语音教学4-5 Teaching pronunciation.ppt

Review of Classroom management 2) Correction of mistakes Whether to correct or not local error: the mistakes that affect only a single element in a sentence Global error: mistake that affect overall sentence organization significantly and hinder communication. Correction should support ss’ learning! When to correct Immediately Delay until the message is finished Postpone for longer periods of time How to correct Verbally Non-verbally about the occurrence, location and identity of the mistake Who to correct Self correction Peer correction Teacher correction Unit 6 Teaching Pronunciation What role does pronunciation play in lg learning? What is the goal of teaching pronunciation? What aspects of pronunciation do we need to teach? How can teachers help the students to improve pronunciation? 6.1 The role of pronunciation Task 1 (Textbook Page 91) Role of pronunciation in teaching Leaner’s native language (difference=difficulty X) Exposure to English Adult learners vs younger learners Pronunciation vs. phonetics Pronunciation should focus on ss’ ability to identify and produce English sounds themselves. Phonetic transcripts of words are more abstract and less meaningful. Phonetic rules should come later. Stress and intonation should be taught from the very beginning. 6.2 The goal of teaching pronunciation Generally speaking, EFL learners CANNOT acquire native-like pronunciation! WHY? Critical Period Hypothesis The amount of exposure to English Biological and physiological differences individual ss have different phonetic ability. Realistic goals of teaching pronunciation Consistency: smooth and natural (~ vs accuracy. Eg. Elizabeth says, “How do you do?” in “My Fair Lady” Intelligibility: understandable to listeners Communicative efficiency: help to convey the meaning intended by the speaker. (eg. different tones of “Sorry” carry different meanings.) 6.3 Aspects of pronunciation Sounds Phonetic symbols Stress Intonation Rhythm Linkin