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Teaching Pronunciation Celce Murcia Ebook Download >>> http://tinyurl.com/yddujysn
See our Privacy Policy and User Agreement for detailsThe cassette that aocompanies the text provides oppor- tunities to develop transcription skills{C1 syllahic consommt tu, ddfbamc N h second, lhe human computer technique, which gives no overt conection of pronun- ciution, allows the student to initiate pronunciatiou practice by selecng the item(s) to practice and deciding the amount of repetition needed136-153li they donasigi
IN PDND mamon o! Curmm H Puma AND l3Select another clipboard Looks like youve clipped this slide to alreadythe teache asks individual smdents to read the lists without n modelwe thank susan Ryan, formerly of Cambridge University PressiiBecause of the complex nature of English spellingScott (i989), far imltance, demonsrrates that auditrrty perception diminishes with age, especially for those over 60 - a factor hat would denitely hindei older adults in their attempts to acquire tar- getlike pronunciation in a second languageHaving established that intelligihle prouunctation is onc of the necessary compi? nents oi oral communication, the next issue is methodological: l-tew con teachers improve the ptouunciation el uninlellgible speakers ot English so that they become intelligible? This is a problem rot communieative Language Teaching, since proponents ot this appmach have not dealt adequately with the role or pronunciation in language teaching, nor have they developed an agrt-ed-upon sel of strategies for teaching pronunciatitm cmnmunicalvely, We can begin to answer the question of how ln teach pmnunciation ns part of the commuuieative Approach by teviewing the kinds of techniques anti practice materials that have craditionally been used ind are still being used to teach pronunciation
Pronunciation lnstructun in Perspectiva muurn ' ll d ' - 4 Initial /j/ like in yes, young, yellow may be heard as in zes, zoung, zeallow Community language ewc ale indeotod to the wodr of several graduates of the Applied Linguistics Program at UCLA whose doctoral Work we draw on specifically, Bob Jacobs, Barbara Bitptixld and Yuichi Todnkae., to extemal circumstances) than to any innatc differences in ability (Maasam i987)including comprchension methods that devote a period of learning solely to listening before any speaki g is allowedIn holh the Audiolingual and Oral Approach classroomsTo what degree is the process nf phouological acquisition in unes first language similar lo the process of acquiring the sound system of a second language? 2aponh fm which me mhmg md lam p The History and Scope uf Pmmtnciatlcn teaching DIRECT METHOD AND Mon: RECENT NATunALlsrtc APPROACHES ln Direct Method foreign language instmction, which nl gilinod populatity tt the late sous and early l9tl0s, ptonuncialion is tsught through intuitiott und imittttioti; students mirate a lnodcl the teacher or a mwrding snd do their best (0 approximate the model through lmilation and repelitionSenior Lecturer, Hanoi University of Foreign Studies Of the four language skills speaking is always seen as the most challenging byVietnamese students
Sound linking is important but not essential as when learners say the wordscorrectly, they will link sounds naturally themselvesInarkedness theoryLikewise, if Soovels (1988) claim: conceming the inability or rnosi adults to achieve targetlike pronnnciation are valid, then teachers need to redene the goal of the pionunciaiion class a5 oomfonahlc inlellrgihility rather than aceuracy, and ensure that this goal is reflector! in the methodsBrinton Janet Msecond lan guage input, language universals, and communication strategiesnone ohh: best-known texthooks that rnllaws this line of drinking rs Gilbert (1993)e., the extent to which the ego can be exible and rdnpt) and personslity factors are at the hem of second language aoquisitiouAs Jacobs puts it (1938: 327), "Biological factors impose lirniiatiuna much the same as psycholngical and sociocultural factors / hw/ 17- Y/ "- the vovtels of North American English Slressed Vnwels 1' / Y/ PgConsonant clusters
The zcgsiled end result is to equip teachers who use the text (either us a course text ot" reference) with the background and skills to address the pronuneiation needs cf their students" Although the last two techniques alluw or practice at thc discourse level, lllc practice material is often fully scripled and sometimes highly contrivtxiWe then show how this information can help teachers better understand the pronunciation acquisition process und thus be in a better position to sct instructional priori- ticsvttt T Figures and lahtss Figure 7.2 Figure 7.3 Figure 7.4 Figure 8.1 Figure 3.2 Figure 3.3 Figure x4 Figure lts Figure 8.6 Figure l oThe teacher rernainod very much in the background, and there was intenso peer assistanceboth ui monitoring the utterancea und suggesting alternativosother researchers auch as Laikmani (1972) nrgue that lhe intensiiy of motivation is often as important as the type of motivaiion at play 487462e4f8
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