Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Teaching Pronunciation Hardback with Audio CDs (2): A Course Book and 'This book deserves to become the bible and workshop manual of teachers of. Donna M. Brinton (Author), Janet M. Goodwin (Author), Barry Griner (Contributor) & 1 more. Teaching American English Pronunciation (Oxford Handbooks for Language Teachers Series) by Peter Avery Paperback $ Teaching American English Pronunciation (Oxford Handbooks for Language. Teaching Pronunciation | The second edition includes updates and insights on current research and pedagogical A Course Book and Reference Guide.
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Teaching Pronunciation: A COURSE BOOK AND REFERENCE GUIDE. Front Cover. Donna Brinton, Marianne Celce-Murcia, Janet M. Teaching pronunciation: a course book and reference guide / Marianne Celce- Murcia, Donna M. Brinton, Janet M. Goodwin ; with Barry D. Griner Celce-Murcia, . Teaching Pronunciation Paperback with Audio CDs (2) by Marianne Celce- Murcia, with Audio CDs (2): A Course Book and Reference Guide.
ELT Journal, 62 1 , Gilbert, J. Grabe, W. Reading in a second language: Moving from theory to practice pp. Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains.
Second Language Research, 29 3 , Hahn, L. Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. Hamada, Y. The effectiveness of pre- and post-shadowing in improving listening comprehension skills. The Language Teacher, 38 1 , Jenkins, J. A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language.
Applied Linguistics, 23 1 , Kubota, R. Questioning linguistic instrumentalism: English, neoliberalism, and language tests in Japan. Linguistics and Education, 22 3 , Leather, J.
Second-language speech research: An introduction. Language Learning, 49 Supplement 1 , Levis, J. Intonation in theory and practice, revisited.
Major, R. The effects of nonnative accents on listening comprehension: Implications for ESL assessment. Morita, N. Identity: The situated construction of identity and positionality in multilingual classrooms.
Williams Eds. Have students guess the meaning or identify questions and answers.
Online eBook Teaching Pronunciation Paperback with Audio CDs (2): A Course Book and Reference Guide
Instead, we can think of these concepts: Intelligibility and comprehensibility: Although some researchers define these two terms slightly differently, they both refer to being easy to understand, without an accent that distracts or causes problems for listeners. Communicability: How well someone can function and communicate in real-life situations.
Sounds that are different can cause more problems and need more teaching time. The focus is on sounds. We should determine how often a confusion of two sounds would cause problems before deciding which ones are most important to teach.
We should concentrate on these differences. The focus is on features that might affect many different sounds, such as voicing, aspiration, or nasalization, rather than on single sounds. Many receive no training at all. We need to think about our priorities and the needs of our students before we choose what aspects of pronunciation to teach.
Be realistic and choose the most important things to emphasize. Can test both listening discrimination and production.
We need to emphasize the musical aspects of pronunciation in addition to individual sounds. We also need to use authentic materials and a wide range of techniques.
We should try to achieve a balance between segmentals and suprasegmentals and between repetition and communicative activities. Techniques Techniques for teaching pronunciation can come from other fields, such as psychology, neurolinguistics, and theater arts.
Here are some examples.
Page gives a suggestion for using a video clip from a movie or TV program for pronunciation practice using a dramatic imitative approach. Tools Tools for teaching pronunciation include physical objects, written materials for practice, games, and songs. Small pocket-sized video cameras such as the Flip Ultra, Kodak Zi8, and an increasing number of models from other companies allow teachers to make videos of their students as they speak.
Cell phones and even some iPods can make simple videos. Not all materials are of good quality.
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Some are amateurish and inaccurate. Check and judge materials carefully before you have students use them. If in doubt, use something else. If learners cannot perceive the difference between sounds, or if they cannot recognize the intonation contours of a language and understand what they mean, their listening comprehension will be very weak. Listening is complicated. Sometimes, people that are learning English In these two volumes of the just-out-on-the-market, English Pronunciation in Use CUP , Marks is responsible for the book aimed at elementary students, while Hewings delivers the The Other Format of the English Methods For Teaching English 1.
Methods and Techniques: Teaching English to people who speak other languages is a rewarding thing, because there is The comparison with English words Hidden away on a lonely island, Groosham Grange isThe study of how words are made up of smaller parts—how word roots, prefixes and suffixes are put together to make words, and how these forms are connected to the whole grammar of the language.
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The Language Teacher, 38 1 , Should you teach a phonemic alphabet to your students? Language Learning, 49 Supplement 1 , The last sound of one word is often linked to or blended with the first sound of the next word.
Teaching pronunciation: A course Book and reference guide, 2nd edition.
The effects of nonnative accents on listening comprehension: Implications for ESL assessment. Also discover unlimited ebooks, movies, games and music directly from your devices PC, Mac, Mobile, etc. Carefully chosen cartoons can illustrate normal, casual speech in a fun way.
Kelly shows that western philologists and linguistics have studied grammar and vocabulary have been much better understood by most language teachers than pronunciation, which began to be studied systematically only a short time before the beginning of the twentieth century.
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