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competence?
By knowing the differences of the two languages the teacher will be able
to foresee the difficulties that students may encounter when producing
the target language. The problem could mainly rely on the fact that non-
native speaker teachers may lack the confidence of a native one, but at
the same time a non-native teacher will probably be a little bit more
sensitive to the particular phonetic issues involved and to the L1
interferences. In fact, when a student realizes the differences in sounds
between his/her L1 and the target language, he/she will start trying to
produce them correctly
If we are dealing with children, for example, it would seem quite absurd
to teach them pronunciation by explicit explanation. Actually, teachers
must take advantage of the fact that children in early age can acquire
languages easily, just by being immersed to it. For them, songs, poems
and chants are excellent lesson activities. On the other hand, if teachers
are teaching teenagers or adults, they can help students in the process
of learning pronunciation by giving certain explanations about English
pronunciation. In this way we make the students aware not only of how
words may change pronunciation when in fluent speech, but also how a
message in a utterance may change according to certain
suprasegmental features.
BIBLIOGRAPY
Ball, P. (2013). Teaching Pronununciation. Funiber
Jenkins, J. (2002). Global English and the Teaching of Pronunciation
Otlowski, M. (2004). Pronunciation: What are the Expectations?