Teaching Pronunciation

Aliyatunnisa Hafidzatul Ummah Didit Aditya

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Pronunciation Issues • Teachers make less attempt in teaching Pronunciation • They think they don’t need specific formal syllabus of Pronunciation Lesson • They think students will learn Pronunciation ‘automatically’ along with other English lesson Page 2 .

The Fact • Pronunciation teaching not only makes students aware of different sounds and sound features. but can also improve their speaking immeasurably. Page 3 .

• There are so many foreign speakers who use different articulation in their first language speaking. but also to their own understanding of spoken English.In some cases. being made aware of pronunciation will make high benefit not only to their own production.. For all these people. Page 4 .

Or. At least they should make themselves understood.Perfection Vs.. Intelligibility • Teacher expectation: Students should speak perfectly like English Native speakers. Understood Pronunciation Page 5 . • Perfect Pronunciation vs.

Page 6 . • we can also draw the sounds to their attention every time they appear on a tape or in our own conversation.Problems in Teaching and Learning Pronunciation • What students can hear Some students have great difficulty hearing pronunciation features which we want them to reproduce. and explanation. Solutions: • we can show students how sounds are made through demonstration. diagrams.

Solutions: • We can give students opportunities to recognize such moods and intentions either on tape or through the way we ourselves model them.• The intonation problem Some of us (and many of our students) find it extremely difficult to hear 'tunes' or to identify the different patterns of rising and falling tones. • We can then get students to imitate the way these moods are articulated Page 7 .

• When both teacher and students know the symbols it is easier to explain what mistake has occurred and why it has happened Page 8 .The Phonemic Alphabet: Use or not to use? • Students should aware of different phonemes • Dictionaries usually give the pronunciation of their words in phonemic symbols. • If students can read these symbols they can know how the word is said even without having to hear it.

• Discrete slots: Some teachers insert short. Page 9 . At other times they spend a few minutes on a particular aspect of intonation. say. separate bits of pronunciation work into lesson sequences. or on the contrast between two or more sounds.When to teach pronunciation? • Whole lessons: Some teachers devote whole lesson sequences to pronunciation. and some schools timetable pronunciation lessons at various stages during the week. Over a period of weeks.

• Opportunistic teaching: What kind of activity the students are involved in since we will be reluctant to interrupt fluency work. also tackling a problem at the moment when it occurs can be a successful way of dealing with pronunciation.• Integrated phases: Many teachers get students to focus on pronunciation issues as an integral part of a lesson. For example. one of the things which we can do is draw their attention to pronunciation features on the tape. Page 10 .

• The key to successful pronunciation teaching.either on audio or videotape or from the teachers themselves. The more aware they are the greater the chance that their own intelligibility levels will rise. however. is not so much getting students to produce correct sounds or intonation tunes. Page 11 .• Although whole pronunciation lessons may be an unaffordable luxury for classes under syllabus and timetable pressure. but rather to have them listen and notice how English is spoken . many teachers tackle pronunciation in a mixture of the ways suggested above.

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