eesl 542d pronunciation part of speaking
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Pronunciation in SpeakingSpecial Consideration for Teaching Speaking
by Min-Jung, Kim
Exemplary show case for proper pronunciation
Listen and think about communication problem from a Italian man’s cultural difference and in precise pronunciation.
Please click here!
Why pronunciation is important in speaking profi-ciency?
-> Mispronunciation of the word or incorrect intonation leads misunderstanding in communication.
-> Good pronunciation facilitates functional skills in com-munication competence. It helps a speaker’s credibility as a competent communicator.
-> Articulating a standardized pronunciation gives added value of good impression to listener. It moves on a speaker’s self competence and affect the public relations.
<Norma, L. F. (1987). Teaching pronunciation through functional oral communication techniques>
Why it is difficult to learn precise pronounce?
-> L2 Learner’s native language has different systematic variations in which his/her linguistic habits have been fos-silized for many years. Aural-oral ways of L2 learners can’t catch correct sounds at the beginning stage of learn-ing . Also structurally different linguistic systems impede to be in automatically controlled pronouncing words or phrase in speaking naturally .
-> There are hundreds of variation on regional accents and dialects of L2 language. Such internal variations are shown in even well-defined dialects of a given language, because the users bear extra linguistic variables such as age, region, socio-economic status, group identification.
Kordula. D. K. (2001), retrieved from course documents on blackboard 542D>
How to teach pronunciation skill?
Rationale
-> Although integrated instructions for fluency, accuracy and pronunciation for speaking proficiency has been claimed for the last decade or so, educational programs for correcting pronun-ciation have given for a relatively limited period in learning process or were available for the students with a certain level of fluency. It was because teaching method were short-term ob-jective related to precisely presenting phonological features.
-> Difficulties in grammatical structures and different level of vocabularies in the pronunciation exercise could not lead to the integrated learning process.
<Chela-flores, B. (2001) . Pronunciation and language learning : An integrative approach>
Integration of pronunciation into a language program
Pedagogical meaning of this method
->Like grammar and vocabulary, the learner should gradually learn and be immersed into pronunciation. It could be achieved by satis-fying listening and oral intelligibility to deal with immediate phono-logical needs. It should be started from beginning level of learning.
-> As a result, instruction should be focus on meaningful units or tone groups., rather than isolated segments or words. Rhythmic patterns are presented as a basic realization of the tone group . And meaning-ful chunks with strength of speech are composed of listening units.
-> This integrates grammatical structures and vocabularies through communicative activity.
<Chela-flores, B. (2001) . Pronunciation and language learning : An integrative approach>
How to teach pronunciation skill?Integration of pronunciation into a language program
Individual pronunciation drilling practice
-> Utilizing voice recognition language learning software programs or voice recording player to acknowledge weaknesses in correct pronunciation.
-> Placing proper stress on syllables and finding the rhythm or into-nation pattern of standard English through many reading prac-tice.
-> Participating in communication community to practice and exam-ine yourself.
To my peers,Q> What’s your own specific pronunciation practice to make your
pronunciation better?
Reference Chelaflores, B. (2001). Pronunciation and language learning : An integrative
approach . International Reviews of Applied Linguistics in Language Teaching, v39(2), 85-101, retrieved from http://web.ebscohost.com.libproxy.lib.csusb.edu/ehost/pdfviewer/pdfviewer?sid=56e536e2-1a17-4192-8196-1cc2da51835c%40sessionmgr10&vid=4&hid=15.
Kordula. D. K. (2001). Excerpted from PowerPoint script, retrieved from course documents on blackboard 542D.
Norma, L. F. (1987) Teaching pronunciation through functional oral commu-nication techniques. resented at annual meeting of Western Speech com-munication Association, Mt. San Antonio College, Walnut, retrieved from http://www.eric.ed.gov/PDFS/ED281386.pdf.
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