Presentacion learner centered pronunciation mextesol nov 29 2014
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Transcript of Presentacion learner centered pronunciation mextesol nov 29 2014
M E X T E S O LACADEMIC SATURDAY
NUEVO LEON CHAPTER
«WORKING WITH VOICE»
Learner-centered Pronunciation Teaching Techniques
By
Luis Antonio Balderas RuizFFyL, UANL
THE HISTORY AND SCOPE OF PRONUNCIATION TEACHING
LANGUAGE SKILLS ( The Big Four ) LISTENING READINGWRITINGSPEAKING
LANGUAGE SUB-SKILLS
GRAMMAR VOCABULARYPRONUNCIATION
THE FIELD OF MODERN LANGUAGE TEACHING HAS DEVELOPED TWO GENERALAPPROACHES TO THE TEACHING OF PRONUNCIATION:
INTUITIVE-IMITATIVE APPROACH: It depends on the learner´s ability to listen toand imitate the rhythms and sounds of the target language without theintervention of any explicit information.
ANALYTIC-LINGUISTIC APPROACH: It utilizes information and tools such as a phonetic alphabet, articulatory descriptions, charts of the vocal apparatus, contrastive information and other aids to supplement listening, imitation, and production.
METHODS AND APPROACHES FOR WHICH THE TEACHING AND LEARNING OF PRONUNCIATION IS A GENUINE CONCERN.
DIRECT METHOD
THE REFORM MOVEMENT
AUDIOLINGUSLISM
ORAL APPROACH
*COGNITIVE APPROACH
*TRNASFORMATIONAL GENERATIVE GRAMAR
THE SILENT WAY
*COMMUNITY LANGUAGE LEARNING
*HUMAN COMPUTER
NOTIONS AND PRACTICES IN LANGUAGE TEACHING
The spoken form of a language is primary and should be taught f irst.
The findings of Phonetics should be applied to language teaching.
Teachers must have solid training in Phonetics.
Learners should be given Phonetic training to establ ish good speech habits.
PRONUNCIATION TEACHING TODAY
THE COMMUNICATIVE APPROACH
This approach took hold in the 1980s and is currently dominant in language teaching, it holds that since the primary purpose of language is communication, using language to communicate should be central in all classroom language instruction. This focus on language instruction brings renewed urgency to the teaching of pronunciation, since both empirical and anecdotal evidence indicates that there is a threshold level of pronunciation for nonnative speakersof English; if they fall below this threshold level, they will have oralcommunication problems no matter how excellent and extensive their control ofEnglish grammar and vocabulary might be.
According to Morley ( 1987 ) the goal of teaching pronunciat ion is not to make learners sound like native speakers of English. With the exception of a few highly gifted and motivated individuals, such goal is unrealistic. A more modest and realistic goal is to enable learners to surpass the threshold level so that their pronunciation will not detract from their ability to communicate.
TONGUE TWISTERS
DEVELOPMENTAL APPROXIMATIONDRILLS
PRACTICE OF VOWEL SHIFTS AND STRESS RELATED BY AFFIXATION:
A. VOWEL SHIFTB. SENTENCE CONTEXTC. STRESS SHIFTD. SENTENCE CONTEXT
READING ALOUD/RECITATION
RECORDING OF LEARNERS’PRODUCTION
LISTEN AND IMITATE
PHONETIC TRAINING
MINIMAL PAIR DRILLS
CONTEXTUALIZED MINIMAL PAIRS
VISUAL AIDS
KINDS OF TECHNIQUES AND TEACHING MATERIALS THAT HAVE TRADITIONALLY BEEN USED TO TEACH PRONUNCIATION COMMUNICATIVELY
“only through a thorough knowledge of the English sound system and through familiarity with a variety of pedagogical techniques, many of which should be communicatively oriented, can teachers effectively address the pronunciation needs of their students (Celce-Murcia, 1996 ).
In teaching pronunciation the main objective should be to help students communicate appropriately. This is one of the goals that Dalton and Seidlhofer(1994) had in mind when they first started to create their work.
Bottom-up approach: which begins with the articulation of vowel and consonant sounds and working up towards intonation
Top-down approach: which begins with patterns of intonation and brings separate sounds
into shaper focus as and when required.
(Dalton, 1994, pp 69-70)
EXPLORING ENGLISH PHONETICS TEACHING TECHNIQUES
A Graduate Research Project
by
LUIS ANTONIO BALDERAS RUÍZ
Submitted to the College of Graduate StudiesTexas A&M University-Kingsville
in partial fulfillment of the requirement for the degree of
MASTER OF EDUCATION IN ENGLISH AS A SECOND LANGUAGE
April 2002
Major Subject: English as a Second Language
Pronunciat ionteaching
objectives
Pronunciat ion-centered
teaching
Meaning centered teaching
Learner –centeredteaching
Training activities
Communicative activities
Regulating activities
Motivating
activities
Pre comunicative
Communicative
Structured communication
AuthenticCommunication
Agustin Iruela´s articlehttp://marcoele.com/descargas/4/iruela-pronunciacion.pdf
LEARNER-CENTERED PRONUNCIATION TEACHING TECHNIQUES
Communicative Competence
Linguistic competence
Sociolinguistic competence
Discourse competence
Strategic competence
knowledge of morphosyntax, vocabulary and phonology
(inc. orthography)
ability to connect sentences in stretches of discourse + to make a meaningful whole out of a series of utterances
ability to make repairs, cope with imperfect
knowledge, and sustain Communication
knowledge of the sociocultural rules
of language and of discourse
What are learning strategies?
Learning strategies are steps taken by students to enhance their own learning. Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence.
I. Memory Strategies Direct Strategies II. Cognitive
Strategies III. Compensation StrategiesLEARNING STRATEGIES
I. Metacognitive Strategies Indirect Strategies II. Affective
Strategies III. Social Strategies
Diagram of the Strategy System : Overview. ( Source: Original ) by Oxford, 1990
LANGUAGE AWARENES
S
USER
ANALYST TEACHER
http://203.72.145.166/ELT/files/47-4-2.pdf
PROCESSES
TASKS
TASKS
DATA
M whole class
O pairs/small groups
D individuals
E self-accessS
http://203.72.145.166/ELT/files/47-4-2.pdf
LEARNER-CENTERED PRONUNCIATION TEACHING TECHNIQUES
http://javierarizpe.wix.com/awareness-bilinguals#!luis-antonio-balderas-ruiz/clk5