Teaching Pronunciation

Match the activities with the stages

1. Description and analysis

2. Listening discrimination

3. Controlled practice

4. Guided practice

5. Communicative practice

A. The teacher presents how to make the /i:/ sound by using images and videos.

B. The teacher asks the students to practise the /i:/ sound, and words with the /i:/sound.

C. The teacher asks the students to listen and put a tick (√) next to the words with the /i:/ sound.

D. Students are asked to make a dialogue and encouraged to use as many words with the /i:/ sound as possible.

E.The teacher gives some words with /i:/ sound and asks them to make sentences.

• 2 → C, 1 → A, 4 → D, 5 → E, 3 → B

• 2 → B, 1 → C, 4 → E, 5 → A, 3 → D

• 2 → C, 1 → A, 4 → E, 5 → D, 3 → B

The technique to teach pronunciation by using /pan/ and /pen/ in communicative situations is called

• pairs in context

• minimal pair

• contextualized minimal pairs

• word pairs

Bottom-up approach refers to teaching pronunciation from suprasegmentals to segmentals.

• True

• False

Teaching pronunciation should help learners to feel confident in communicative situations.

• True

• False

Intelligibility is one of the goals of teaching pronunciation.

• True

• False

Pronunciation refers to the way a __________ is spoken

• word

• phrase

• language

• sound

SEGMENTALS vs. SUPRASEGMENTALS

Pronunciation instruction historically has emphasized mastery of individual sounds or segmentals. With the advent of Communicative Language Teaching, the focus shifted to fluency rather than accuracy, encouraging an almost exclusive emphasis on suprasegmentals (word stress, rhythm, intonation, etc.). However, just as ESL teachers have acknowledged that an emphasis on meaning and communicative intent alone will not suffice to achieve grammatical accuracy, pronunciation has emerged from the segmental/suprasegmentals debate to a more balanced view, which recognizes that a lack of intelligibility can be attributed to both micro and macro features. It is clear that learners whose command of sounds deviated too broadly from standard speech will be hard to understand no matter how target like their stress and intonation might be. Thus, it is no longer a question choosing between segmentals and suprasegmentals but of identifying which features contribute most to lack of intelligibility, and which will be most useful in the communicative situations in which our learners will need to function. (Goodwin, 2001)

Which do segmentals refer to?

• word stress

• individual sounds

• rhythm

• intonation

SEGMENTALS vs. SUPRASEGMENTALS

Pronunciation instruction historically has emphasized mastery of individual sounds or segmentals. With the advent of Communicative Language Teaching, the focus shifted to fluency rather than accuracy, encouraging an almost exclusive emphasis on suprasegmentals (word stress, rhythm, intonation, etc.). However, just as ESL teachers have acknowledged that an emphasis on meaning and communicative intent alone will not suffice to achieve grammatical accuracy, pronunciation has emerged from the segmental/suprasegmentals debate to a more balanced view, which recognizes that a lack of intelligibility can be attributed to both micro and macro features. It is clear that learners whose command of sounds deviated too broadly from standard speech will be hard to understand no matter how target like their stress and intonation might be. Thus, it is no longer a question choosing between segmentals and suprasegmentals but of identifying which features contribute most to lack of intelligibility, and which will be most useful in the communicative situations in which our learners will need to function. (Goodwin, 2001)

Which do suprasegmentals refer to?

• word stress

• rhyth

• intonation

• all of them

SEGMENTALS vs. SUPRASEGMENTALS

Pronunciation instruction historically has emphasized mastery of individual sounds or segmentals. With the advent of Communicative Language Teaching, the focus shifted to fluency rather than accuracy, encouraging an almost exclusive emphasis on suprasegmentals (word stress, rhythm, intonation, etc.). However, just as ESL teachers have acknowledged that an emphasis on meaning and communicative intent alone will not suffice to achieve grammatical accuracy, pronunciation has emerged from the segmental/suprasegmentals debate to a more balanced view, which recognizes that a lack of intelligibility can be attributed to both micro and macro features. It is clear that learners whose command of sounds deviated too broadly from standard speech will be hard to understand no matter how target like their stress and intonation might be. Thus, it is no longer a question choosing between segmentals and suprasegmentals but of identifying which features contribute most to lack of intelligibility, and which will be most useful in the communicative situations in which our learners will need to function. (Goodwin, 2001)

What does Communicative Language Teaching focus on?

• suprasegmentals

• accuracy

• accuracy and fluency

• segmentals

SEGMENTALS vs. SUPRASEGMENTALS

Pronunciation instruction historically has emphasized mastery of individual sounds or segmentals. With the advent of Communicative Language Teaching, the focus shifted to fluency rather than accuracy, encouraging an almost exclusive emphasis on suprasegmentals (word stress, rhythm, intonation, etc.). However, just as ESL teachers have acknowledged that an emphasis on meaning and communicative intent alone will not suffice to achieve grammatical accuracy, pronunciation has emerged from the segmental/suprasegmentals debate to a more balanced view, which recognizes that a lack of intelligibility can be attributed to both micro and macro features. It is clear that learners whose command of sounds deviated too broadly from standard speech will be hard to understand no matter how target like their stress and intonation might be. Thus, it is no longer a question choosing between segmentals and suprasegmentals but of identifying which features contribute most to lack of intelligibility, and which will be most useful in the communicative situations in which our learners will need to function. (Goodwin, 2001)

According to the text, factors affecting _____ are identified rather than choosing between segmentals and suprasegmentals.

• accuracy

• fluency

• intelligibility

• communicative situations