct me every time I make a mistake.”
 Group 3
 You are teaching pronunciation by using the Communicative
Approach and doing group work.
 Student asks: “We talk a lot in class but I am not learning because
my partner’s accent is worse than mine.”
 Group 4
 You are teaching by using the Direct Method and you are engaged in
repetition.
 Student interrupts constantly : “Please translate every word that is
in the statement that I am repeating.” 37 38

ACTIVITY #4 A
ACTIVITY #4 A DISCUSSION
 For this activity you are asked to work with a  What method did you teacher apply to teach you
partner.
pronunciation of L2?
 Find a partner who speaks a language that you do not
speak.  Was the teaching effective/not effective and why?
 Decide with your partner who will be in the teacher  Would you like to teach a class pronunciation in
role and who will be in the student role.
 If you are the teacher, imagine that you will be this manner?
teaching your student pronunciation of L2.  Who was the person in control in this situation?
 As the teacher, think of a basic sentence which you The teacher or the student?
will be teaching your student.
 Think about your cultural background/your
 DO NOT TELL YOUR STUDENT THE MEANING
OF THE SENTENCE personality/your learning style. Did these factors
 Practice the pronunciation drills of the sentence until influence how you felt about this manner of
you have reached the appropriate level of teaching pronunciation?
pronunciation according to your teacher. 39 40

ACTIVITY #4 B
ACTIVITY #4 B DISCUSSION
 We will need a volunteer who speaks a language  What method did your teacher apply for teaching
which no other student speaks in the class. you pronunciation?
 Any volunteers? Perhaps Eric is willing?
 Was the teaching effective/not effective and why?
 Imagine that our teaching volunteer is your
 Would you like to teach a class pronunciation in
pronunciation teacher of the L2 that you are
learning. this manner?
 Who was the person in control in this situation?
 Today’s pronunciation class is about being able to
pronounce basic statements about yourself in L2. The teacher or the student?
 Please start your lesson by saying in your native  Think about your cultural background/your
language what you would like to learn in the personality/your learning style. Did these factors
target language. Continue to request new influence how you felt about this manner of
statements from the teacher in the target teaching pronunciation?
language when you are ready. 41 42

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ACTIVITY #5
 You are asked to work with another classmate.
 Please discuss the concluding questions in
regards to our presentation.
 Be ready to present your reasons/conclusions
with the rest of the class.
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ACTIVITY #5
DISCUSSION
 What are some of your conclusions?
 How have you reached your conclusions?
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11/1/2010
ACTIVITY #5
CONCLUDING QUESTIONS
 Given what you have learned about the approaches
and methodologies pertaining to teaching
pronunciation, consider the following questions.
 What does a modern approach or method of teaching
pronunciation encompass?
 What factors do we have to take into account when
deciding on using or constructing an approach or
method for teaching pronunciation?
 Even if the approach or the method is well
constructed what other factors come into play when
teaching pronunciation?
 Can you think of anything else which is interesting
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and/or connected to today’s presentation?
REFERENCES
 Flowerdew, J. and Miller, L. (2005). Second
language listening: Theory and practice.
Cambridge, UK : Cambridge University
Press
 Yeager-Woodhouse, D. (09-12, 2010) Lecture and
Seminar Notes LING 4P82 Brock University
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