Академический Документы
Профессиональный Документы
Культура Документы
TEACHING PRONUNCIATION
Presented by:
Group: 2015-06WAndahua_TP
In the context of English Language Teaching as a Lingua Franca the main objective of
the books is communicative approach, because these books are based on the idea that
a foreign language is acquired successfully when learners are involved in real
communication, in real contexts, in these books is perceived natural strategies for
language acquisition through examples in order to allow learners acquire the target
language.
Both segmental and suprasegmental are the design of these books. First I must say that
the two books focused on segmental aspects, due to the fact that they both contain
vowels, diphthongs and consonant sounds, also known as phonemes, meaning
consonants and vowels. Syllables and one-syllable word are considered as segmental
aspects of accent and pronunciation, as well.
Moreover, the books are on exposure-based. This allows students understand and
connect the knowledge that is making by a stimulation during the learning process like
responses and make students capable at the target language (L2) also this kind of
approach is focus on student’s reinforcement that are connected with relevant activities.
Practice Activities – FP005 T&P
Exposed-based relates to reinforcement and let students develop all their skills in a
meaningful and active learning process for understanding the language. The books
give a set of exercises for practicing with sounds of English, the vowels sound in order
to improve pronunciation as connected speech.
In addition, the books are drill-based because it promotes the acquisition of a target
language through repetition. It refers to small tasks such as the memorization of
spelling or vocabulary words, and may also be found in more meaningful learning
tasks.
Tice (2004) stated “for drills to be meaningful, learners need to understand what they
are being asked to say. Monotonous chanting of decontextualized language is not
useful to anyone”. The task of the teacher when drilling is to provide with a model of a
certain structure or just to repeat a word they have already seen and get them
pronouncing in unison.
Traditional teaching for a long time was a teacher-centered style and was dominant in
higher education. In those classrooms the learners were passive or just recipients of
teachers’ knowledge and wisdom. They have no control over their own process of
learning. Churchill (2003) stated that an engaging activity with activity-based teaching
helps learners to construct mental models that allow for higher-order performance,
such as applied problem solving and the transfer of information and skills. This means
that students take responsibility of their own learning and are directly involved in the
learning process.
It gives light that the main role of the teacher is to guide, monitor, support and
encourage students to set and reach high standards. Students’ progress from
controlled production of selected features. The studied features are put to
communicative use in partially planned and unplanned activities.
3
Practice Activities – FP005 T&P
Both Sound Foundations and English Pronunciation in Use Intermediate do cover most
of the aspects observed in the materials. Due to these books help learners understand
about pronunciation with enjoyment and confidence. Both books convey aspects in
different ways. Sound Foundations give us descriptions and diagrams, examples, and
classroom activities, but is more theoretical.
On the other hand, English Pronunciation in Use Intermediate is more practical,
learners can practice some of the dialogues and other exercises in pairs, and they can
be directed with particular pronunciation difficulties.
Learners can practice from both: Vowel sounds, consonant sounds, phonemes, larynx,
intonation, tone and pitch, spelling and transcription and The phonetic symbols are
presented not exactly on a chart but there is a variety of examples in words, sentences
and dialogues.
I do believe that both books are developed on cultural context that introduces the
variety of the language in an independent learner and both consider productive and
receptive skills. Practicing segmental and suprasegmental features requires a lot on
listening and oral practice, and the studied materials cover the sounds of English, their
main spellings and highlights sound-spelling regularities in English.
4. Which contexts of use are they intended for? Are there significant
differences among the three of them?
4
Practice Activities – FP005 T&P
even if it derives from his or her own native language. The objective is to increase the
learner´s strengths and also various weaknesses.
5. Which one would you prefer to use as a teacher? Why? Relate you answer
to Brinton’s variables.
I believe that the handbooks are written to enhance skills and confidence, develop
students‘ theory as well as practice through practical techniques for classroom
activities. For reasons aforementioned I would like to use the two of them because
students acquire English knowledge differently.
References:
Dalton, C and Seidlhofer, B (2001) Pronunciation. Oxford University Press.
5
Practice Activities – FP005 T&P