Tips for teaching pronunciation a practical 2

-ia;it"i'r'trtil r,r f jjrt2 J,J*j,JJ J J.iJ) j.Jj I tF rF* F td n F i i' r fl-f Et'i i -ii iF-1! ; F i-\ Fr;: r ij siri "t\pprler rii BOOK DISK Un rl{ Grbl rn Eunson a2a 34 i,ANE !-irlrla 5*riv* I*i:*r: il" gti*gfl*t; !-arrtE iJri,r'*xrr VOWEL SYMBOLS EXAMPLE tiyl see, prece lpl past, pepper hl sit, give tbl box, number leyl say, break ttl time, most lel rest, head tdl date, hard lal map, laugh tkl king, come lal shut, ago lsl get, dig lol hot, father lel think, author luwl boot, shoe t6l this, other ["] book, could tfl fair, rough lowl go, road lvl vote, ever lrl bought, Iaw lsl same, nice layl buy, side [z] zoo, reason la*l house, now tJl shop, nation loyl toy, voice l:l pleasure, beige thl hear'y, ahead ItJ] check, watch tdrl joke, age lml mail, summer lnl now, know tll sing, tongue Id rent, borrow trl Iast, collect tyl year, young lwl west, away CONSONANT SYMBOLS EXAMPLE Contents t About the Series English lan[iuagc teachers alwa)'s appreciare and enjov professional reference books with prnctical classroonl approaches that are firmlv grouncled in current peclagogical r.escarcl.r Tips for:Ie.ching is a responsc to this demancl in the form of a series of books on a varicty of topics of pmctical classroom-centcred interest Designed for teachers of ESL in nativc Engrish speakinlr countries as welr as teacrrers of EFL in non-native English-speaking countries, z?sfar r Teacbrng acrdresses aucliences in secondarl' schools, colreges, and aclult education courses with students at var).ing levels of prolicicncy Each book in the series is a pftrctical m:rnual that provicles teachers with clearly conceived firethodological ideas, approaches, tasks, activitics, anal,/or techniques to better accomplish their pedagogical goals tlsers may be novice teachers seeking pr;ctical guidelines for instfuction in a specilled area, or cxperiencetl teachers in need of relicshing new ideas Each book in the series is committed to offering soundli conceived, realisric approaches to classroon instruction There is some treatment of r-lndedl,inla pedagogical principles of language learning and teaching in clearr), comprehensible terms.These treatments arc brief and concise but not rrivial.The metho dology of rips I()r Teachitlg is based, on communicative ancl/or task-based language teaching foundations Sftrclent centered, interactive classroom activities fecciye primary fbcus, but not at the expense of appro_ priate tercher-cente|ed approaches or tasks fbr indi\-idual in class or homework :rctivit\r We're very pleased to present the most reccnt vohrfire in this series, this time on pro_ nunciatiur.In Tips for Teaching pronu.ncicttion .nuthor Lincla Lanc l.ras provicled rcaders $'ith the best of cuttin€i edgc r.escarch on tlte acquisition of phonology, along with prac_ tical teclx qucs for inproving rearners' pronunciation c)nc of the first things y'ti will notice is that the sequencing of chapters does n ot begin witl] the more traditionxl consonants lnd vowels Recent research ancl practice have shown that adult learners of English find significanrl-y greater bcnelit in a primary fbcus on the prosodic elements of phonology As thc author notes in hcr text, most misunderstendings of learners speech production stem from $ord stress, rlr{hln, and intonation Anothcr imporrant feature of rips for Tbaclsing pronunciation is its focus on intelligibilit\', comprelicnsibiliq', acccnt, and voice quality Recognizing that achieving a ffue "nativelike" accent is an unrealistic goal for adult students, Lanc offers a common-scnse Vi AboLt! the Se es approach that encoumges teachers to work $'ith their students on the many aspects of pronunciation that inpede a listener's clear understanding of the learner's speech A third refreshing perspective provicled by thc author is her recognition of a myriad of variables that can affect a learner's oral production, not al$'ays in sJ'stematic or preclictxble ways It is now well known that age, personaliq', motivation, learning style, amount of exposure, native language background, and other factors can all affect a learner's success in clifferent r.a_vs ancl therefore eech inclividual may present a uniquc set of circumstances for the teacher to address The author provides readers with an abunrlance of practical options to approach sr-rch variabiliry Finalll', teachers will be pleased to see in Tips for Teqcbing Pronunciation an emphasis on helping learners to become responsible for theif own linguistic der-elopment, so that they can eYentually wean themselves from the teacher and classroom' Exercises on selimonitorin€i range from the segmental leatures of speech to global characteristics of speech in a context of natural discourse And, recognizing that teachers cannot always be available for correction of student errors, Lane provides the feader with options for self- and peef-corre(:lion Teachers who use this volume not only gain acccss to a multitude of pfactic:rl techniques for teaching pronunciation, but also acquire awarencss of the rationale behind such techniques This unclerlying knowledge enables teachers to adapt techniques to their own cofltexts Teachers will also find Tips.for TeaclJing Pronunciation to be an invaluable hamlbook of information that is easily accessed through chaptef headings, an index, and a u\ehrl bibliogr:rPh1 goals' Best wishes as )'ou usc the tips in this book to help -vour learners achieve their Dr H Douglas l3rown Professor Elneritus, San Francisco State Uniuersity Series Edilor I NTRO D U CTIO N TEACHING NUNCIATION Reccnt lears hare scen I rcncwecl rccolaritioll that pronuncietion js :r cnlcial clement of effccti!,.e contml'llticati(nt and that proltunciation teachhg belor]gs in nlainstrc:rm conrn ll'ri.rtiv I:SI- classlooms ESL students pl:rcc a l-righ pfiorit\ on irst^rction in pronunciation At the sarlc time EsL tcacbcrs'rav fecl urcasv ab'ut teaching pronunciation becausc the) lack training in phoncti!^s or linguistics or cxperiencc in texching pronunciatiou As a rcsult, in spitc of its rccognizccl importance to comrrunication pronunciation is still a natginalized skill in manr ESL progruls It should not be Pronunciation is inti'rarcl,v linked to other oral,/;r.ml sklls, both inllucncing an