Practice Activities –

SUBJECT PRACTICE ACTIVITIES:

TEACHING PRONUNCIATION

GENERAL INFORMATION:

The subject practice activities consist of doing individually five short exercises. The
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Besides, the activities have to be done in this Word document: leave the activities’
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Also, it has to be submitted following the procedure specified in the “Subject

Evaluation” document. Sending it to the teacher’s e-mail is not permitted.

In addition to this, it is very important to read the assessment criteria, which can be
found in the “Subject Evaluation” document.

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Name and surname(s): Miledy Aguilera

Login: DOFPMTFL3898521
Group: Alone
Date: 11/03/22

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.
Communicative language approach.

The universal approach of these supplies seems to be communicative. Since the books
emphasis in the importance of creating teaching materials that makes use of real-life situations
that demand communication (Richards, 2006). Due to that this material is communicative
because language is not just bits of grammar but it also involves functions as, disagreeing,
agreeing, inviting, suggesting, and so forth. The activities on the books urges a good exposition
of the language to learners, their motivation and their appropriation of the language can be
developed to convey their ideas more naturally.

Nunan (2004) states five significant characteristics of this approach that summarizes
and clarifies how this material is focused on communication. First of all, there is an emphasis on
education to communicate through interaction in the target language. Then the introduction of
authentic texts into the learning situation. After, the provision of opportunities for learners to
focus not only on language, but also on the Learning management process. Last but not least, an
enhancement of the learner’s own personal experiences as important contributing elements to
classroom learning and an attempt to link schoolroom language learning with language
activities outside the classroom. Regarding those characteristics it is well to say how the
different activities in these materials may be good to introduce learners into grammar creation

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of questions and its pronunciation, as well as different levels of word stress and enrich students
pronunciation on vowels and consonant clusters.

Also, It the books shows the importance to teach students how to communicate fluently
in different situations for them to perceive their own mistakesAlso the exercises show how to
correct segmental problems which can be put into context by suing different CLT activities such
as: on debates, interaction, negotiation of meaning (Krashen, 2003). Thus, this type of activities
may also booster students’ word and sentence stress dealing also with suprasegmental aspects.

Segmental vs. suprasegmental.

The design of Hancock et al. (2014) tends to be a bit segmental, since it covers the
aspects of accent and pronunciation on phonemes, specifically on consonants and vowels
sounds constructions. Anyhow Underhill, A. (2005). Unifies both aspects by showing first
individual sounds and then structures that enclose Suprasegmental speech features. Since this
material relates on activities not only based on sounds segments, but it emphasis on the
language particular pitch intonations, stress, and word/ sentence length. Consequently, both
authors firstly tend to expose segments of language but at the same time work with
suprasegmental constructions. For instance on exercise 1.1 on Hancock et al. (2014) the focus
relies on the sensation of higher and lower tone, the recognition of content words and functional
words, and words and phrases duration differences between segments (Baker, 1977; Jenkins,
2006).

Exposure-based vs. explanation based.

According to Dalton and Seidlhofer (1994) Exposure, Exercise and Explanation, the
activities found here are exposed based. Since in exposure activities students are communicating
their ideas based on an description to the target language and its correct pronunciation.
Consequently, they pay attention to identify and practice each vowel and consonant sounds.
Hence as students are exposed to the L2 their understanding on production can be clarify further
with explanation. In this sense they can become aware of the real pronunciation and language
rhythm and forms.

Humanistic vs. drill-based.

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 responsibilities as are seen in the

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books. Afterwards, this acquired knowledge will create connection on students’ pronunciation
rules understanding; making them capable of create responses, questions, statements and
indirect form of the speech using the target language. All of this is possible because the
exposure activities reinforce and allow learners to boost their skills in a significant and
integrated way by practicing and understanding this process deductively.

Furthermore, this technique can help students to gain confidence due to the constant
pronunciation practices whether individually or in groups; creating different opportunities to
learn from their and others mistakes through the use of meaningful and contextualized
conversation and activities that are related to their interests (Tice, 2004).

