Practice Activities – FP005 T&P
SUBJECT PRACTICE ACTIVITIES: TEACHING PRONUNCIATION
GENERAL INFORMATION: The subject practice activities consist of doing individually five short exercises. The document must fulfil the following conditions: -
Length: 3 pages (without including cover, index or appendices –if there are any-).
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Font type: Arial or Times New Roman.
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Font size: 11.
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Spacing: 1.5.
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Alignment: Justified.
Besides, the activities have to be done in this Word document: leave the activities’ statements where they are and just answer below them. In order to make the correction process easier, please, do not write the answers in bold, and it will then be easier to distinguish between them and the activities’ statements. On the other hand, the document must still fulfil the rules of presentation and edition, and follow the rubric for quoting and making bibliographical references as detailed in the Study Guide.
Also, it has to be submitted following the procedure specified in the “Subject Evaluation” document. Sending it to the teacher’s e-mail is not permitted.
In addition to this, it is very important to read the assessment criteria, which can be found in the “Subject Evaluation” document.
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Practice Activities – FP005 T&P
Name and surname(s): Alejandro Amaro Lara
Group: 2016_06
Date: June 30th, 2017.
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Practice Activities – FP005 T&P
Practice Activities You can find attached excerpts of two books to teach pronunciation.
Excerpt 1: Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford: MacMillan. (pp. 14-24).
Excerpt 2: Hancock, M & Donna, S. (2014) English Pronunciation in Use. Cambridge: Cambridge University. (pp. 10-19).
Review the two books and answer the following questions. 1. What seems to be the general approach of the books? Segmental or suprasegmental? Exposure-based or explanation based? Humanistic or drill-based? Teacher-centred or student centered? Traditional or unusual? Use what you learnt in Chapter 9 to justify your answer.
2. Does it cover all aspects we have seen in the materials? Articulation, vowel/consonantal system, phonemic chart, connected speech, stress, intonation, foreign influence? Etc.? Refer back to the materials if any of those aspects needs definition. 3. Does any of them consider integrated skills? Do they teach vocabulary, as well? If they don’t, could you make a brief proposal for them to include vocabulary? 4. Which contexts of use are they intended for? Are there significant differences among the three of them?
5. Which one would you prefer to use as a teacher? Why? Relate you answer to Brinton’s variables.
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Practice Activities – FP005 T&P
The main aim of the books is communicative approach which is drawing to guide learners on the usage of the language for communicating. Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics. Although, Suprasegmental is the design of these books. The features of the suprasegmental of speech are relate to stretch like larger than the segment (whether vowel or consonant), in particular pitch, stress, and duration. According to these terms, are focused on the sensation of higher and lower tone, to the prominence patterns of words, and to durational differences between segments, whether between different segments or between pronunciations of the same segment in different contexts. In few words, speech can be seem from two perspectives: the phonetic reality, most readily accessible as the acoustic speech wave form, but equally present in the articulatory behavior of the learner and the perceptual analysis of the auditory signal by the listener, and the discrete mental representation which serves as the set of instructions from which the phonetic signal is built by the student. The importance of suprasegmentals on teaching and learning of pronunciation. Firstly, it improves English accent and pronunciation that is the key to improve the speaking skill. To improve speech and make understandable is crucial that the learners practice and learn about both individual sounds and the overall musical pattern of the language. Secondly, according to many researchers, language learners improve their level at the language taken up by listening and listening; Thirdly, suprasegmental is the basic structure of spoken language that is different from the written language which is usually marginalised in day to day learning and teaching of English.
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Practice Activities – FP005 T&P
Moreover, the books are based on drill-based that is an instructional strategy. It "promotes the acquisition of knowledge or skill through repetitive practice." It refers to small tasks such as the memorization of spelling or vocabulary words, and may also be found in more meaningful learning tasks. Drill-and-practice, like memorization, involves repetition of specific skills, such as addition and subtraction, or spelling. To be meaningful to learners, the skills built through drill-and-practice should become the building blocks for more meaningful learning. The purpose of drill and Practice activities allows learners master materials at their own pace. Drills are usually repetitive and are used as a reinforcement tool. Effective use of drill and practice depends on the recognition of the type of skill being developed, and the use of appropriate strategies to develop these competencies. There is a place for drill and practice mainly for the beginning learner or for students who are experiencing learning problems. Its use, however, should be kept to situations where the teacher is certain that it is the most appropriate form of instruction.
These books offer drill and practice activities that benefit the improvement of learning transfer to the performance context. There are three basic steps like assigning a task, performing a task, and providing feedback. Once the activity is performed, the system needs to display the feedback. Depending on the success level of the activity, the learner is requested to keep practicing until satisfied. Towards the end, learners review what they have learned and try applying it in a more realistic situation. In addition, the books are form on exposure-based. This let students understand and connect the knowledge that is making by a stimulation during the learning process like responses and make students capable at the target language also this kind of approach is focus on student’s reinforcement that are connected with relevant activities.
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Practice Activities – FP005 T&P
Exposed-based relates to reinforcement and let students develop all their skills in a meaningful and active learning process for understanding the language. The books offers a variety of exercises for practicing and improving pronunciation as connected speech, pronunciation and intonation, etc. However, English pronunciation is use intermediate’s book is designed by integrated- skills that let students communicate and integrate also develop their abilities. It is based on Exposure, use, motivation, and instruction. Both books are develop on cultural context that introduces the variety of the language in an independent learner. The context must motivate students to communicative naturally as L1 to promote the real acquisition of the language. Linguistic variable is a meaningful context to teach and learn. Teaching pronunciation has remarkable changes throughout learning. As one of the most neglected aspects of English language teaching. Taking phonetics and phonology as a framework, teachers have tried to make use of the different components of these core disciplines in order to apply them to their classrooms. To highlight the importance of phonetics and phonology in the teaching. Therefore, it will be initiated by defining and contextualizing the issue of teaching pronunciation. firstly, the different components of the study of phonetics and phonology will be highlighted with their relevance to the teaching of pronunciation. Sencondly, In the light of this definition, pronunciation seems to be closely linked to the real acquisition of the target language. These books provide an study and description of speech sounds. From a more technical perspective define pronunciation of the language. As conclusion these books makes easier to teach pronunciation and the articulation of individual sounds , stress and intonation patterns of the target language. The books incorporate articulatory aspects, namely stress and intonation patterns also some other features like Segmental features: minimal units of sound defined in phonetic terms, etc.
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Practice Activities – FP005 T&P
References : Littlewood, W. T. (1983). "Communicative approach to language teaching methodology (CLCS Occasional Paper No. 7)." Dublin: Dublin University, Trinity College, Centre for Language and Communication Studies. Pattison, P. (1987). "The communicative approach and classroom realities." Avery, P., and Ehrlich, S. Teaching American English Pronunciation. Oxford: OUP, 1992. [2] Birjandi, P., and Nodoushan, M. An Introduction to Phonetics. Tehran: Zabankadeh Publications, 2005. Ashmore, Richard D., Kay Deaux & Tracy McLaughlin-Volpe. 2004. An organizing framework for collective identity: Articulation and significance of multidimensionality. Wendy & Pavel Trofimovich. 2008. Lexical and segmental influences on child and adult learners’ production of second language vowels. Concordia Working Papers in Applied Linguistics.
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