History of Pronunciation Teaching

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Pronunciation Teaching

History

Pronunciation

Class

General Approachesto the Teaching of Pronunciation

Intuitive - Imitative Approach

Analytic - Linguistic Approach

Intuitive - Imitative Approach

• Teacher

• Phonograph records

• Tape recorders

• Language labs

• Audio & video cassettes

• Compact discs

• Multimedia

• Internet

Direct Method (DM)

Community Language Learning (CLL)

Total Physical Response (TPR)

Natural Approach (NA)

Intuitive - Imitative Approach:

Teaching Methods



Analytic - Linguistic Approach

Phonetic alphabet

Articulatory description

Charts of the vocal apparatus

Contrastive information

Other aids for listening, imitation

and production.

Analytic - Linguistic Approach:Teaching Methods

Oral Approach (OA)

Situational Language Teaching Method(SLTM)

Audiolingual Method (ALM)

Silent Way (SW)

Communicative Language Teaching(CLT)

Pronunciation TeachingPast & Present

1800s-1900s 1960s 1980s …

1940s-1950s

1970s

Pronunciation Teaching1880s-1900s

Direct Method (late 1800s-early 1900s)

Pronunciationintuition & imitation

Reform Movement

(1886)

Pronunciationlinguistic-analytic



Reform Movement1886

International Phonetic Association

(IPA)

(Henry Sweet, Wilhelm Vietor, Paul Passy)

International Phonetic Alphabet

Reform Movement Proposals1886

1. Spoken language taught first

2. Phonetics findings languageteaching

3. Phonetics training for teachers

4. Phonetics training for learners good speech habits


LanguageStructurally related

items for encoding

meaning

Phonemes

Morphemes

Words

Phrases

Sentences


Key Skills Listening & Speaking

Goal Native or near-native like

pronunciation

Proficiency Accurate production of

phonological & syntactical

elements



Teaching Methods1940s-1950s

Direct Method

Oral Approach (OA)

Situational Language Teaching Method(SLTM)

Audiolingual Method (ALM)

Pronunciation Role1940s-1950s

Pronunciation

high-priority role

Explicit attention to:

• Phonemes & their meaningful contrasts

• Allophonic variations

• Phonotactic rules

• Suprasegmentals

Pronunciation Instruction1940s-1950s

• Articulatory explanation

• Imitation

• Memorization of patterns through

drills & dialogs

• Attention to correction

Pronunciation Teaching1960s

Cognitive Approach

rule-governed behaviorrather than habit formation

Language




Cognitive Approach

1. Native-like pronunciation was anunrealistic goal.

2. Time better spent in more learnableitems. e.g. grammatical structures &words.

Pronunciation was ignored

Grammar & vocabulary emphasized


Different views of language

& language learning

Teaching Methods1970s-1980s

Total Physical Response

Natural Approach

Silent Way

Suggestopedia

Community Language Learning

Silent Way:Pronunciation Teaching

Techniques:

Gestures

Pointer

Holding up fingers

Showing articulators



Materials:

Sound Color Chart

Fidel Wall Chart

Colored Word Chart

Cuisenaire Colored Rods

Silent Way:Pronunciation Teaching Sound-Color Chart

Sound-Color Chart Fidel Wall Chart



Colored Word Chart Cuisenaire or Colored Rods

Community LanguageLearning

Teaching Approach:

• Intuitive-imitative Approach

Materials:

• Audiotape recorder

• Human computer technique

Pronunciation Teaching1980s ….

Goal

LanguageSystem for

communication

Communicative Competence

• linguistic/grammatical

• sociolinguistic• discourse

• strategic



Communicative LanguageTeaching

Goal

Pronunciation like grammar, syntax

& discourse organization communicates…

(Beebe, 1978)

Fluent & Intelligible Speech

Communicative LanguageTeaching

Students fluent & communicatingbut what & how

Messages lacked accuracy

Pendulum Effect (Eskey)

CurrentPosition

Pendulum Effect (Eskey)

Formalist

PhonologicalAccuracy

Activist

ConversationalFluency

Factors that Made the Incorporation ofPronunciation into the Teaching

Programs

Eskey’s questioning of CLT.

(Fluency vs. Accuracy)

Teachers neglect to attend the

pronunciation needs of learners.

Needs of special groups of ESL learners.

New principles of pronunciation

teaching.



Pronunciation:What has to be done

A balance betweenaccuracy & fluency

To change some proscripts of CLT:Error correction

A need of methodological flexibility:Eclectic view

Methodological Flexibility

The teacher decides:

What to take

What to leave

Whom to listen to

Whom to ignore

Pronunciation Basic Premise

Intelligible Pronunciation

is an essential component

of communicative competence

Principles Guiding Current Directions

in Pronunciation Pedagogy

Focus on:

1. Pronunciation integralpart of communication.

2. Suprasegmentals communicate

meaning in the context.



Principles Guiding Current Directionsin Pronunciation Pedagogy

3. Pronunciation:

• segmentals

• suprasegmentals

• voice quality features

• elements of body language

4. Learner’s & teacher’s involvement.

Principles Guiding Current Directionsin Pronunciation Pedagogy

5. Meaningful practice & speechactivities used in real-life situations.

6. Sound - spelling relationship.

7. Link between listening &pronunciation / speaking.

8. ESL learner uniqueness.

History of Pronunciation Teaching

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