EESL 542D pronunciation part of speaking

Download EESL 542D pronunciation part of speaking

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<ul><li>1.Pronunciation in Speaking<br />Special Consideration <br />forTeaching Speaking<br />by Min-Jung, Kim<br /></li></ul> <p>2. Exemplary show case for properpronunciation <br />Listen and think about communication problem froma Italian mans cultural difference and in precise pronunciation. <br />Please click here!<br />3. Why pronunciation is important in speaking proficiency?<br />-&gt; Mispronunciation of the word orincorrectintonation leads misunderstanding in communication.<br />-&gt; Good pronunciation facilitates functional skills in communication competence. It helps a speakers credibility as a competent communicator.<br />-&gt; Articulating a standardized pronunciation givesadded value of good impression to listener.It moves on a speakers self competence and affect the public relations.<br />Teaching pronunciation through functional oral communication techniques&gt; <br />4. Why it is difficult to learn precise pronounce?<br />-&gt; L2 Learnersnative language has different systematic variations in which his/her linguistic habits have been fossilized for many years. Aural-oralways of L2 learners cant catch correct sounds at the beginning stage of learning .Also structurally different linguistic systems impede to be in automatically controlled pronouncingwords or phrase in speaking naturally . <br />-&gt; There are hundreds of variation on regional accents anddialects of L2 language.Such internal variations are shown ineven well-defined dialects of a given language, because the users bearextra linguistic variables such asage, region, socio-economic status, group identification. <br />Kordula. D. K. (2001), <br />retrieved from course documents on blackboard 542D&gt; <br />5. How to teach pronunciation skill?<br />Integrationof pronunciation into a language program<br />Rationale<br />-&gt; Although integrated instructions for fluency, accuracy and pronunciation for speaking proficiency has been claimedfor the last decade or so,educational programs forcorrecting pronunciation have givenfor a relativelylimited period in learning process orwere available for the students with a certain level offluency.It was becauseteaching method wereshort-term objectiverelated to precisely presentingphonological features.<br />-&gt; Difficulties in grammaticalstructures and different level of vocabularies in the pronunciation exercisecould notleadtothe integratedlearning process. <br />Pronunciation and language learning : An integrative approach&gt;<br />6. How to teach pronunciation skill?<br />Integrationof pronunciation into a language program<br /> Pedagogical meaning of this method<br /> -&gt;Like grammar and vocabulary, thelearner should gradually learn andbe immersed into pronunciation.It could be achieved bysatisfying listening andoral intelligibilityto deal with immediate phonological needs.It should be started from beginning level oflearning.<br /> -&gt; As a result, instruction should be focus onmeaningful units or tone groups., rather than isolated segments or words.Rhythmic patterns are presented as a basic realization of the tone group . Andmeaningful chunks withstrength of speechare composed of listening units.<br /> -&gt; This integrates grammatical structures and vocabularies through communicative activity.<br />Pronunciation and language learning : An integrative approach&gt;<br />7. Individual pronunciation drilling practice<br />-&gt; Utilizing voice recognitionlanguage learning softwareprogramsor voice recording player to acknowledgeweaknesses in correct pronunciation.<br />-&gt; Placing proper stress on syllables and finding the rhythm or intonation pattern of standard English through many readingpractice.<br />-&gt; Participating in communication community topractice and examine yourself.<br />To my peers,<br />Q&gt; Whats your own specific pronunciationpractice to make your pronunciation better?<br />8. Reference<br />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&amp;vid=4&amp;hid=15.<br />Kordula. D. K. (2001).Excerpted from PowerPoint script, retrieved from course documents on blackboard 542D. <br />Norma, L. F. (1987) Teaching pronunciation through functional oral communication techniques. resented at annual meeting of Western Speech communication Association, Mt. San Antonio College, Walnut, retrieved from http://www.eric.ed.gov/PDFS/ED281386.pdf.<br /></p>