英语教学法教程Unit6Teaching-Pronunciation

UnitSixTeachingPronunciationTeachingobjectives:Bytheendofthelesson,studentsshouldbeableto:1.knowtheroleofpronunciation2.graspthegoalofteachingpronunciation3.mastertheaspectsofpronunciation4.knowhowtopracticestressandintonationTeachingcontents:TheroleofpronunciationThegoalofthepronunciationAspectsofpronunciationPracticingsoundsPracticingstressandintonationConclusionI.Questionsfordiscussion:Studentsdonotneedtolearnpronunciationbecausepronunciationwilltakecareofitselfasthestudentsdevelopoveralllanguageability.Failureinpronunciationisagreathindranceinlanguagelearning.Twodifferentideasaboutteachingpronunciation:I.TheroleofpronunciationDoTask1onpage91.TherearesomestatementsabouttheroleofpronunciationinEnglishteaching.Readthestatementscarefullyanddecideifyouagreeordisagreewiththem.Trytogivereasonsforyourdecisions.1.Ssneedtobeabletoreadphonetictranscriptsofwords.2.Ssneedtobeabletowritephonetictranscriptsforwords.3.SsneedtoknowphoneticsinordertolearnEnglish.4.Poorpronunciationmaycauseproblemsforthelearningofotherskills.5.Adultlearnersneedtofocusonpronunciation,butyounglearnersdon't.6.Bothconsistencyandaccuracyinpronunciationareveryimportant.7.Stressandintonationaren’timportantforbeginninglearners.8.StudentsshouldlearnR.P.9.Stressinpronunciationissometimesasimportantasgrammar,10.Badintonationcanleadtoseriousmisunderstandings.DiscussionQ.1Whetherpronunciationneedsspecialattentiondependsonmanyfactors,whatarethey?--------learnerfactors.►learnerswhosenativelanguagehassimilarsoundstoEnglisharelesslikelytohaveproblemswithpronunciation;►LearnerswhohavemoreexposuretoEnglishneedlessfocusonpronunciation►AdultlearnersneedmorefocusonpronunciationbecausetheyaremorelikelytosubstituteEnglishsoundswithsoundsfromtheirnativelanguage.Q.2Whatkindofabilityshouldwedevelopinpronunciationteaching?-------weshouldfocusonthestudents'abilitytoidentifyandproduceEnglishsoundsthemselves.Q.3Whatistheadviceofteachingpronunciation?-----Youngstudentsshouldnotspendmuchtimeonreadingandwritingphonetictranscriptsofwords,becausephonetictranscriptsaremoreabstractandlessmeaningful.-------Don’tintroducephoneticrulesatanearlystage.PhoneticrulesregardingwhatsoundsaletteroraclusteroflettersshouldbepronouncedarehelpfulforstudentstodeveloptheabilitytocopewithEnglishpronunciationandtheyshouldbeintroducedatasuitablestage.Q.4DifferentStressandintonationindicatedifferentmeanings.Canyoulistsomeexamplestoillustratethem?A:Wouldyoupleaseturndowntheradioalittlebit?B:Sorry.(No,Idon'twantto.)OrB:Sorry?(Whatdidyousay?)Note:►Aneutraltonewouldindicateanormalapology.However,asharpfallingtoneorarisingtonewouldmeantheopposite.Question:Shouldwerequirethestudentstoacquirenative-likepronunciation?II.Thegoalofteachingpronunciation•Whycan’tmostlearnersofEnglishasaforeignlanguageacquirenative-likeEnglishpronunciation?FactorsaffectingpronunciationlearningLearners’nativelanguageAge(criticalperiodhypothesisP92)ExposureInnatephoneticabilityMotivationandconcernforgoodpronunciationThegoalofteachingpronunciationisnottoteachlearnerstoachieveaperfectimitationofanativeaccent,butsimplytogetthelearnerstopronounceaccuratelyenoughtobeeasilyandcomfortablycomprehensibletootherspeakers.RealisticgoalsofteachingpronunciationConsistency:Thepronunciationshouldbeunderstandabletothelisteners.Intelligibility:Thepronunciationshouldbesmoothandnatural.Communicativeefficiency:Thepronunciationshouldhelptoconveythemeaningthatisintendedbythespeaker.TextbookP93SomemisunderstandingofpronunciationSomestudentstakegreatpainstobeaccurateinpronunciationattheexpenseofconsistency,butthespeechproducedinthiswayisnotonlyunnaturalbutalsouncomfortabletohear.Whentryingtoachieveconsistencyinpronunciation,someSspaynoattentiontointelligibility.Unintelligiblespeechisuselessandmaycauseunpleasantfeelingsforboththespeakerandtheaudience.III.AspectsofpronunciationFormostofitshistory,theteachingofpronunciationhasbeenbiasedtowardtheaspectsofthesoundsystem.pronunciationisanumbrellatermcoveringmanyaspects:rhythmintonationPhoneticsymbolsstresssoundspronunciationWiththedevelopmentofcommunicativeapproachestolanguageteaching,theimportanceofstress,rhythm,andintonationhasbeenacknowledged.Somecommentatorshavepointedoutthatfaultystress,rhythmandintonationpatternscausegreaterdifficultyforhearersthantheinaccuratepronunciationofindividualsounds.NOTE:WhiletryingtoimprovetheEnglishsounds,don’tneglectstressandintonation.Forthistypeoflearningisnoteffectivebecausesometimesstressandintonationmattermorethantheindividualsoundsdo.Whattoteach(GuP268,Book1)sounds………thevowelsandconsonantscombinationofsounds…….pronunciationofwordswordstress….thestressinawordandshiftofstressstrong&weakforms…theimportanceofthedifferentsyllablesinmaintainingtherhythmofthespeech,especiallythemodelverbsandauxiliaryverbslinkageofsounds……..theliaisonofsoundinnaturalspeechrhyme&rhythmpitch&intonation…thefunctionofpitchandintonationinconveyingmeaningvowelsSoundsarerepresentedbyphoneticsymbolsConsonants/k//tr//dr//ts//dz/ConsonantClustersskyspeakstarsleepsmallsnailswanpl