Teaching Pronunciation

Unit 2: Learning Pronunciation skills in Second Language Acquisition

PORTFOLIO- TASKS
Student’s Ariadna Luisa Montiel Cornejo
name
GENERAL INFORMATION
 This document includes the tasks you are required to do for unit 2.
 Read the instructions for the task carefully before you do them.
 When you have finished them, save the task-document in your portfolio.
 Then, submit it by the due date following the instructions given in the
Academic Guide.

Note: Both tasks are adapted from Celce-Murcia, M., Brinton, D.M. &
Goodwin, J.M. (1996: 30-33)

Task 1

1. Write a brief definition of the following key terms from this chapter. Give
the definition in your own words; avoid copying it from the chapter
excerpt. Give examples where possible.
a) Lateralization: When the brain has assigned various skills to each
hemisphere, this increases the brain plasticity.
b) Critical period: It happens before the lateralization has been
completed within the brain, this is also part of the sensitive periods
because the optimal conditions for language acquisition exist
within the brain.
c) Sensitive period: These are stages or periods where the brain can
acquire different aspects of the language, depending of the
conditions surrounding the acquisition and the brain itself.
d) Ego permeability: This is the ability the ego, or conscious thinking,
has to be flexible and adapt.
e) Acculturation model: According to Schumann, this model outlines
how social and emotional factors could impact language
acquisition.
f) Integrative motivation: It’s the first of two types of successful
acculturation, where the student has a desire to integrate
 themselves to the target culture WITHOUT losing their identity as
part of their L1 cultural group.
g) Assimilative motivation: The student has the desire to become
part of the target cultural group without any recognition.
h) Instrumental motivation: Where the acquisition of the language is
not the goal but a pathway to obtain the goal.

Task 2
2. Answer the following questions. Be as descriptive as possible.
a) What pronunciation obstacles have you faced in learning this language?
Do you consider you have obtained a native-like accent? Why or Why
not? In my learning journey I have faced quite a lot of challenges,
particularly with pronunciation. One of the main difficulties for me was,
and maybe still is, the (s + consonant) combo because in Spanish one
will never find any word starting directly with an s followed by a
consonant.
When I speak is clear I am not a native because my first language, my
culture and how I learnt English (an odd mixture between British and
American English), which clearly affects my accent.
Whilst pronunciation is an important aspect of the language, it is not the
most important one and one can have perfect pronunciation but if we
cannot communicate clearly our ideas, then that perfection will go to
waste.
b) Describe an ideal situation to acquire target-like pronunciation in a
second language. The ideal situation would be having exposure to native
speakers and interaction with them through conversation practice or
immersion programs. Then the feedback from a language professor, we
will always need a more experienced person who will help us achieve the
correct pronunciation and rhythm of the language we are acquiring. As
always, to master a language one must always have regular practice.
Any skill that is not practiced will be lost overtime. And finally having
motivation and a flexible, positive attitude.
c) How would you respond to a student who says, “I don’t have the ability to
pronounce English properly”? If my student tells me that, I would respond
 by encouraging them to practice and to let them know that it is
completely normal to struggle with pronunciation when one is learning a
new language. I would give them also several recommendations such as
keep practicing, focus on communicate clearly your ideas rather than just
perfecting your pronunciation, use the available resources to improve
their pronunciation.
d) How important is native-like pronunciation to you as a teacher? I believe
clear and effective communication is pivotal and must have more weight
than just perfect pronunciation. Pronunciation, of course, has to be clear
enough to communicate and native-like accent and fluency, and
accuracy must be the ultimate goal. We all deserve to have our own
accents because they reflect our native culture, something we all should
be proud of.
e) Do you think it’s possible to change the pronunciation of a fossilized
learner? I do, but it will definitely be a challenging process. It will be
difficult for both the student and the teacher but patience, flexibility and
motivations must be key to achieve the goal of “defossilizate” (?) a
student.