A Communicative
Framework for Teaching
Pronunciation
Objectives
• To describe problems students / people can face if their
pronunciation is not intelligible enough.
• To identify aspects of pronunciation that need to be addressed
• To explain some common techniques used when teaching
pronunciation
• To describe the stages of framework for teaching pronunciation
Some common/possible problems students/
people face because of wrong pronunciation.
Ø Words: I’ll take the soap.(Talking to a waiter meaning soup)
Ø Stress: The winner’s record /record
Do you mind if I Open the window?
How long have you been
in London?
Ø Intonation: Why don’t you come to m PARty?
WHY don’t you come to my party?
Common Techniques when Teaching
Pronunciation
• Drilling /Choral repetition
• Minimal pairs
• Chants /Rimes/ Poems / Tongue twisters
• Kinesthetic activities
• Graphic representation
• Role plays
• Peer monitoring
• Technology enhanced
• Phonetic chart
Choral repetition
• Choral repetition is when the teacher or a
learner models language and the group of
learners repeat it together. The class are
practising the pronunciation of the schwa
sound.
• Example
• “repeat after me” or “say it with me
Minimal Pairs
• Minimal pairs are two words that
sound almost the same, however
they have one sound that is
different.
• Example
• when we say the words seat and
sheet out loud, we are making
very similar sounds, the only
difference is the /s/ and /sh/
sounds at the beginning of words.
Chants/rimes/tongue twisters
• Tongue Twisters are short poems,
sometimes even single sentences
which are hard to say because they
contain the similar consonantal initial
sounds.
• They are made more complicated still
further consonant similarities are
contained in the middle of the words
Example
Peter Piper picked a peck of pickled
peppers. How many pickled peppers did
Peter Piper pick?
Kinesthetic activities
• Kinesthetic activities (also known as hands-on
activities) are fantastic for teaching reading
and spelling. The term kinesthetic refers to
touching, doing, experiencing, or being
physically active.
• Example
• Role-playing.
• Hands-on learning activities with tangible objects
(clay, blocks, etc.)
• Use of manipulatives and 3D models.
• Flashcards
Graphic Presentation
• refers to the use of charts
and graphs to visually
analyze and display,
interpret numerical value,
clarify the qualitative
structures.
Role play
• Role play is the act of
imitating the character
and behaviour of
someone who is different
from yourself.
Peer monitoring
Peer mentoring is a relationship
between people who are at
the same career stage or age,
in which one person has more
experience than the other in a
particular domain and can
provide support as well as
knowledge and skills transfer.
Technology enhanced
A type of learning using
technological means and
devices. Electronic devices
that promote language
acquisition including
computers, spelling or
grammar enhancers, or
dictionaries.
Phonetic Chart
The phonemic chart
uses symbols to show us
the sounds we should
make when we say a
word.
qA FRAMEWORK FOR TEACHING
PRONUNCIATION
Ø
Ø
Ø
Ø
Ø
Description and Analysis
Listening Discrimanation
Controlled Practice
Guided Practice
Communicative Practice
1. Descrimanation and Analysis
The teacher presents a feature showing when and how it
occurs. The teacher can present examples or rules.
Example:
/t/
/d/
/id/
liked loved
wanted
Rules for the past endings
2. Listening Discrimination
• The teacher presents listening contextualized
for activities for discrimination exercises.
Example:
you work/worked at the school.
They visit/visited their friends.
I live/lived in this city.
3. Controlled Practice
In controlled practice activities the learner’s
attention should be focused almost completely
on form.
Example:
live lived
work worked
study studied
4. Guided Practiice
• In guided pactice , the learner’s attention is no
longer entirely on form . The learner now begins
to focus on meaning grammar , and
communicative intent as well as pronunciation.
Example:
A. Did you work last night?
B. Yes I did , I worked until 11;00 pm
A.What did you do?
B. I fixed my computer and prepared
my report.
5. Communicative Practice
• In this stage, activities balance between form and
meaning.
For example, students might make interview questions based on
the target grammar point and interview a partner, or they might
write a script using the target language and record themselves
acting it out.
References
https://www.google.com/search?q=communica
tive+framework+for+teaching+pronunciation+ref
erence&sca_esv=568646023&rlz=1C1ONGR_enP
H1049PH1049&ei=smETZYqjAteaseMPyJyu0AI&ve
d=0ahUKEwiKxNvrr8mBAxVXTWwGHUiOCyoQ4dU
DCBE&uact=5&oq=communicative+framework+
for+teaching+pronunciation+reference&gs_lp=E
gxnd3Mtd2l6LXNlcnAiPGNvbW11bmljYXRpdmUg
ZnJhbWV3b3JrIGZvciB0ZWFjaGluZyBwcm9udW5j
aWF0aW9uIHJlZmVyZW5jZUgAUABYAHAAeACQA
QCYAQCgAQCqAQC4AQPIAQD4AQHiAwQYAC
BB&sclient=gws-wiz-serp
6.The repetition occurs when the teacher or a learner models language and the group of learners
repeat it together.
a.Minimal pair
b. Choral repetition
c. Kinesthetic activities d. peer monitoring
7.Relationship between people who are at the same career stage or age, in which one person has
more experience than the other .
A.Technology enhanced
b. phonetic chart c. choral repetition d. peer monitoring
8.It is the techniques when teaching pronunciation that the learners should be focused almost
completely on form.
A.guided practice
b. controlled practice c. communicative practice d. peer monitoring
9.The learners attention is no longer entirely on form .The learner now begins to focus on meaning
grammar and communicative intent as well as pronunciation.
A.Guided Practice
discrimination.
b. controlled practice
c. communicative practice
d. listening
10.The teacher presents listening contextualized for activities for discrimination exercises.
A.Descrimination
b. Listening discrimination
c. controlled practice
d. guided practice