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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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4. Beyond communicative efficiency

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There remains one question with respect to teaching pronunciation; namely, what is left for the teacher to do if the necessary level of English has already been reached by the students and they all speak English well enough to function in the English speaking world and can pass necessary examinations easily. Alternatively, what should be done when students show both the capacity and willingness to work beyond the textbook. In order to keep developing their English, work within different fields is needed. For the sake of this study, however, an overview of potentially developing areas within the realm of pronunciation will be presented. We will concentrate on public speaking and theatre in English.

One important factor to be borne in mind throughout the coming discussion is the fact that the spheres analysed here are not reserved for those students who have reached a high level of communicative efficiency. The important feature of these elements in teaching is that when involving students in these activities, it is not communicative efficiency that will be a deciding factor in the matter of effectiveness in learning. Unlike in the previously discussed issues, where communicative efficiency was the supreme quality to which teaching pronunciation was subordinate, in the spheres to be discussed below other factors gain priority, while communicative efficiency of speaking together with an overall improvement of pronunciation are side-effects.

4.1. Public Speaking

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