广东外语外贸大学.pptVIP

EFL Pronunciation Teaching in the Chinese Context– Traditional Approaches Supported by Online Instructions Wang Guizhen Introduction: Pronunciation teaching in China  Pronunciation teaching –  “Cinderella” area of foreign language teaching (Kelly, 1969) English Pronunciation for Communication In the process of communication, pronunciation is of paramount importance, since successful communication cannot take place without correct pronunciation (Celce-Murcia, Brinton Goodwin, 1996) - poorly pronounced segments and suprasegments may have the result of disorienting the listener and inhibiting comprehension. Pronunciation Social Values Pronunciation has an important social value (Gelvanovsky, 2002). According to some researches, those values were the same as the values usually perceived as indispensable for socio-economic success: intelligence, professional competence, persuasiveness, diligence, social privilege, and so on (Hudson, 1980; Dalton Seidlhofer, 1994). I. Is Pronunciation Teachable? The beginning of pronunciation teaching 1890s - Reform Movement in language teaching International Phonetic Association (1886) and IPA Henry Sweet Wilhelm Vietor Paul Passy Notions and practices of the phoneticians: The spoken form of a language is primary. The findings of phonetics should be applied to language teaching. Teachers must have solid training in phonetics. Learners should be given phonetic training. Pronunciation in communication: Since the primary purpose of language is communication, using language to communicate should be central in all classroom language instruction. This focus on language as communication brings renewed urgency to the teaching of pronunciation. Suter (1976); Purcell and Suter (1980): Pronunciation practice in class has little, if any, effect on learners pronunciation skills. Pennington (1989): Teachers with formal training in pronunciation and teaching suprasegmentals can make a difference