TEACHING
PRONUNCIATION
Калинина Е. А.
к.п.н., доцент кафедры
филологического образования
СарИПКиПРО
TRUE, FALSE, DEBATABLE
1.
2.
3.
4.
5.
6.
Teaching grammar and communicative skills is more
important than teaching pronunciation.
Pronunciation should not be deliberately taught.
Received pronunciation (UK) should be chosen as a model.
A non-native speaker can’t serve as a model for teaching
pronunciation.
One of the reasons for pronunciation errors is that the
learners transfer their native sounds to the second language.
The learners should forget about the native language sounds
to learn the target language pronunciation.
TRUE, FALSE, DEBATABLE

7. Correct English speech sounds are more important
than intonation.

8. In order to master the pronunciation it is necessary to
sound like a native speaker.

9. The fastest way to master the target pronunciation is to
have contacts with native speakers.
 THE
IS…
GOAL OF teaching pronunciation
To
develop in learners
PHONETIC COMPETENCE
which is the knowledge of the
phonemes, syllable formation,
word stress and intonation.
This approach to teaching
pronunciation is called
approximating.
PHONETIC COMPETENCE
 ELISIONS
(ABSENCE OF SOUNDS)
 ASSIMILATION (ONE SOUND MERGES
IN THE NEXT SOUND).
IT IS CALLED “MODIFICATION OF
PHONEMES IN CONNECTED SPEECH”.
PRONUNCIATION STARTING
POINTS:
•
•
•
•
•
MODEL NEW WORDS IN CONTEXT
MODEL INTONATION
USE DIALOGUES AND CHANTS
USE SHADOW READING
WORK WITH THE PHONEMIC CHART
PRONUNCIATION GAMES
• PHONEME BINGO
• ANAGRAMS
• CATEGORY WORDS
CUISENAIRE RODS
(“SILENT WAY” APPROACH)
Caleb Gattegno
• THEY CAN REPRESENT DIFFERENT
SYLLABLES, PHONEMES, INTONATION
PATTERNS.
• THEY HELP TO FOCUS ON THE TOPIC
Two types of knowledge
Intuitive
(language feeling)
Analytic (knowledge of
articulation)
Techniques for teaching
pronunciation
Pronunciation
drill (listen
and imitate, tongue twisters,
phonetic description,
minimal pair drill)
DRILLING:
• CHAINING: BACK CHAIN
…told him
…Would’ve…
…would’ve told him.
…I would’ve told him.
If I’d seen him…
If I’d seen him, I would’ve told him.
FRONT CHAIN- the sentence is drilled and
built up from the start, gradually adding to
its length.
• OPEN PAIR DRILLING
• SUBSTITUTION DRILLING
A
tutor who tooted the flute
 Tried to tutor two tutors to toot
 Said the two to the tutor
 Is it better to toot or to tutor two
tutors to toot?
Create your own tongue twister
 WHO?
 WHAT?
 WHERE?
 WHY?
BECAUSE…
 Mary
married a monkey in
Moscow at midnight because she
was mad.
Creative exercises
A phonetic task is incorporated in the
creative communicative task.
Three-phase framework:
 Pre-activity
(isolating phonetic
material, focusing on phonetic
material, activating prior general
knowledge, motivating the
learners)
 While-activity
(performing the
task, doing drill, using phonetic
means for communicative
purposes)
 Post-activity
(reflecting on the
results, re-visiting phonetic
material, further tasks for
classroom or independent
studies)
HOW DO YOU TEACH
PRONUNCIATION?