Creating a culture for pronunciation learning in and out of the … · 2018. 7. 27. · Teaching...
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TasTESOL Conference - Saturday 21 May 2016 Creating a culture for pronunciation learning in and out of the classroom Shem Macdonald, School of Education, La Trobe University [email protected] Pronunciation: What do language teachers need to know? Conceptual issues 1 . Spoken language is different from written language. 2. Pronunciation work does not disrespect a learner's L1 , home culture or identity. 3. Suprasegmentals are pronunciation. 4. Some errors are more important than others. 5. Pronunciation can be included in or integrated in classes for all language skills. 6. Pronunciation should be looked at as part of speaking rather than as something separate. 7. Some pronunciation issues should be explicit while others can be left implicit. 8. Student needs should drive pronunciation rather than pre-selected targets. 9. Pronunciation is part of a speaker's identity. 10. All well-trained teachers can teach pronunciation effectively. 1 1 . What we actually say (the physical sounds) and what we think we say (the phonology, or the way we categorise sounds) are different. Yes ??? No Nuts-and-bolts (how to's) 1. Teachers must learn how to put more emphasis on suprasegmentals. 2. Teachers must understand how to systematically integrate pronunciation into language teaching. 3. Teachers must know how to provide useful feedback. 4. There must be a working familiarity with segmental and suprasegmental features of speech. 5. Pronunciation work should be embodied in movement as much as possible. 6. Vocabulary should always be taught with elements of pronunciation, such as the stress pattern. 7. Pronunciation is closely connected to receptive skills and should be taught that way. 8. Teachers need to know how to help learners how to set goals. Yes ??? No
Transcript of Creating a culture for pronunciation learning in and out of the … · 2018. 7. 27. · Teaching...
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TasTESOL Conference - Saturday 21 May 2016
Creating a culture for pronunciation learning in and outof the classroom
Shem Macdonald, School of Education, La Trobe [email protected]
Pronunciation: What do language teachers need to know?
Conceptual issues
1 . Spoken language is different from written language.
2. Pronunciation work does not disrespect a learner's L1 , home culture or identity.
3. Suprasegmentals are pronunciation.
4. Some errors are more important than others.
5. Pronunciation can be included in or integrated in classes for all language skills.
6. Pronunciation should be looked at as part of speaking rather than as somethingseparate.
7. Some pronunciation issues should be explicit while others can be left implicit.
8. Student needs should drive pronunciation rather than pre-selected targets.
9. Pronunciation is part of a speaker's identity.
10. All well-trained teachers can teach pronunciation effectively.
1 1 . What we actually say (the physical sounds) and what we think we say (thephonology, or the way we categorise sounds) are different.
Yes ??? No
Nuts-and-bolts (how to's)
1 . Teachers must learn how to put more emphasis on suprasegmentals.
2. Teachers must understand how to systematically integrate pronunciation intolanguage teaching.
3. Teachers must know how to provide useful feedback.
4. There must be a working familiarity with segmental and suprasegmentalfeatures of speech.
5. Pronunciation work should be embodied in movement as much as possible.
6. Vocabulary should always be taught with elements of pronunciation, such as thestress pattern.
7. Pronunciation is closely connected to receptive skills and should be taught thatway.
8. Teachers need to know how to help learners how to set goals.
Yes ??? No
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Integrating pronunciation
Roughly chop the baked eggplants
and put them into a large bowl with
the garlic, tahini and some olive oil.
Resources for teachers and learners
Brown, Adam. (2014). Pronunciation and phonetics : a practical guide forEnglish language teachers. London: Routledge.
Burns, Anne, & Claire, Stephanie. (2003). Clearly speaking: pronunciation inaction for teachers. Sydney, NSW: National Centre for English LanguageTeaching and Research.
Celce-Murcia, Marianne, Brinton, Donna, & Goodwin, Janet M. (2010).Teaching pronunciation kit : a course book and reference guide (2nd ed.).New York: Cambridge University Press.
De Silva Joyce, Helen, & Hilton, Darrell. (2003). We are what we talk: teachingand learning casual conversation. Surry Hills, N.S.W: N.S.W. Adult MigrantEnglish Service.
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: evidence-based perspectives for L2 teaching and research. Philadelphia: JohnBenjamins Publishing Company.
Grant, Linda. (2014). Pronunciation myths. Applying second language researchto classroom teaching. Ann Arbor: University of Michigan Press.
Kelly, Gerald. (2000). How to teach pronunciation. Harlow: Longman.
Protea-Textware. (2008). Connected speech Australia/NZ (Version 5.1 forWindows). Hurstbridge, Vic.: Protea Textware. https://www.proteatextware.com/
Underhill, Adrian. (2005). Sound Foundations: learning and teachingpronunciation. Oxford: Macmillan Education.
Yates, Lynda, & Zielinski, Beth. (2009). Give it a go: teaching pronunciation toadults. Sydney: AMEP Research Centre, Department of Immigration andCitizenship. Available at:http://www.ameprc.mq.edu.au/resources/professional development resources/give it a go
Zawadzki, Halina. (1994). In tempo: an English pronunciation course. SydneyNSW: National Centre for English Language Teaching and Research,Macquarie University.
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