外语教学法_语音的教学Teaching__pronunciation

EFLTeaching:SkillsandTechniquesPart2TeachingPronunciation6#501Part2TeachingPronunciationObjectives:Inthispart,wearegoingtodiscusshowtoteachpronunciation.Wewillfocusonthefollowing:1.Whatroledoespronunciationplayinlanguagelearning?2.Whatisthegoalofteachingpronunciation?3.Whatfactorsofpronunciationdoweneedtoteach?4.Howcanteachershelpthestudentstoimprovepronunciation?1.TheroleofpronunciationIntheteachingofEnglishasaforeignlanguage,discussiononpronunciationarenotsomucharoundhowtoteachpronunciationasaroundthevalueofteachingpronunciation.Differentattitudestowardpronunciationteaching:☆Therearepeoplewhoclaimthatstudentsdonotneedtolearnpronunciationbecausepronunciationwilltakecareofitselfasthestudentsdevelopoveralllanguageability.☆However,therearepeoplewhoassertthatfailureinpronunciationisagreathindranceinlanguagelearning.AhistoricalviewoftheroleofpronunciationinSLA:1940s-1960s1970s-1980slate1980s-present-theteachingofpronunciationwasgreatlystressed-behavioristicaudio-lingualmethods;usedimitationdrills,patternpractice,anddialogmemorization-theteachingofpronunciationwaslargelyignored-communicativeapproaches;focusedmoreonfluencythanform-pronunciationwasakeyingredienttothedevelopmentofcommunicativecompetence-amorebalancedapproachthatvaluedbothaccuracyandfluency2.ThegoalofteachingpronunciationItistruethatlanguagestudents’pronunciationshouldbeasgoodaspossible.Butshouldwerequirethestudentstoacquirenative-likepronunciation?Generallyspeaking,learnersofEnglishasaforeignlanguagecannotacquirenative-likepronunciation,exceptthosewhostartlearningEnglishataveryyoungage.Realisticgoalofteachingpronunciationshouldbe:ConsistencyThepronunciationshouldbesmoothandnaturalIntelligibilityThepronunciationshouldbeunderstandabletothelisteners.CommunicativeefficiencyThepronunciationshouldhelptoconveythemeaningthatisintendedbythespeaker.Self-confidenceGoodpronunciationcanhelpastudentgainself-confidenceincommunicatingwithothersinEnglish.3.AspectsofpronunciationFirstlanguageAgeMotivationDifferentabilitiesPersonalityandaffectivefactorsAmountofexposureStrengthofethnicidentityFirstlanguageThemoredifferencesthereareintheindividualsoundsandthecombinationsofthesoundsandfeaturessuchasrhythmandintonation,themoredifficultthelearnerwillhaveinpronouncingEnglish.AgeAdultsmaynotbeabletomasterpronunciationintheapparentlyeffortlesswaythatchildrendobecausetheymayhavelesstimeforEnglishlearningandfeweropportunitiesforinteractinginEnglish.AnotherfactoristhattheyaregreatlyinfluencedbytheirL1whatshouldateacherdo?MotivationItisaninfluentialfactor.Ifstudentsdon’tcareaboutaparticulartaskordon’tseethevalueofit,theywon’tbemotivatedtodowell.whatshouldateacherdo?Differentabilitiescause:phoneticability----whethertheyhavean“ear”foraforeignlanguage.“phoneticcodingability”or“auditorydiscriminationability”isbeyondtheteacher’scontrol.result:theyhavedifficultyinperceivingwhattheirmouthisdoingandthuslackingtheabilitytolearnsoundsofanewlanguage.resolution:offerlearnersavarietywaysinwhichtopracticepronunciation.PersonalityandAffectivefactorsarealsoimportantinthelearningofpronunciation.Pronunciationmaybeassociatedwithpsychologicaltraitssuchas‘empathy’(移情）,‘intuition’（直觉）and‘flexibility’（机动性灵活性）.Alearnerwhoisrelaxedwillnotonlyimprovestheirpronunciationatthetimeofspeaking,butmayalsoshowlongertermimprovement.Whatshouldateacherdo?1.Sothatpronunciationteachingcannotbedivorcedfromthepeoplewhoarespeaking,butshouldinvolvethewholeperson.2.Teacherscanusearangeofactivitiestopromoteawarenessandrelaxationamonglearners.AmountofexposureIfalearnerlivesinanEnglish-speakingcountry,heorsheis“surrounded”byEnglishandthisconstantexposureshouldaffecttheirpronunciationskills.Whatshouldateacherdo?Strongfeelingsofethnicidentitymaysometimesleadlearnerstoconsciouslyorunconsciouslyresistmakingchangestotheirpronunciationbecausetheiraccentisanimportantwayofsignalingtheirsocialandethnicidentity.TheymayusevariousmarkersoftheirethnicityintheirspokenEnglishquiteunconsciously.Iflearnershaveastrongdesiretoidentifywiththetargetculture,theywillbemoreconcernedabouttheirpronunciationandaboutcorrectness.whatshouldateacherdo?1.Carefullisteningandimitation.2.Usevisualcues,suchastheteachermodelingthepositionofasoundinthemouth.Somewillenjoythechallengeoflearninganewpronunciation,whileotherswillfindthisthreatening.Whatpersonalitiesateachershouldpossesswhileteachingpronunciation?Pronunciationteachingthereforecallsforsensitivity,patienceandasenseofhumor,togetherwithfaithinthelearner’sabilitytoimprove,howeverslowly.5.Approachestopronunciationinstructiona.Intuitive-imitativeapproachThelearnerlistenstoandimitatesthesoundandrhythmsofthetargetlanguagewithouttheassistanceofexplicitinstruction.Technologies,suchasaudiotapes,videos,andcomputer-basedprogramsandwebsites,canofferrichresourcesofnativespeechasgoodmodels.b.Analytic-linguisticapproachThelearnerisprovidedwithexplicit,structuredteachingofspeechfeaturesutilizingarticulatory（分节的）descriptionsandchartsofspeechapparatus,phoneticalphabetandvowelcharts,andavarietyofint