Teaching pronunciation involves teaching the sounds, stress, rhythm, and intonation patterns of a language. It includes identifying phonemes - the smallest units of sound that distinguish meaning. Teachers should provide authentic models, encourage listening practice, and integrate pronunciation into other lessons. They should also teach recognition before production and be aware of how a student's first language may influence their pronunciation in a second language. Effective techniques include using phonetic scripts, minimal pairs, and awareness of universal processes of pronunciation acquisition.
2. What does it involve?
• Phonology , the sounds of the language
• Stress and rhythm
• Intonation
3. Sounds
• IPA: symbols for all the sounds in all the languages
• Phoneme: a sound that is conventionally used to
distinguish meaning in a particular language
son– sun - sin
• Allophones: variation of a phoneme depending on the
context
▫ Leaf - Feel
6. SPANISH
• poder bajar [po̞ˈðe̞ɾ βaˈxaɾ],
• el delfín [e̞l de̞lˈfin]
• Alveolar trill [r] and the alveolar tap [ɾ] are in
phonemic contrast word-internally between
vowels carro 'car' [r]
caro 'expensive‘[ɾ]
• In final position the rothic will usually be [ɾ]
7. GERMAN
German consonant –d-
At the start or in the middle /d/
In final position /t/
Cluster –dt- /t/
8. JAPANESE
Japanese possesses one liquid consonant:
A flap that varies between /r/ to /l/
Right Light
Red Led
Crime Climb
Froze Flows
Arrive Alive
10. Rhythm and stress
English is a very rhythmical language.
The two components of the system which have the
greatest influence on rhythm are:
• sentence stress
and
• the various features of connected speech
11. Teachers should:
• Provide natural models of new target language
before introducing the written form.
• Use natural language themselves in the classroom.
• Encourage learners to listen carefully to authentic
speech.
• Teach recognition before production.
• Integrate rhythm and other aspects of phonology
into grammar, vocabulary and functional language
lessons as well as listening and speaking activities.
12. Intonation
• The systematic rise and fall in the pitch of the
voice during speech (the way that the pitch of
the voice goes up and down during speech).
14. INTONATION LANGUAGE
(shows grammar, attitude and so on)
OR
TONE LANGUAGE
(intonation shows difference in lexical
meaning)
15. Teaching pronunciation
• Direct method: phonetic scripts – transcriptions
Mainstream: symbols as a resource
• Audiolingualism: minimal pairs
Pronunciation ͢ set of habits
27. Phoneme Learning
1) Presystemic : One word
2) Transfer: Equivalence- Variants
3) Approximative: Restructure
Unique and temporary system: INTERLANGUAGE
28. Phonemes: Crucial features
Fortis / Lenis
Voice /k-t/ /g-d/ /p-b/
Aspiration
“Getting the distinctive features right or wrong
can affect not just one phoneme but many”
29. General ideas about phonology and
learning
I. L1 AND TRANSFER
II. L2 AND UNIVERSAL PROCESS OF
ACQUISITION
30. L1 and Transfer
The first language has neither of the contrasting
L2 sounds
The second language has one of the L2 sounds
The second language has both sounds as
alophones of the same phoneme
31. L2 and universal process of aqcuisition
Learning pronunciation depends on...
L1 TRANSFER UNIVERSAL PROCESS L2
32. Choosing a Model
• Choose a local variety within a country
• Choose a country
33. USA Standard American English (SAE)
UK Received Pronunciation (RP)
Which is the goal?
Notas do Editor
Every language has its own set of phonemes. No two languages have exactly the same system.
Two sounds that are separate phonemes in one language might be heard as the same sound in another language–in that language, they’re just different allophones of the same phoneme.
When we learn a new language, we have to learn a new set of phonemes. We can’t just keep using the phonemes of our own language