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Teaching English Pronunciation at the Secondary School Level

Series:

Karolina Janczukowicz

This book aims to aid English teachers at the junior and senior secondary school levels in teaching pronunciation within a regular EFL syllabus. It presents such a way of incorporating the phonetic and lexical components so as to facilitate students’ acquisition of a standard phonetic system and to prevent them from forming habitual mistakes in individual words. It highlights key areas of the English phonetic system and provides examples of strategies how to use a course-book for the sake of teaching pronunciation. The discussion of teaching the phonetic system relies on the comparison between its conscious and unconscious acquisition. Teaching individual vocabulary items (especially reversing habitual mispronunciations) is analysed through contrasting mental and behavioural learning.

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Introduction................................................................................................................7 0.1. Communicative efficiency............................................................................ 9 0.2. Phonetic vs. phonemic transcription..........................................................10 0.3. The phonetic system ofEnglish vs. the phonetic systems of other selected European languages......................................................................11 0.4. Standard English vs. native English........................................................... 13 1. Phonetic transcription in the classroom........................................................17 1.1. The relevance of introducing phonetic transcription into the syllabus...................................................................................................17 1.2. Strategies of incorporating phonetic transcription in the lesson.............21 1.3. Conventions o f transcription.......................................................................27 1.3.1. Webster’s Dictionaryofthe EnglishLanguage.............................27 1.3.2. Transcriptions using IPA...................................................................29 1.3.3. The suggested convention to be used in the classroom................ 33 2. Teaching the phonetic system.......................................................................... 37 2.1. Areas ofEnglish pronunciation important for foreign learners..............38 2.1.1. The sounds......................................................................................... 39 2.1.2. Stress...................................................................................................48 2.1.3. Sound to spelling relationship.........................................................52 2.2. Ways of teaching the phonetic system.......................................................53 2.2.1. Conscious vs. unconscious learning............................................... 53 2.2.2. Conscious learning............................................................................ 55 2.2.3. Unconscious learning........................................................................58 2.2.4. Conclusions.......................................................................................62 2.3. Using course-book materials in order to teach the phonetic system...... 64 2.3.1. Viewpoints ......................................................................................... 64 2.3.2. Opportunities - Upper Intermediate ............................................. 70 2.3.3. ForMat Magazine ............................................................................ 73 2.3.4. New Headway Intermediate............................................................ 75 2.3.5. Beyond Words ...................................................................................76 2.3.6. Final remarks.....................................................................................80 3. Introducing individual vocabulary item s......................................................83 3.1. Introducing new vocabulary items............................................................. 84 3.2. Dealing with items learnt wrongly............................................................. 91 3.2.1. The criteria determining difficulty in changing a wrong pronunciation.....................................................................................92 3.2.2. The degree to which the mistaken pronunciation has become automatic......................................................................................... 100 3.2.3. Habit-formation mechanisms: Mental learning vs. behavioural learning............................................................................................ 103 3.2.4. Reversing a wrong habit................................................................ 106 3.2.5. Concluding remarks........................................................................112 4. Beyond communicative efficiency................................................................ 115 4.1. Public Speaking.......................................................................................... 115 4.2. Theatre in English......................................................................................122 4.2.1. The extracurricular nature of participating in the play...............122 4.2.2. The script......................................................................................... 123 4.2.3....

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