SUBJECT PRACTICE ACTIVITIES:

TEACHING PRONUNCIATION

GENERAL INFORMATION:

The subject practice activities consist of doing individually five short exercises. The
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found in the “Subject Evaluation” document.
Name and surname(s): GUADALUPE CASANOVA

Group: 2016-02

Date:28-02-2019
 Practice Activities

You can find attached excerpts of two books to teach pronunciation.

 Excerpt 1: Underhill, A. (2005). Learning and Teaching Pronunciation.

Oxford: MacMillan. (pp. 14-24).
 Excerpt 2: Hancock, M & Donna, S. (2014) English Pronunciation in Use.
Cambridge: Cambridge University. (pp. 10-19).

Review the two books and answer the following questions.

1. What seems to be the general approach of the books? Segmental or

suprasegmental? Exposure-based or explanation based? Humanistic or
drill-based? Teacher-centred or student centered? Traditional or unusual?
Use what you learnt in Chapter 9 to justify your answer.
They mainly focus on the communicative approach which guides learners to the use of
the language for communicating. Communicative language teaching focuses on real-life
situations that involve communication. Teachers provide learners with real situation that
they are likely to face in real life (Richards, 2006).. Having learners in touch with the
everyday life, motivates them to communicate in a meaningful way.
According to Nunan (2004) there are some important characteristics of this
approach.

1. There must be an emphasis on learning to communicate through interaction in

the target language.

2. There must be an introduction of authentic texts into the learning situation.

3. There must be opportunities for learners to focus not only on language, but
also on the Learning management process.

4. The enhancement of the learner’s own personal experiences as important

contributing elements to classroom learning and an attempt to link classroom
language learning with language activities outside the classroom.

The books relies on the importance of teaching learners to communicate fluently in

a sort of situations to make them notice their own mistakes. Besides, learners are
shown how to correct segmental problems which can be put into a context such as a
debates, interaction, negotiation of meaning (Krashen, 2003). In addition, this kind of
activities can also promote students practice word stress and sentence stress dealing
also with suprasegmental aspects.

I consider this material more like to be Suprasegmental rather than segmental.

However, Hancock et al. (2014) tends to be a bit segmental, since it covers the aspects
of accent and pronunciation on phonemes. In contrast, Underhill, A. (2005). Unifies
both aspects by showing first individual sounds and then constructions that enclose
Suprasegmental speech features. This material relies on activities based on sounds
segments, and emphasis on the language particular pitch intonations, stress, and word
and sentence length. Therefore, both authors tend to expose segments of language for
instance, but at the same time they work with suprasegmental constructions.

The activities mentioned are here exposed based. The main purpose of exposure
activities is to let learners work on communicating their ideas based on an exposition to
the target language and its correct pronunciation. Consequently, they learn to identify
and practice each vowel and consonant sounds. To help learners become aware of the
real pronunciation and language rhythm and forms, they are exposed to a second
language in which their understanding on production can be clarified with the
explanation needed.

Regarding the above, this exposure activities follows a drill- based instructions
(Wendy & Pavel Trofimovich, 2008). This drill-based activities encourage the
acquisition of knowledge through the use of a repetitive practice divided into small
tasks. This acquired knowledge can help learners improve while working with
pronunciation, make them capable of creating responses, questions, statements and
indirect forms of the speech using the target language.

Furthermore, this technique can help students become more self-confidence if they
practice in different ways such as group work, pair work, or individual work. Students
are able to learn from their own mistakes through the use of meaningful and
contextualized conversations and activities that are related to their interests (Tice,
2004).

I definitely think that most of the activities are student-centered base. Most of the
practice and the production on language relies on students. Therefore, the stated
methodology fallows an unusual and more activity based approach instead of
traditional method. This method allows students to be more engaged in the learning
process by constructing mental models that allow them to have a higher-order
performance, such as problem solving and the transfer of information and skills.
(Prince, 2004).

2. Does it cover all aspects we have seen in the materials? Articulation,

vowel/consonantal system, phonemic chart, connected speech, stress,
intonation, foreign influence? Etc.? Refer back to the materials if any of
those aspects needs definition.
 Both books are developed on cultural context, which allows learners to understand
the language itself as well as variations and aspects such as articulation, intonation,
phonetic charts and approaching English pronunciation. They also cover some of the
topics of integrated- skills allowing students to communicate and integrate their
speaking and listening abilities.

Regarding pronunciation, the two books present aspects in different forms; while
Underhill (2005) tends to be more theoretical. Both materials can be used alongside to
practice: the vowel and consonant sounds, the tone and pitch, the phonetic symbols,
intonation, vowels length, phonemes, and the juxtaposition of the larynx and palate.

3. Does any of them consider integrated skills? Do they teach vocabulary, as

well? If they don’t, could you make a brief proposal for them to include
vocabulary?

Both books include integrated skills such as pronunciation as well as listening,

reading, and writing, which allow learners to creating new content in some activities. In
order to teach pronunciation it is important to have a vocabulary section, which can
help in the improvement of pronunciation and articulation of individual sounds. At the
same time students can practice stress and intonation patterns of the target language
by addressing new words. What I suggested for these books is to include integrated
communicative approach such as CLIL. This is an integrative approach in which
language and content are the bases.

4. Which contexts of use are they intended for? Are there significant
differences among the three of them?
These books are basically intended to work with vocabulary teaching. However,
pronunciation, theoretical functions and even grammar forms are also taught
significantly throughout the books.

Firstly, Underhill (2005), focused more on the phonetics basis theories. This books
emphasis on differentiating the use of each vowel and consonant sound according to
each activity and distinctions.
 Practice Activities –

On the other hand, Hancock et al. (2014) builds its purpose on words stress,
words parts, and vocabulary practice and sounds recognition. The context of use
is based on vocabulary teaching..

5. Which one would you prefer to use as a teacher? Why? Relate you answer
to Brinton’s variables.

I preferably will use Hancock et al. (2014). I will choose this one because of the
dynamics and exercises that suit the learners’ context, proficiency, level, age,
cultural background and prior instruction based on the institution syllabus.
Besides, the activities are integrated, which make it suitable for my type of
learners’ approach, which is communication and tacks-based. Furthermore, the
context is vocabulary used and pronunciation based on practice and production; it
will meet linguistic and methodological as well. Thus, students may also include a
bit of development in the use of grammar when filling exercises or answering
questions based on a specific topic.

6
 Practice Activities –

Bibliography.

Hancock, M & Donna, S. (2014) English Pronunciation in Use. Cambridge:

Cambridge University. (pp. 10-19).

Krashen, S. (2003) Explorations in Language Acquisition and Use: The Taipei

Lectures.

Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge

University Press.
https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPape
rs.aspx?ReferenceID=1776493

Prince, P. (2004). Second Language Vocabulary Learning: The Role of Context

versus Translations as a Function of Proficiency.

Richards, J. C. (2006) Communicative Language Teaching Today. Cambridge

university press: Cambridge, New York.

Tice, B. S. The Turing Machine: A Question of Linguistics? Pacific Division of the

American Association for the Advancement of Science. Oregon University,
Indianapolis: Pp. 207-2014

Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford: MacMillan. (pp.

14-24).

Wendy & Pavel Trofimovich. (2008). Lexical and segmental influences on child and
adult learners’ production of second language vowels. Concordia Working
Papers in Applied Linguistics.