The latter approach has the merit of eliciting greater cognitive investment on the part of the learner, but it is also more time-consuming. Maria Luisa Mu. Hello! English pronunciation teaching strategies or techniques are available to teachers in the classroom. I am an international keynote speaker, professional development provider, writer of instructional materials, blogger as well as an author of books and articles on language pedagogy. But do not refrain from spontaneous instruction when the need arises. Or are we aiming at a level of mastery somewhere in between? Principles to adopt For instance, a French or German native speaker will hear the English word ‘thirsty as ‘sirsty’) whilst an Italian will hear ‘Tirsty’ (this phenomenon was discussed at length in my previous post on pronunciation). 4.7 Pronunciation and decoding skills must be automatized if we want our students to acquire effective speaking and reading skills. However, opportunism should not be the only criterion to be used in selecting the target phonemes: intelligibility impact (the extent to which the sound may affect understanding); learnability (how ready the students are to pick it up) and frequency (how often they are likely to come across that sound) should also be taken into consideration. 2.2 Intensive vs Extensive instruction – teachers may decide to teach the pronunciation of a specific set of L2 phonemes intensively over a period of a few weeks or whether to do it extensively (a little bit every day) over a period of several months. Working off-campus? 5.5 Plan integration opportunistically but judiciously. If you continue browsing the site, you agree to the use of cookies on this website. Change ), You are commenting using your Facebook account. 2-3 hours per week). I agree. Ideally they would also have a readily available bank of resources to drawn upon impromptu. I am the co-author with Steve Smith of the best- selling books for ML teachers 'The language teacher toolkit' and 'Breaking the sound barrier: teaching learners how to listen' (available on www.amazon.co.uk) and hold a Phd in Applied Linguistics (Metacognitive Strategies as applied to second language writing); an MA in TEFL (teaching English as a foreign language) and one in English Literature; a PGCE in MFL and P.E. In view of the curricular and time constraints of typical secondary school courses, I suggest following the third approach using the framework I will outline below, as it allows for systematic recycling but also with some degree of flexibility. The full text of this article hosted at iucr.org is unavailable due to technical difficulties. Critical listening fosters collaborative learning, social strategies and metacognition whilst bringing about deep cognitive investment. The purpose of this study is to review articles on strategies for teaching pronunciation from different sources, so public school teachers and ESOL instructors at higher education institution can make use of the strategies reviewed here. In implementing pronunciation instruction as embedded in a typical secondary curriculum, instructors must consider a number of important contextual factors (e.g. I speak English, Italian, French, Spanish and German fluently, get by in Malay and Swedish and I have some basic knowledge of Modern Greek, Japanese, Russian, Portuguese and Farsi. My previous jobs include: Head of Italian, Head of French and MFL subject leader at various secondary schools in England (at primary and secondary level). 4.4 Pronunciation errors are difficult to correct when they are fossilized (Ellis, 1996) – L1 transfer in pronunciation is a major threat to the acquisition of accurate L2 pronunciation for the reasons alluded in 4.1 and 4.2 above.

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