外语教学法语音的教学Teachingpronunci

EFLTeaching:SkillsandTechniques

Part2TeachingPronunciation6#501Part2TeachingPronunciationObjectives:Inthispart,wearegoingtodiscusshowtoteachpronunciation.Wewillfocusonthefollowing:Whatroledoespronunciationplayinlanguagelearning?2.Whatisthegoalofteachingpronunciation?3.Whatfactorsofpronunciationdoweneedtoteach?4.Howcanteachershelpthestudentstoimprovepronunciation?1.Theroleofpronunciation

IntheteachingofEnglishasaforeignlanguage,discussiononpronunciationarenotsomucharoundhowtoteachpronunciationasaroundthevalueofteachingpronunciation.Differentattitudestowardpronunciationteaching:

☆Therearepeoplewhoclaimthatstudentsdonotneedtolearnpronunciationbecausepronunciationwilltakecareofitselfasthestudentsdevelopoveralllanguageability.☆However,therearepeoplewhoassertthatfailureinpronunciationisagreathindranceinlanguagelearning.AhistoricalviewoftheroleofpronunciationinSLA:

1940s-1960s

1970s-1980s

late1980s-present-theteachingofpronunciationwasgreatlystressed

-behavioristicaudio-lingualmethods;usedimitationdrills,patternpractice,anddialogmemorization-theteachingofpronunciationwaslargelyignored

-communicativeapproaches;focusedmoreonfluencythan

form-pronunciationwasakeyingredienttothedevelopmentofcommunicativecompetence-amorebalancedapproachthatvaluedbothaccuracyandfluency2.ThegoalofteachingpronunciationItistruethatlanguagestudents’pronunciationshouldbeasgoodaspossible.Butshouldwerequirethestudentstoacquirenative-likepronunciation?Generallyspeaking,learnersofEnglishasaforeignlanguagecannotacquirenative-likepronunciation,exceptthosewhostartlearningEnglishataveryyoungage.Realisticgoalofteachingpronunciationshouldbe:

Consistency

ThepronunciationshouldbesmoothandnaturalIntelligibilityThepronunciationshouldbeunderstandabletothelisteners.Communicativeefficiency

Thepronunciationshouldhelptoconveythemeaningthatisintendedbythespeaker.Self-confidence

Goodpronunciationcanhelpastudentgainself-confidenceincommunicatingwithothersinEnglish.3.AspectsofpronunciationFirstlanguageAgeMotivationDifferentabilitiesPersonalityandaffectivefactorsAmountofexposureStrengthofethnicidentityFirstlanguageThemoredifferencesthereareintheindividualsoundsandthecombinationsofthesoundsandfeaturessuchasrhythmandintonation,themoredifficultthelearnerwillhaveinpronouncingEnglish.AgeAdultsmaynotbeabletomasterpronunciationintheapparentlyeffortlesswaythatchildrendobecausetheymayhavelesstimeforEnglishlearningandfeweropportunitiesforinteractinginEnglish.AnotherfactoristhattheyaregreatlyinfluencedbytheirL1whatshouldateacherdo?MotivationItisaninfluentialfactor.Ifstudentsdon’tcareaboutaparticulartaskordon’tseethevalueofit,theywon’tbemotivatedtodowell.whatshouldateacherdo?

Differentabilitiescause:phoneticability----whethertheyhavean“ear〞foraforeignlanguage.“phoneticcodingability〞or“auditorydiscriminationability〞isbeyondtheteacher’scontrol.result:theyhavedifficultyinperceivingwhattheirmouthisdoingandthuslackingtheabilitytolearnsoundsofanewlanguage.

resolution:offerlearnersavarietywaysinwhichtopracticepronunciation.

