the history and scope of pronunciation teaching m99c0101 梁馨予
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The History and Scope of Pronunciation Teaching
M99C0101 梁馨予
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2 General Approaches of Teaching Pronunciation- Modern Language
An intuitive-imitative approach
• The learner’s ability to listen to and imitate the rhythms and sounds of the target language without the intervention of any explicit information
• presuposes the availability of good models to listen to
An analytic-linguistic approach
• Utilizes the information and tools to supplement listening, imitation, and production
• Informs the learner of and focuses attention on the sounds and rhythms
• Complement the intuitive-imitative approach
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Late 1800s & early 1900s
Direct Method
1977
Total Physical Response (TPR)
1983
Natural Approach
1940s & 1950s
U.S.A- AudiolingualismBritain-Oral Approach
1960s
Cognitive Approach
1970s
•The Silent Way•Community Language Learning(CLL)
1980s
Communicative Approach
Development of Pronunciation Teaching
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Direct Method and More Recent Naturalistic Approaches
Direct Method
• first gained popularity in the late 1800s and early 1900s
• pronunciation is taught through intuition and imitation
• grounded on observations of children learning L1
naturalistic methods
• successors to the direct method
• Asher(1977)-total physical response, Krashen & Terrell(1983)-natural approach
• focus on listening without pressure to speak gives the learners the opportunity to internalize the target sound system
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The Reform Movement
• emerges in the 1890s-first linguistic or analytic contribution to the teaching of pronunciation
• influenced by phoneticians- Henry Sweet, William Viëtor, Paul Passy
• 1886- Henry Sweet, William Viëtor, Paul Passy formed the International Phonetic Association and developed the International Phonetic Alphabet(IPA)
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Influence modern language teaching
• The spoken form of a language is primary and should be taught first.
• The findings of phonetics should be applied to language teaching.
• Teachers must have solid training in phonetics.
• Learners should be given phonetic training to establish good speech habits.
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The 1940s and 1950sAudiolingualism & The Oral Approach
• Pronunciation is very important
• Pronunciation is taught explicitly from the start
• Te teacher also makes use of information from phonetics and the “minimal pair drill”
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The minimal pair drill
• drills that use words that differ by a single sound in the same position
• base on the concept of the phoneme as a minimally distinctive sound
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The 1960sCognitive Approach
• influenced by transformational-generative grammar and cognitive psychology
• viewed language as rule-governed behavior
• deemphasized pronunciation in favor of grammar and vocabulary because
– native pronunciation was an unrealistic objective
– time would be better spent on teaching more learnable items
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The 1970s
• The Silent Way
• Community Language Learning
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The Silent Way
Compare with Audiolingualism
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The Silent Way- The Teacher
• speak as little as possible
• indicating through gestures-elaborate system
– tap out rhythmic patterns with a pointer
– hold up their fingers to indicates the number of syllables
– indicate stressed element/model proper positioning of the articulation by pointing to their lips, teeth ,or jaw
• use several indispensable tools of the trade
– sound-color chart
– the fidel charts
– words charts
– colored rods
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The Silent Way- The sound-color chart
• contains all the vowel and consonants sounds in small colored rectangle
• upper half of the chart are the vowels
– primary vowels → one color each, diphthongs → two colors
• consonants are located in the bottom half of the chart
– colors are assigned randomly
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The Silent Way- The set of Fidel wall charts
• Contains all the possible spelling patterns for each sound
• Each letter or combination of letters is color coded
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The Silent Way- The set of Fidel wall charts
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The Silent Way- Word Charts
• Reflect and reinforce the system used in the sound-color chart
• Contains common words of the target language
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• of varying length
• red rods being the same size, white the same size, and so on
• used for many purposes
– focus in pronunciation
• to build and visually demonstrate intonation patterns
• indicate the differing pronunciations of morphological endings
The Silent Way- A Set of Small Colored Blocks
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• have special focus on teaching pronunciation
• principle of sound-color correspondence provides learners with an “inner resource to be used”
The Silent Way-Discussion
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Community Language Learning (CLL)
• rooted in the humanistic client-centered learning exemplified
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Community Language Learning (CLL)
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Community Language Learning (CLL)
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The audiotape recorder
• captures what students said
• provides a way for students to distance themselves, focus in how it was said and compare their pronunciation with the counselor
The human computer technique
• gives no overt correction of pronunciation
• allows the student to initiate pronunciation practice by selecting the items
Community Language Learning (CLL)- Tools
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Pronunciation Teaching Today- Communicative Approach
• took hold in the 1980s
• the primary purpose of language is communication
• bring renewed urgency to the teaching of pronunciation
• there is a threshold level of pronunciation for nonnative speaker
– goal of teaching pronunciation is not to make them sounds like native speakers
– is to enable learners to surpass the threshold level
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How can teachers improve the pronunciation of unintelligible speakers of English so that they become intelligible?
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Reviewing the kinds of techniques and practice materials(1)
• Listen and imitate: used in the Direct Method, enhance by the use of tape recorder, language lab, and video recorders
• Phonetic training: use of articulatory descriptions, articulatory diagrams, and phonetic alphabet
• Minimal pair drills: introduced in the Audiolinguial, begin with word-level drills and then mover on to sentence-level drills
• Contextualized minimal pairs: the teacher establish the setting and presents key vocabulary, students respond to a sentence stem with the appropriate meaningful response
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• visual aids: sound-color charts, Fidel wall charts, rods, pictures, mirrors, etc.
• tongue twisters: from speech correction strategies
• Developmental approximation drills: L2 speakers are taught to retrace the steps that native children speaker acquire L1
• Practice of vowel shifts and stress shifts related by affixation: used with intermediate or advance learners
• Reading aloud/recitation: focusing on stress, timing, and intonation
• Recordings of learners’ production: offers opportunities for feedback
Reviewing the kinds of techniques and practice materials(2)
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View of teaching pronunciation today
• an inability to distinguish sounds that carry a high functional load
• an inability to distinguish suprasegmental features
• Have a negative impact on the oral communication
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• today’s pronunciation curriculum
• seeks to identify the most important aspects of both the segmental and suprasegmentals
• integrate them appropriately in courses
• the issue of voice quality setting
View of teaching pronunciation today