Teacher-centered vs. student centered (Traditional vs. unusual)

Bearing in mind how the books use an exposure strategy, most of the activity are student-
centered base. It could be possible that the stage of explanation is needed in some instructional
cases, anyhow the practice and the production on language relies on students. Hence, the
methodology here also fallows an unusual and more activity based approach instead of
traditional method. This method allows students to be more engaged in the learning processes
by constructing mental models that permit them to have a higher-order performance, such as
applied 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 approach English pronunciation in an intermediate level. They mostly cover the
topic of integrated- skills on activities that let students communicate and integrate their speaking
and listening abilities. Also, they are developed on cultural context, which permits learners to
understand the language varieties and aspects such as articulation, intonation systems, phonetic
charts and so forth. The materials specifically make emphasis on highlighting the importance of
phonetics and phonology. Regarding pronunciation, the two books present aspects in different
forms; while Underhill (2005) tends to be more theoretical Hancock et al. relies on practical
activates. In this case both 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.

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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?

These books show an integrated skills scope, in which not only pronunciation activities are
produce, but also listening, reading and writing by creating new content in some activities. In
case of vocabulary teaching, this integrated approach makes easier to teach pronunciation and
the articulation of individual sounds at the same time students practice stress and intonation
patterns of the target language by addressing new words. Additionally, they featured
articulatory aspects with images, stress forms and intonation patterns, fostering students’
motivation to use the new words as they repeat them. Anyhow in order to make sure this new
vocabulary can last and be used by student integrated communicative approach such as CLIL
could be a good recommendation.

Due to the fact that CLIL is used as an integrative approach in which language and content
are the bases for teaching. Additional language is used in the teaching and learning process to
develop links between content and language (Coyle, Hood, & Marsh, 2010). The vision of
language in CLIL centers on the interaction in the context between a 4Cs Framework: content
(subject matter), communication (language learning and use), cognition (learning and thinking
process), and culture (developing intercultural understanding and global citizenship).

4. Which contexts of use are they intended for? Are there significant differences
among the three of them? Although both books context intended is vocabulary
teaching; pronunciation, theoretical functions and even grammar forms are also
taught significantly throughout them.

Firstly, Underhill (2005), focused more on the phonetics basis theories. This books
emphasis on differentiate the use of each vowel and consonant sound according to each
activity and distinctions. Based on its commentaries can be stated how according to each
teacher methodology the book can be used and adapted to more grammatical constructions.
On the other hand, Hancock et al. (2014) builds its purpose on words stress, words parts,
vocabulary practice and sounds recognition. To conclude, context of use is based on
vocabulary teaching, but they differ on their approach and levels, since one tends to be more
practical and participative, and the other focused maybe on a population a bit advance than
intermediate.

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

I would rather use but of them since I teach from level A1 to C1. I consider both of them
can be useful based on learners linguistic, setting, institutional, and method variables.

If the target population is one between a2 and b1 Hancock et al. (2014) will be my choice.
Firstly, its dynamics and exercises suit the learners’ context, proficiency, level, age, cultural
background and prior instruction based on the institution syllabus. Secondly, its activities are
integrated, being suitable to the institution’s approach which is communication and tacks-based.
Last but not least since is context is vocabulary use and pronunciation based on practice and
production; it will meet linguistic and methodological variables because the program is focused
on grammar topics, and then based on it the production moment is developed by having a
conversation, a piece of writing or a grammatical exercise; concluding the topic and advancing
to the next one. Thus, students show a great use of grammar when filling exercises or answering
questions based on a specific topic. Nevertheless, there is no class moment or topic where the
students learn the IPA or practice homophones words and phrases.

If the target population is up to b1 or above Hancock et al. (2014) will still be a good
option to move from pronunciation in context to the rules of pronunciation by using Underhill’s
(2005), which it may develop students reading comprehension based on the institution variables,
and fluency based on the linguistic forms.

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Bibliography
Baker, A. (1977): Ship or Sheep. An intermediate pronunciation course. Cambridge

University Press. Cambridge Coe, N. (2001). Speakers of Spanish and Catalan. In M. Swan
& B. Smith (Authors), Learner English: A Teacher's Guide to Interference and Other Problems
(Cambridge Handbooks for Language Teachers, pp. 90-112). Cambridge: Cambridge University
Press. doi:10.1017/CBO9780511667121.008

Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning.
Cambridge: Cambridge University Press.

Dalton, C. & Seidlhofer, B. (1994). Pronunciation. Oxford: Oxford University Press.

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

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

Press. http://dx.doi.org/10.1017/CBO9780511667336.

Prince, P. (2004). Second Language Vocabulary Learning: The Role of Context versus
Translations as a Function of Proficiency.

Wiley Online Library.

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

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