PersonalityandAffectivefactorsarealsoimportantinthelearningofpronunciation.Pronunciationmaybeassociatedwithpsychologicaltraitssuchas‘empathy’(移情〕,‘intuition’〔直觉〕and‘flexibility’〔机动性灵活性〕.Alearnerwhoisrelaxedwillnotonlyimprovestheirpronunciationatthetimeofspeaking,butmayalsoshowlongertermimprovement.Whatshouldateacherdo?1.Sothatpronunciationteachingcannotbedivorcedfromthepeoplewhoarespeaking,butshouldinvolvethewholeperson.2.Teacherscanusearangeofactivitiestopromoteawarenessandrelaxationamonglearners.Amountofexposure

IfalearnerlivesinanEnglish-speakingcountry,heorsheis“surrounded〞byEnglishandthisconstantexposureshouldaffecttheirpronunciationskills.Whatshouldateacherdo?Strongfeelingsofethnicidentitymaysometimesleadlearnerstoconsciouslyorunconsciouslyresistmakingchangestotheirpronunciationbecausetheiraccentisanimportantwayofsignalingtheirsocialandethnicidentity.TheymayusevariousmarkersoftheirethnicityintheirspokenEnglishquiteunconsciously.Iflearnershaveastrongdesiretoidentifywiththetargetculture,theywillbemoreconcernedabouttheirpronunciationandaboutcorrectness.whatshouldateacherdo?Carefullisteningandimitation.Usevisualcues,suchastheteachermodelingthepositionofasoundinthemouth.

Somewillenjoythechallengeoflearninganewpronunciation,whileotherswillfindthisthreatening.

Whatpersonalitiesateachershouldpossesswhileteachingpronunciation?

Pronunciationteachingthereforecallsforsensitivity,patienceandasenseofhumor,togetherwithfaithinthelearner’sabilitytoimprove,howeverslowly.5.Approachestopronunciationinstructiona.Intuitive-imitativeapproachThelearnerlistenstoandimitatesthesoundandrhythmsofthetargetlanguagewithouttheassistanceofexplicitinstruction.Technologies,suchasaudiotapes,videos,andcomputer-basedprogramsandwebsites,canofferrichresourcesofnativespeechasgoodmodels.b.Analytic-linguisticapproachThelearnerisprovidedwithexplicit,structuredteachingofspeechfeaturesutilizingarticulatory〔分节的〕descriptionsandchartsofspeechapparatus,phoneticalphabetandvowelcharts,andavarietyofinteractivespeechanalysissoftwareandwebsites.c.Currentintegrativeapproach-Pronunciationisviewedasanintegralcomponentofcommunication,ratherthananisolateddrillandpracticesub-skill-Pronunciationispracticedwithinmeaningfultask-basedactivities-Usepronunciation-focusedlisteningactivitiestofacilitatethelearningofpronunciation-Pronunciationistaughttomeetthelearners'particularneeds-itseemssensibletofocusfirstonsuprasegmental(超音段成分).〔语音学用语。一种伴随或附加在元音或辅音上的言语特征，如重音、音调或单词等〕aspectsoflanguage,sincethisallowstheteachingofpronunciationtobeintegratedintoregularteachingofspokendiscourse,andhastheadvantageofaddressingtheneedsoflearnersfromdifferentL1backgroundsanddifferentneedsinthesameclass.Thisdoesnotmeanneglectingindividualsounds,but,rather,approachingthemincontext.MaintechniquesofpronunciationteachingImplicitExplicit

exposureimitationspeechtrainingpracticalphoneticsThefourbasicanddistincttechniques:(1)Exhortation(2)Speechtraining(3)Practicalphonetics(4)ExposureExhortationInstructionstoimitateandmimicwithoutfurtherexplanation“No,Mary:notdis,saythis.This.〞SpeechTrainingSpeechtrainingshouldbedeliberately-organized.“Thesethreetreesaregreen〞PracticalphoneticsDescriptionoftheorgansofspeechDescriptionofthearticulationofsoundsDescriptionofstress,rhythmandintonationEartrainingPronunciationexercisesExposure

presentationtolearnersofauthenticspeech

五大发音要点

一、长元音和双元音饱满

1.Mikelikestowritebythenicebrightlightatnight.

麦克喜欢在夜晚明亮的灯光旁写作。2.MacaocamebacktoChinain1999.澳门于1999年回归祖国。

3.Iliketheshapeofthatmountain.我喜欢那座山的样子。

［包含了四个容易混淆的元音］

二、短元音急促有力4.Jimmuststudyalittlebitmore.杰姆必须再多一下一点功夫。

5.Let‘sget