4. Beyond communicative efficiency
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
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.