Unit6TeachingPronunciation 1 1Word格式文档下载.docx

Unit6TeachingPronunciation 1 1Word格式文档下载.docx

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Asameansofcommunicationbywordofmouth,languageisusedinoralspeechandinreadingaloud.Therefore,inordertomakeoneselfeasilyunderstoodwhileexpressingone'

sownorotherpeople'

sthoughtsinanylanguage,onemustbeabletopronouncewordsandsentencesinthatlanguagequitecorrectly.

1.Theroleofpronunciation

Task1:

ReadthestatementsinTask1abouttheviewsandmethodsofteachingEnglishpronunciationanddecideifyouagreeordisagreewiththem.

2.Whatshouldbetaughttothebeginners,pronunciationorphonetic?

Pronunciationismoreimportantthanphonetic.Stressandintonationareasimportantasthesoundsthemselvesandshouldbetaughtfromtheverybeginning.

Whetherpronunciationneedsspecialattentionorfocusinlanguageteachingdependsonmanyfactorsespeciallylearnerfactors.

lLearnerswhosenativelanguagehassimilarsoundstoEnglisharelesslikelytohaveproblemswithpronunciation

lLearnerswhohavemoreexposuretoEnglishneedlessfocusonpronunciation

lAdultlearnersneedmorefocusonpronunciationbecausetheyaremorelikelytosubstituteEnglishsoundswithsoundsfromtheirnativelanguage.

lBeginningChineselearnersofEnglishshouldfocusonpronunciationandtheirabilitytoidentifyandproduceEnglishsoundsthemselves,becausephonetictranscriptsaremoreabstractandlessmeaningful.

3.Whenshouldweteachphonetic?

PhoneticrulesregardingwhatsoundsaletteroraclusteroflettersshouldbepronouncedarehelpfulforstudentstodeveloptheabilitytocopewithEnglishpronunciationandtheyshouldbeintroducedatasuitablestage.BeginnersofEnglish,specialtyyounglearners,shouldbeavoidedtoteachphonetic.

Stressandintonationareasimportantasthesoundsthemselvesandshouldbetaughtfromtheverybeginning.

II.Thegoalofteachingpronunciation

1.What’sconsideredasagoodpronunciation?

Agoodpronunciationmeans:

1）topronouncecorrectlyallthespeechsoundsofthelanguageandallthecombinationsintheirproperordernotonlyisolatedwords,butalsoinsentences;

2）topronouncesentencesfluentlyatthespeedrequiredbythesituationwithcorrectstresses,linkingofsounds,rhythm,pausesandintonation.

Asamatteroffact,mostChineselearnersofEnglishdonothaveenoughexposuretoEnglishtoacquirenative-likepronunciation.

2.Criticalperiodhypothesis

lCriticalperiodhypothesisstatesthatifhumansdonotlearnaforeignlanguagebeforeacertainage,thenduetochangessuchasmaturationofthebrainandspeechorgans,itbecomesimpossibletolearntheforeignlanguagelikeanativespeaker.

lTheamountofexposuretoEnglishisanotherfactorthatdeterminesifthestudentscanacquirenative-likeEnglishpronunciation.

lIndividualability.Duetobiologicalandphysiologicaldifference,somestudentsaremoresensitivetoandbetteratimitatingsoundsthanothers.

3.TherealisticgoalofteachingPronunciation.

Asweknowtheidealgoalofteachingpronunciationistoacquirenative-likepronunciation,however,it’snoteasytoacquiresuchpronunciation.Thenwhatistherealisticgoalofteachingpronunciation?

lConsistency:

Thepronunciationshouldbesmoothandnatural.

lIntelligibility:

Thepronunciationshouldbeunderstandabletothelisteners.

lCommunicativeefficiency:

Thepronunciationshouldhelptoconveythemeaningthatisintendedbythespeaker.

III.Aspectsofpronunciation

Actuallypronunciationisanumbrellatermcoveringmanyaspectsbesidessoundsandphoneticsymbols,suchasstress,intonation,andrhythm.Theseaspectsarenotisolatedfromeachother.

Task3:

WhatarethemostcommonproblemsthatChinesestudentsexperiencewithEnglishpronunciation?

IV.Practisingsounds

1.Focusingonasound

Whenteachingpronunciation,weneedtofocusonindividualsounds,especiallythosesoundsthataredifficulttolearn.

Task4:

Imaginethatyouarefocusingonasoundwhichyourstudentsarehavingdifficultywith.Inwhatorderwouldyouteachandpracticethesound?

