Teaching Pronunciation from Teaching Pronunciation from Native / Non-native Teachers’ Native / Non-native Teachers’

Point of ViewPoint of View

Mila AngelovaMila AngelovaAVO-Bell School of English, Sofia, BulgariaAVO-Bell School of English, Sofia, Bulgaria

Aims of the session:Aims of the session:

• To bTo become aware of the difficulties teachers ecome aware of the difficulties teachers experience when teaching pronunciationexperience when teaching pronunciation

• To rTo reflecteflect on the reasons why teachers avoid on the reasons why teachers avoid teaching pronunciationteaching pronunciation

• To rTo realiseealise that teaching pronunciation is not only that teaching pronunciation is not only native speakers’ domainnative speakers’ domain

• To bTo become more aware of ecome more aware of ourour own attitudes to own attitudes to teaching pronunciationteaching pronunciation

Opinions differOpinions differ

Mark each of these statements before and after the session. Mark each Mark each of these statements before and after the session. Mark each statement:statement:

VV if you if you agreeagree X X if you if you disagreedisagree ?? if you are if you are undecidedundecided   

1.1. Teachers should always speak at a natural speed.Teachers should always speak at a natural speed.  2.2. Choral pronunciation is useful for all classes.Choral pronunciation is useful for all classes.  3.3. Students need to know phonetics.Students need to know phonetics.  4.4. ““I never say ‘Good’ about a student’s pronunciation unless it I never say ‘Good’ about a student’s pronunciation unless it isis

good.”good.”  5.5. Students should learn RP pronunciation.Students should learn RP pronunciation.  6.6. Consistency is as important as accuracy for students’ pronunciation.Consistency is as important as accuracy for students’ pronunciation.  7.7. Stress and intonation are not important in beginners’ courses.Stress and intonation are not important in beginners’ courses.  • Stress, pitch and intonation are best shown with your hands.Stress, pitch and intonation are best shown with your hands.  1.1. Stress is sometimes as important as grammar.Stress is sometimes as important as grammar.

2.2. Bad intonation can lead to important misunderstandings.Bad intonation can lead to important misunderstandings.  From ‘Practical Techniques for Language Teaching’From ‘Practical Techniques for Language Teaching’, M. Lewis and J. Hill, LTP, M. Lewis and J. Hill, LTP

WHY TEACH WHY TEACH PRONUNCIATIONPRONUNCIATION

              Neglected area – CBs, teachers and even syllabuses seem to omit it Neglected area – CBs, teachers and even syllabuses seem to omit it

              Some common misconceptions about teaching pronunciationSome common misconceptions about teaching pronunciation

1.1.    It’s not important It’s not important

2.2.    It should come naturally at a later stage of language learning It should come naturally at a later stage of language learning

3.3.    We should bother about conveying theWe should bother about conveying the message not about message not about pronunciationpronunciation

4.4.    Non-native speakers can’t teach correct pronunciationNon-native speakers can’t teach correct pronunciation

5.5.    Pronunciation is not taught, it’s picked up.Pronunciation is not taught, it’s picked up.

6.6.    It should be dealt with a higher, more advanced level It should be dealt with a higher, more advanced level

            Both native and non-native teachers experience problems when Both native and non-native teachers experience problems when having to teach it having to teach it

How to make your How to make your tongue twistertongue twister

She sifted thistles through her thistle-sifter.She sifted thistles through her thistle-sifter.

What time does the wrist-watch-strap shop shut?What time does the wrist-watch-strap shop shut?

Are our oars oak?Are our oars oak?

• Write a person’s nameWrite a person’s name• What did sWhat did s//he do?he do?• Where?Where?• When?When?• Why?Why?

ee.g. .g. Bob bought a bike in Bali on his birthday because he was bored.Bob bought a bike in Bali on his birthday because he was bored.

TroubleshootingTroubleshooting 11

Problems experienced by non-native speakersProblems experienced by non-native speakers

            Lack of confidence to teach pronunciation Lack of confidence to teach pronunciation 

            ““Poor” / unauthentic model of the target languagePoor” / unauthentic model of the target language  

            Mother-tongue (L1) interferenceMother-tongue (L1) interference  

            Underestimating the importance of teaching pronunciationUnderestimating the importance of teaching pronunciation  

            Pronunciation seen as a peripheral skill acquired at a later/Pronunciation seen as a peripheral skill acquired at a later/ more advanced stage more advanced stage 

           Limited range of techniques and activities to teachLimited range of techniques and activities to teach pronunciationpronunciation  

            Course Course books do not provide enough activities andbooks do not provide enough activities and oopportunities for pronunciation practice pportunities for pronunciation practice

Troubleshooting 2Troubleshooting 2

Problems experienced by native speakersProblems experienced by native speakers              Phonemic script is unfamiliar to themPhonemic script is unfamiliar to them

            Unaware of the difficulties their learners experience with Unaware of the difficulties their learners experience with L2 pronunciationL2 pronunciation

            Occasionally have no background in the theory of Occasionally have no background in the theory of phonetics – scared to teach pronunciation as a resultphonetics – scared to teach pronunciation as a result

            Have a limited range of techniques / activities for teaching Have a limited range of techniques / activities for teaching pronunciationpronunciation

            Focus on getting the meaning across rather than on Focus on getting the meaning across rather than on correct pronunciationcorrect pronunciation

Practicalities 1Practicalities 1

AAt what levels t what levels are are pronunciation problems likely to arisepronunciation problems likely to arise??

• at sound levelat sound level• at word levelat word level• at connected speech levelat connected speech level

Hidden NamesHidden Names

Phonetic CodePhonetic Code

Syllable SoupSyllable Soup

Cluster BustersCluster Busters

Dictation ComputerDictation Computer

And finally…..And finally…..

Thank you for your participation!Thank you for your participation!