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    FP005 - Teaching Pronunciation Practice Activity

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    Angie Vasquez
    The document discusses approaches to teaching pronunciation based on a review of two textbooks. It finds that the books focus on segmental aspects like vowels and consonants rather than suprasegmentals. Both exposure-based and explanation-based methods are used, including modeling sounds, student repetition through drilling exercises, and raising awareness of correct pronunciation. While integrated skills and vocabulary are not explicitly covered, occupations provide opportunities for communicative practice. The textbooks seem intended for general English language learning across various contexts. Factors like those in Brinton's framework could be used to evaluate the books and determine the most suitable one for a given teaching situation.

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    © All Rights Reserved
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    FP005 - Teaching Pronunciation Practice Activity

    Uploaded by

    Angie Vasquez
    81 views9 pages
    The document discusses approaches to teaching pronunciation based on a review of two textbooks. It finds that the books focus on segmental aspects like vowels and consonants rather than suprasegmentals. Both exposure-based and explanation-based methods are used, including modeling sounds, student repetition through drilling exercises, and raising awareness of correct pronunciation. While integrated skills and vocabulary are not explicitly covered, occupations provide opportunities for communicative practice. The textbooks seem intended for general English language learning across various contexts. Factors like those in Brinton's framework could be used to evaluate the books and determine the most suitable one for a given teaching situation.

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    FP005 – Teaching Pronunciation Practice Activity

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    The document discusses approaches to teaching pronunciation based on a review of two textbooks. It finds that the books focus on segmental aspects like vowels and consonants rather than suprasegmentals. Both exposure-based and explanation-based methods are used, including modeling sounds, student repetition through drilling exercises, and raising awareness of correct pronunciation. While integrated skills and vocabulary are not explicitly covered, occupations provide opportunities for communicative practice. The textbooks seem intended for general English language learning across various contexts. Factors like those in Brinton's framework could be used to evaluate the books and determine the most suitable one for a given teaching situation.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    81 views9 pages

    FP005 - Teaching Pronunciation Practice Activity

    Uploaded by

    Angie Vasquez
    The document discusses approaches to teaching pronunciation based on a review of two textbooks. It finds that the books focus on segmental aspects like vowels and consonants rather than suprasegmentals. Both exposure-based and explanation-based methods are used, including modeling sounds, student repetition through drilling exercises, and raising awareness of correct pronunciation. While integrated skills and vocabulary are not explicitly covered, occupations provide opportunities for communicative practice. The textbooks seem intended for general English language learning across various contexts. Factors like those in Brinton's framework could be used to evaluate the books and determine the most suitable one for a given teaching situation.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 9

    UNIVERSIDAD INTERNACIONAL

    IBEROAMERICANA - UNIB

    Group Project: Verónica Cisneros Matos

    Verónica del Pilar Molina Onofre


    Erwin García Lazo

    Subject name:
    FP013 – ENGLISH IN THE COMMUNITY

    Activity name: Practice Activity

    Date: February 28, 2023

    1
    FP005 – TEACHING PRONUNCIATION

    INDEX

    SUBJECT PRACTICE ACTIVITIES: TEACHING PRONUNCIATION

    1. Question 1. General approach of the books …………………………………….. p.


    2. Question 2. Aspects seen in the materials……………………………………….. p.
    3. Question 3. Integrated skills ………………………………………………………. p.
    4. Question 4. Contexts of use ………………………………………………………..p.
    5. Question 5. Brinton’s variables. ……………………………………………………p.
    6. References ………………………………………………………………………….. p.

    2
    Practice Activity
    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 student
    centered? Traditional or unusual? Use what you learnt in Chapter 9 to justify your answer.
    Pronunciation.

    In English language education (ELT), pronunciation is an integral aspect of


    communicative competence that can influence the willingness to use the language and
    the amount and quality of access received and output produced.
    The Communicative Approach and the Natural Approach.

    Keeping in mind that the Communicative Approach, also known as Communicative


    Language Education (CLT), emphasizes relationship and problem solving as the means
    and ultimate purpose of learning English or any language, it tends to emphasize
    occupations. Like role-playing, they worked in pairs and worked together. Teaching
    pronunciation involves a communicative approach as well as a natural approach. In the
    natural Approach, the teacher speaks only the target language, and the class time agrees
    to give information for the purchase. Based on professional experience, most students
    remain more interested in improving their oral proficiency. Still, in order to achieve their
    goal, they have to start with the essential skill of mispronunciation.

    Krashen shows that "the purchase needs a meaningful relationship in the target language,
    natural communication, in which the speakers are not concerned with the manner of their
    statements, but with the messages they convey and understand." Pronunciation education
    requires both approaches since learning a new language nowadays is more
    communicative; however, that does not mean that students ignore mistakes once they
    know the different vowel sounds, consonant sounds, or anyone of the prosodic aspects.

    The Communicative Approach and the Natural Approach.

    Keeping in mind that the Communicative Approach, also known as Communicative


    Language Education (CLT), emphasizes relationship and problem solving as the means

    3
    and ultimate purpose of learning English or any language, it tends to emphasize
    occupations. Like role-playing, they worked in pairs and worked together. Teaching
    pronunciation involves a communicative approach as well as a natural approach. In the
    natural Approach, the teacher speaks only the target language, and the class time agrees
    to give information for the purchase. Most students remain more interested in improving
    their oral proficiency. Still, to achieve their goal, they must start with the essential skill of
    mispronunciation.

