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  • Effectiveness of InstructionEFFECTIVENESS OF INSTRUCTION

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    Милена Стојиљковић
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    This document discusses various methods of teaching pronunciation to English language learners. It begins by outlining different historical approaches, from an audio-lingual method focused on drills in the 1940s-1960s to a growing interest in revisiting pronunciation in the 1980s-1990s. Next, it examines the communicative approach and argues that while pronunciation instruction is less useful than other skills, learners benefit from explicit phonological rules. The document then provides suggestions for integrating pronunciation practice across skills and focusing on learners, including creating a comfortable environment and mixing practice activities.

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    Giving instructions in learning English, phonology in learning a foreign language

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    This document discusses various methods of teaching pronunciation to English language learners. It begins by outlining different historical approaches, from an audio-lingual method focused on drills in the 1940s-1960s to a growing interest in revisiting pronunciation in the 1980s-1990s. Next, it examines the communicative approach and argues that while pronunciation instruction is less useful than other skills, learners benefit from explicit phonological rules. The document then provides suggestions for integrating pronunciation practice across skills and focusing on learners, including creating a comfortable environment and mixing practice activities.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
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    4 views11 pages

    Effectiveness of InstructionEFFECTIVENESS OF INSTRUCTION

    Uploaded by

    Милена Стојиљковић
    This document discusses various methods of teaching pronunciation to English language learners. It begins by outlining different historical approaches, from an audio-lingual method focused on drills in the 1940s-1960s to a growing interest in revisiting pronunciation in the 1980s-1990s. Next, it examines the communicative approach and argues that while pronunciation instruction is less useful than other skills, learners benefit from explicit phonological rules. The document then provides suggestions for integrating pronunciation practice across skills and focusing on learners, including creating a comfortable environment and mixing practice activities.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
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    of 11

    EFFECTIVENESS OF

    INSTRUCTION
    IN PRONUNCIATION
    TEACHING
    Jovana Zdravkovic 3094
    Ema Zivkovic 3082
    Aleksandra Jovic 3042

    Jelena Dinic 3090


    Sonja Bogdanovic 3106
    Aleksandra Smiljkovic 3083

    Integrating Pronunciation Practice in EFL Teaching

    1. Various methods through history


    2. Integration of skills
    3. Focus on learners

    Historical Overview
    40s - 60s - Audio-lingual approach:
    pronunciation instructions based on
    imitation, memorizing patterns through drills
    60s 80s - less explicit attention given
    to pronunciation
    80s 90s - a growing interest in
    revisiting pronunciation

    Communicative Approach
    Pronunciation is the least useful of the

    basic skills
    No phonological instruction: increasing

    input indirectly improves pronunciation


    BUT
    Learners benefit from phonological

    instruction
    Rule teaching should be incorporated

    within this approach

    Materials for Teaching Pronunciation


    Shift from segmentals to

    suprasegmentals
    Suprasegmentals- essentially

    unteachable ? (Jennifer Jenkins)


    Teaching suprasegmentals with the help

    of technology:
    - Software packages
    - Dictionaries
    - Recording

    INTEGRATING SKILLS

    Cognitive skills are mutually reinforcing


    Any classroom activity can include

    pronunciation
    Grapheme-phoneme correspondence

    INTEGRATING SKILLS

    Contractions: as dunno for I dont know,

    gonna for going to, wanna for want to


    Micro- vs. macro-level skills:
    - Micro: difference between does not and
    doesnt
    - Macro: difference between
    a. He doesnt need to go.
    b. He does not need to go (Ive already told
    you that)

    FOCUSING ON LEARNERS

    Sociopsychological factors: language

    attitudes, motivation and identity


    Teacher shouldnt teach, but facilitate

    learning - a pronunciation coach

    FOCUSING ON LEARNERS

    Instructional planning should

    encompass:
    1) intellectual involvement:
    simplicity, selectivity, and
    moderation
    2) affective involvement: a
    comfortable classroom atmosphere
    3) physical involvement: a mix of
    practice activities

    FOCUSING ON LEARNERS

    Three modes of practice:


    1) Imitative Speaking Practice - focus on the

    production of selected pronunciation features


    2) Rehearsed Speaking Practice - reading
    scripts of a wide variety, in-class dress
    rehearsal
    3) Extemporaneous Speech Practice presentations, dialogue sessions with the
    audience

    Thank you for attention!

    Do you have any questions?

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