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1、EFL Teaching: Skills and TechniquesPart 2 Teaching Pronunciation,6#501,Part 2 Teaching Pronunciation,Objectives :In this part, we are going to discuss how to teach pronunciation. We will focus on the following:What role does pronunciation play in language learning?2. What is the goal of teaching pro
2、nunciation?3. What factors of pronunciation do we need to teach?4. How can teachers help the students to improve pronunciation?,1. The role of pronunciation,In the teaching of English as a foreign language, discussion on pronunciation are not so much around how to teach pronunciation as around the v
3、alue of teaching pronunciation. Different attitudes toward pronunciation teaching: There are people who claim that students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability. However, there are people who assert that fa
4、ilure in pronunciation is a great hindrance in language learning.,A historical view of the role of pronunciation in SLA:,2. The goal of teaching pronunciation,It is true that language students pronunciation should be as good as possible. But should we require the students to acquire native-like pron
5、unciation? Generally speaking, learners of English as a foreign language cannot acquire native-like pronunciation, except those who start learning English at a very young age.,Realistic goal of teaching pronunciation should be: Consistency The pronunciation should be smooth and naturalIntelligibilit
6、y The pronunciation should be understandable to the listeners.Communicative efficiency The pronunciation should help to convey the meaning that is intended by the speaker.Self-confidence Good pronunciation can help a student gain self-confidence in communicating with others in English.,3.Aspects of
7、pronunciation,First languageAgeMotivationDifferent abilities Personality and affective factorsAmount of exposureStrength of ethnic identity,First language,The more differences there are in the individual sounds and the combinations of the sounds and features such as rhythm and intonation, the more d
8、ifficult the learner will have in pronouncing English.,Age Adults may not be able to master pronunciation in the apparently effortless way that children do because they may have less time for English learning and fewer opportunities for interacting in English. Another factor is that they are greatly
9、 influenced by their L1what should a teacher do?,Motivation,It is an influential factor. If students dont care about a particular task or dont see the value of it, they wont be motivated to do well.what should a teacher do?,Different abilities cause: phonetic ability-whether they have an “ear” for a
10、 foreign language. “phonetic coding ability” or “auditory discrimination ability” is beyond the teachers control. result: they have difficulty in perceiving what their mouth is doing and thus lacking the ability to learn sounds of a new language. resolution: offer learners a variety ways in which to
11、 practice pronunciation.,Personality and Affective factors are also important in the learning of pronunciation. Pronunciation may be associated with psychological traits such as empathy(移情）, intuition（直觉） and flexibility（机动性灵活性）. A learner who is relaxed will not only improves their pronunciation at
12、 the time of speaking, but may also show longer term improvement. What should a teacher do ? 1. So that pronunciation teaching cannot be divorced from the people who are speaking, but should involve the whole person. 2. Teachers can use a range of activities to promote awareness and relaxation among
13、 learners.,Amount of exposure,If a learner lives in an English-speaking country, he or she is “surrounded” by English and this constant exposure should affect their pronunciation skills. What should a teacher do?,Strong feelings of ethnic identity,may sometimes lead learners to consciously or uncons
14、ciously resist making changes to their pronunciation because their accent is an important way of signaling their social and ethnic identity. They may use various markers of their ethnicity in their spoken English quite unconsciously. If learners have a strong desire to identify with the target cultu
15、re, they will be more concerned about their pronunciation and about correctness.what should a teacher do?,Careful listening and imitation.Use visual cues, such as the teacher modeling the position of a sound in the mouth. Some will enjoy the challenge of learning a new pronunciation, while others wi
16、ll find this threatening. What personalities a teacher should possess while teaching pronunciation? Pronunciation teaching therefore calls for sensitivity, patience and a sense of humor, together with faith in the learners ability to improve, however slowly.,5. Approaches to pronunciation instructio
17、n,a. Intuitive-imitative approachThe learner listens to and imitates the sound and rhythms of the target language without the assistance of explicit instruction. Technologies, such as audiotapes, videos, and computer-based programs and websites, can offer rich resources of native speech as good models.,