    Krashen shows that "the purchase needs a meaningful relationship in the target language,
    natural communication, in which the speakers are not concerned with the manner of their
    statements, but with the messages they convey and understand." Pronunciation education
    requires both approaches since learning a new language nowadays is more
    communicative; however, that does not mean that students ignore mistakes once they
    know the different vowel sounds, consonant sounds, or anyone of the prosodic aspects.

    Segmental degree.
    The segmental points of accent and pronunciation are unique sounds, also known as
    phonemes, which mean consonants and vowels.

    Suprasegmental degree.
    Suprasegmental has to do with how speech sounds work and are damaged at the
    sentence and speech level in various noise segments that combine to form phrases,
    clauses, and sentences.
    In keeping with both books and the meaning of segmental and suprasegmental aspects,
    both books focus only on segmental points since both contain a vowel, diphthongs, and
    consonant sounds.
    Tench explains that any monologue or dialogue can demonstrate how intonation "is
    important throughout the spoken language," supporting the observation with a general
    explanation of intonation in terms of its informative functionality (thought
    clusters/intonation units). , nuclear accent, prominence, contrast). tonal movements), its
    syntactic functionality (disambiguation of the meaning), textual functionality (organization
    of extensive stretches of discourse), and genre-specific functionality (prosodic
    composition of different genres, various sound reports to the narration).

    Methods of exposure, exercise, and description.


    The different vowel and consonant sounds need to be explained and imitated so that
    students obtain perfection.
    In the exhibition, students will perform various communicative occupations to be exposed
    to the target language and pronunciation. Then, in the exercise, students will identify and
    practice the vowel and consonant sounds and words. In the end, with a specification, they will
    become more aware of the accent they are expected to do.
    Education techniques – drilling.

    4
    Drilling is a way to standardize the pronunciation of a language factor and develop
    fluency. The initiative is for students to develop good pronunciation habits by first listening
    to a pattern from the teacher, a tape, or another student and then repeating this pattern.

    Personal drill

    Whether teachers know it or not, they continually remain teaching pronunciation by being
    one of the primary sources of FL information in the classroom. For a long time, teachers
    have used drilling as a way to prepare and perform pronunciation (Tice, 2004). For
    exemplifying, the exercises have the possibility of helping students to gain confidence
    because they practice pronunciation together, and there is Tice (2004) has said that "for
    activities to be meaningful, students need to understand

    The teacher's job at the drilling time is to give a model of a specific composition or repeat
    a word they have already observed and get them to pronounce it in unison. However, it
    should be remembered that piercing should be used sparingly as it could be tedious and
    unlikely to be effective (Tice, 2004).

    Traditional approach vs. Activity-based approach.


    For several years, the classical style of education, or especially teacher-centered
    instruction, was dominant in pre-eminent teaching. On the other hand, in the same way,
    Prince (2004) defines it, occupation-based education is an education procedure in which
    students participate in learning processes. Churchill (2003) asserted that engaging activity
    with occupation-based education helps students build mental models that enable pre-
    eminent management, such as applied problem-solving and transfer of information and
    skills. Students take responsibility for their learning and remain directly involved in the
    learning process. The student-centered style of education focuses on how students learn
    rather than how teachers teach (Weimer, 2002).

    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 need definition.
    (Profe Molina´s text)

    5
    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?
    (Profe Molina´s text)

    4. Which contexts of use are they intended for? Are there significant differences among the
    three of them?
    (Profe Garcia´s text)

    5. Which one would you prefer to use as a teacher? Why? Relate you answer to Brinton’s
    variables.
    (Profe Garcia´s text)

    CONCLUSION:
    (Profe Cisneros´ text)

    REFERENCES

    1. BROWN, D (2001) Teaching by Principles: An Interactive Approach to Language Pedagogy


    New York - Longman
    2. DALTON, C and SEIDLHOFER, B (2001) Pronunciation. Oxford University Press
    3. Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford: MacMillan. (pp. 14-
    24).
    4. Hancock, M & Donna, S. (2014) English Pronunciation in Use. Cambridge: Cambridge
    University. (pp. 10-19).

    WEBLIOGRAPHY

    Retrieved from

    Communicative Approach - Teflpedia. (n.d.). In Communicative Approach - Teflpedia.


    http://teflpedia.com/Communicative_Approach

    Fitzell, R. (n.d.). Teaching Pronunciation. In (DOC) Teaching Pronunciation | Rebecca Fitzell -

    6
    Academia.edu. https://www.academia.edu/12699517/Teaching_Pronunciation

    7
    https://es.slideshare.net/AjaanRobCMU/the-natual-approach-teaching-methodology- presentation
    http://www.reading.ac.uk/web/files/english-language-and-
    literature/ell_language_ls1sg_sounds_handbook_2011_12.pdf
    https://www.researchgate.net/publication/273633769_The_PRO-VOC_met
    http://www.tesol.org/docs/books/bk_ELTD_Vocabulary_974hod_Combining_pronunciati
    on_and_vocabulary_teaching

    8
    9

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