Men or Man? Teaching Pronunciation

Giving Instructions

•Certified Teacher – U.S.A

•10 yrs. teaching experience 5 yrs. U.S. 5 yrs. South Korea

•MRes- Educational and Social Research

•Assistant Professor of English at Gimcheon University

•EPIK/ TaLK Teacher Trainer

•KOTESOL Presenter

•Corporate English

Daniel Moonasar

Who am I?

Objective

Objective: To provide participants with:

1. Issues in teaching pronunciation2. Discuss techniques3. Sample activities 4. Shared activities

Problems with Pronunciation

1. What problems do you and your students have with pronunciation?

2. Write down some problems. 3. Wait4. Make groups of 4 5. Share your problems with each other

Common Problems:

Problems with Pronunciation

Problems with Pronunciation

1. What problems do you have teaching pronunciation?2. Write down some of your problems. 3. Wait. 4. Make groups of 4. 5. Share your problems with each other.

Common Problems:

Problems with Pronunciation

Issues Teaching Pronunciation

1. Over emphasis on “native like” pronunciation2. Native language second language 3. Precision vs. intelligibility 4. Various methods5. Age/ grade level

Issues Teaching Pronunciation

1. Over emphasis on “native like” pronunciation

Perceptions of “perfect English”

Means to measure and rank speakers

Who are they speaking to?

Issues Teaching Pronunciation

2. Native language second language

L1 vs. L2 How sounds are formed. Where does it come from? Muscle memory

Issues Teaching Pronunciation 3. Precision vs. intelligibility

Loss of intelligibility Incorrect stresses, rhythm, & intonation Speed and over-enunciation Imitation

Issues Teaching Pronunciation

4. Various Methods Dozens of phonetic alphabets Encompassing vs. detailed Testing vs. real life

Issues Teaching Pronunciation

5. Age/ Grade Level Typically el. 4th grade – m. 1st From feeling to technical

Issues Teaching Pronunciation

1. Over emphasis on “native like” pronunciation2. Native language second language 3. Precision vs. intelligibility 4. Various methods

Teaching Pronunciation

What are the traditional focuses on teaching pronunciation?

1. Sounds (phonemes, phonics)2. Rhythm and stress (articulation) 3. Flow of speech (intonation)4. Accent*many of the following activities overlap focuses.*There are no “magic” techniques”

Teaching Pronunciation 1. Sounds (phonemes, phonics)Sorting Activities • Students are given words and

must find the different pronunciations.

• Students create posters for others to read and practice• Give presentations on it

Teaching Pronunciation 2. Rhythm and stress (articulation) Pronunciation audio journals

• Students record and upload readings.• Students can listen to pronunciations. • Give students feedback

Edmodo Kakao groups Facebook Youtube

Teaching Pronunciation 2. Rhythm and stress (articulation) Voice recognition apps Kakao Google Translate Google Search Dragon suite

• Students can read and try to have the app reproduce the reading.

• Time constrictions so there is no typing.

Teaching Pronunciation 3 +4. Rhythm and stress + flowSinging/ Chanting/ Jazz Chanting

• Have students use their favorite songs• 노래방 time – students spin for songs- reading/

pronunciation. • Have students use vocabulary words to make chants• Have student record chants, edit them to music.

Teaching Pronunciation 3 +4. Rhythm and stress + flowIntonation pattern charts

Low

Medium

High

Very High

John is wearing aredshirt to-

day.

Sharing Activity What has worked for you?

1. Think about techniques or activities that have worked for you.

2. Share them in your group. 3. Then we’ll share together.

Closing and Questions

My email address: moonasard@gmail.com