2.PerceptionpracticeDistinguishsounds

lUsingminimalpairs:

will—well,

lWhichorder:

Theteacherreadseachgroupofwordsindifferentorderandthestudentsmarkthewordswith1,2,3:

pit-pet-bet,beard-beer-bear

lSameordifferent:

Theteacherreadspairsofwordsandasksthestudentstotellifthepairsofwordsarethesameordifferent:

met-meet,meetmeat

lOddmanout:

Theteacherreadsagroupofwordsatimeandthestudentsidentifythedifferentwordsorsound.

lCompletion

3.Productionpractice

lListenandrepeat：

Studentsrepeatwhattheteachersays.

lFillintheblanks:

Studentsfillinblanksinsentenceswithwordswhichcontaincertainsounds.

lMakeupsentences:

Studentsmakeupsentencesusingwordscontainingthesamesoundorsimilarsoundstheteachergivesthem.

lUsemeaningfulcontext:

Thesoundstofocusonareembeddedinameaningfulcontext.

lUsepictures:

practicesoundswiththehelpofpictures.

lUsetonguetwisters.

4.Thepresentationofteachingpronunciation.

1）.Tointroducethesound.

Thefirststepinactualclassroominstructionistointroducethesound,tofocusthestudents'

attentionontheteachingpoint.

e.g.Wecanteachthewordseat,he,she,seat,see,etc.withthehelpoflearningA,B,C,D,E,

2）.Imitation,descriptionandcomparisonandcontrast.

Thesoundsystemisknowntobelearnedbestthroughimitationofthesoundpatterns,descriptionofphonologicalsystemsandcomparisonandcontrastofdifferentsounds.

limitation

Studentslearnanewsoundbylisteningtotheteacher’smodeling,followingtheteacher'

smodelandtryingtoproducethesoundinthewaytheteacherdo.SincemostoftheteachersarenotnativespeakerofEnglish,tapesorrecordsareveryhelpfulforthestudents.

ldescription

ForChinesejuniorhighstudents,however,mereimitationisnotenough,becausestudentsatthisstagehavealreadypassedtheirbestageforimitationandtheyhavealsoacquiredsomeknowledgeoftheChinesesoundsystemandconsiderableabilitytolearnabstractly,besides,someconsonantsaresoweakthatitisverydifficultforthemtoimitate.

e.g.[F][V][dz][ts][dV][tF]

lComparisonandcontrast

Comparisonandcontrasthaveprovedtobealsoveryeffectiveinteachingthesoundsystem.TeachersshouldcontrastthesoundbeingtaughtwiththenearbyEnglishsounds.e.g.

[A]--[e][u]--[u:

][i]--[i:

]

[p]--[b][f]--[v][W]--[T][l]--[n]--[r]

3）.Familiarization

Afterthestudentscanpronounceacertainsoundcorrectly,theteachershouldprovidewordsthatcontainthesound.e.g.

[i]:

it,rid.live,live,bill,fill,fist

[i:

]:

eat,read,leave,bean,feel,feast

4）.Production

Atthisstage,thestudentsarenowlearningtopronouncesoundsthroughimitation.

Examplewiththewordslearnedshouldbegivenandpronounced.

e.g.Readit,please.Pleaseeatit.

Leavethebeanshere.Pleasesitinthisseat.

V.practicingstressandintonation

1.prastisingstress.

Therearetwokindsofstressthatareimportantinachievinggoodpronunciation.—word-levelstress;

phrase-levelstress.

Threewaysofshowingthestresspattern:

lUsegestures.Clappinghandsorusingarmmovements

lUsethevoice.raisethevoicetoindicatestress.

lUsetheblackboard.Underliningthemorwritingthemwithcolouredchalks

Inthispoint,wewouldintroducethesimplestway,onlywithgestures.Theteachermaydoanyofthefollowingstoindicatethestresspatterns.

1）Thumptheairwhensayingthestressedsyllable.

"

Good'

morning!

"

2）Makeadownwardstroke（划）ofthehand-markingthe"

beat"

likeorchestra['

o:

kistr]conductor.e.g

Wouldyouliketobeagoodstudent?

Of'

courseIwould.

3）punchthepalmofhisotherhand

4）claphishands.e.g.im'

portant

5）banghishandagainstsomething,suchasdeskortheblackboard.

2.Practisingintonation

Themostsuccessfultechniqueforteachingintonationisimitationormimicry.However,theuseofgesturescanreinforcethismimicry,thatis,whentheutterancerequiresafallingintonation,betterresultsaresometimesachievediftheteacherraiseahandandlistsitfallsinimitationofthechangeinvoicepitch.

Linear（划线）intonationmarkingisamemorialdeviceinitself.Sinceitshowsvisuallywhenariseorfallofthevoiceisrequired.

VI.Someprinciplesofteachingpronunciation.

1.Recognitionpracticeshouldprecedeproductionpractice.

2.Thesoundtobeheardandspokenshouldbeclearlyhighlightedinshortutterances.

3.Studentsshouldbegiventheopportunitytohearthesamethingssaidbymorethanonevoiceasthemodel.

4.TheEnglishsoundcanbedemonstratedincontrastwithotherEnglishsoundsorelseincontrastwithsoundsfromnativelanguage.