Pronunciation Teaching

History
Pronunciation
Class

General Approaches
to the Teaching of Pronunciation

Intuitive - Imitative Approach

Analytic - Linguistic Approach

Intuitive - Imitative Approach

Intuitive - Imitative Approach:

Teaching Methods

Teacher
Phonograph records
Tape recorders
Language labs
Audio & video cassettes
Compact discs
Multimedia

Direct Method (DM)

Community Language Learning (CLL)

Total Physical Response (TPR)

Natural Approach (NA)

Internet

Analytic - Linguistic Approach

Analytic - Linguistic Approach:

Teaching Methods

Phonetic alphabet

Oral Approach (OA)

Articulatory description

Situational Language Teaching Method

(SLTM)

Charts of the vocal apparatus

Audiolingual Method (ALM)

Contrastive information

Silent Way (SW)

Other aids for listening, imitation

Communicative Language Teaching

(CLT)

and production.

Pronunciation Teaching
Past & Present
1800s-1900s

1960s

Pronunciation Teaching
1880s-1900s

1980s
Direct Method

(late 1800s-early 1900s)

Pronunciation intuition & imitation

Reform Movement

(1886)

Pronunciation linguistic-analytic
1940s-1950s
1970s

Reform Movement
1886
International Phonetic Association
(IPA)
(Henry Sweet, Wilhelm Vietor, Paul Passy)

Reform Movement Proposals

1886
1. Spoken language taught first
2. Phonetics findings language

teaching

3. Phonetics training for teachers

International Phonetic Alphabet

4. Phonetics training for learners

good speech habits

Pronunciation Teaching
1940s-1950s
Language

Structurally related
items for encoding
meaning

Pronunciation Teaching
1940s-1950s
Key Skills
Goal

Sentences
Phrases
Words
Morphemes
Phonemes

Proficiency

Listening & Speaking

Native or near-native like
pronunciation
Accurate production of
phonological & syntactical
elements

Teaching Methods
1940s-1950s
Direct Method
Oral Approach (OA)

Pronunciation Role
1940s-1950s
Pronunciation
high-priority role
Explicit attention to:

Situational Language Teaching Method

(SLTM)

Audiolingual Method (ALM)

Phonemes & their meaningful contrasts

Allophonic variations
Phonotactic rules
Suprasegmentals

Pronunciation Instruction
1940s-1950s
Articulatory explanation
Imitation

Pronunciation Teaching
1960s
Cognitive Approach
Language

Memorization of patterns through

drills & dialogs

Attention to correction

rule-governed behavior
rather than habit formation

Pronunciation Teaching
1960s

Pronunciation Teaching
1970s

Cognitive Approach
1. Native-like pronunciation was an

unrealistic goal.

2. Time better spent in more learnable

items. e.g. grammatical structures &

words.

Different views of language

& language learning

Pronunciation was ignored

Grammar & vocabulary emphasized

Teaching Methods
1970s-1980s

Silent Way:
Pronunciation Teaching

Total Physical Response

Techniques:

Natural Approach

Gestures

Silent Way

Pointer

Suggestopedia

Holding up fingers

Community Language Learning

Showing articulators

Silent Way:
Pronunciation Teaching

Sound-Color Chart

Materials:
Sound Color Chart
Fidel Wall Chart
Colored Word Chart
Cuisenaire Colored Rods

Sound-Color Chart

Fidel Wall Chart

Colored Word Chart

Cuisenaire or Colored Rods

Community Language
Learning
Teaching Approach:
Intuitive-imitative Approach
Materials:
Audiotape recorder
Human computer technique

Pronunciation Teaching
1980s .
Language

Goal

System for
communication
Communicative Competence
linguistic/grammatical
sociolinguistic
discourse
strategic

Communicative Language
Teaching
Goal Fluent & Intelligible Speech

Communicative Language
Teaching
Current
Position
Students fluent & communicating

Pronunciation like grammar, syntax

& discourse organization communicates

but what & how

Messages lacked accuracy

(Beebe, 1978)

Pendulum Effect (Eskey)

Pendulum Effect (Eskey)

Factors that Made the Incorporation of

Pronunciation into the Teaching
Programs
Eskeys questioning of CLT.
(Fluency vs. Accuracy)

Teachers neglect to attend the

Formalist

Activist

Phonological
Accuracy

Conversational
Fluency

pronunciation needs of learners.

Needs of special groups of ESL learners.
New principles of pronunciation

teaching.

Pronunciation:
What has to be done
A balance

between
accuracy & fluency

To change some proscripts of CLT:

Error correction

A need of methodological flexibility:

Eclectic view

Pronunciation Basic Premise

Methodological Flexibility
The teacher decides:
What to take
What to leave
Whom to listen to
Whom to ignore

Principles Guiding Current Directions

in Pronunciation Pedagogy

Focus on:
Intelligible Pronunciation
is an essential component
of communicative competence

1. Pronunciation integral
part of communication.
2. Suprasegmentals communicate
meaning in the context.

Principles Guiding Current Directions

in Pronunciation Pedagogy

3. Pronunciation:
segmentals
suprasegmentals
voice quality features
elements of body language

4. Learners & teachers involvement.

Principles Guiding Current Directions

in Pronunciation Pedagogy
5. Meaningful practice & speech
activities used in real-life situations.
6. Sound - spelling relationship.
7. Link between listening &
pronunciation / speaking.

8. ESL learner uniqueness.

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