外語教學(xué)法語音的教學(xué)Teachingpronunci

1、EFL Teaching: Skills and TechniquesPart 2 Teaching Pronunciation6#501Part 2 Teaching PronunciationObjectives :In this part, we are going to discuss how to teach pronunciation. We will focus on the following: What role does pronunciation play in language learning?2. What is the goal of teaching pronu

2、nciation?3. What factors of pronunciation do we need to teach?4. How can teachers help the students to improve pronunciation? 1. The role of pronunciationvIn the teaching of English as a foreign language, discussion on pronunciation are not so much around how to teach pronunciation as around the val

3、ue of teaching pronunciation. Different attitudes toward pronunciation teaching: There are people who claim that students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability. However, there are people who assert that fail

4、ure in pronunciation is a great hindrance in language learning. A historical view of the role of pronunciation in SLA: 1940s - 1960s 1970s - 1980s late 1980s - present- the teaching of pronunciation was greatly stressed - behavioristic audio- lingual methods; used imitation drills, pattern practice,

5、 and dialog memorization- the teaching of pronunciation was largely ignored - communicative approaches; focused more on fluency than form- pronunciation was a key ingredient to the development of communicative competence - a more balanced approach that valued both accuracy and fluency2. The goal of

6、teaching pronunciationvIt is true that language students pronunciation should be as good as possible. But should we require the students to acquire native-like pronunciation? Generally speaking, learners of English as a foreign language cannot acquire native-like pronunciation, except those who star

7、t learning English at a very young age. Realistic goal of teaching pronunciation should be: v Consistency The pronunciation should be smooth and naturalv Intelligibility The pronunciation should be understandable to the listeners.v Communicative efficiency The pronunciation should help to convey the

8、 meaning that is intended by the speaker.v Self-confidence Good pronunciation can help a student gain self-confidence in communicating with others in English.3.Aspects of pronunciationvFirst languagevAgevMotivationvDifferent abilities vPersonality and affective factorsvAmount of exposurevStrength of

9、 ethnic identityFirst languagevThe more differences there are in the individual sounds and the combinations of the sounds and features such as rhythm and intonation, the more difficult the learner will have in pronouncing English.vAge Adults may not be able to master pronunciation in the apparently

10、effortless way that children do because they may have less time for English learning and fewer opportunities for interacting in English. Another factor is that they are greatly influenced by their L1what should a teacher do?MotivationvIt is an influential factor. If students dont care about a partic

11、ular task or dont see the value of it, they wont be motivated to do well.what should a teacher do?vDifferent abilities cause: phonetic ability-whether they have an “ear” for a foreign language. “phonetic coding ability” or “auditory discrimination ability” is beyond the teachers control. result: the

12、y have difficulty in perceiving what their mouth is doing and thus lacking the ability to learn sounds of a new language. resolution: offer learners a variety ways in which to practice pronunciation. Personality and Affective factors are also important in the learning of pronunciation. v Pronunciati

13、on may be associated with psychological traits such as empathy(移情）移情）, intuition（直覺） and flexibility（機(jī)動(dòng)性靈活性）. v A learner who is relaxed will not only improves their pronunciation at the time of speaking, but may also show longer term improvement. What should a teacher do ? 1. So that pronunciation

14、teaching cannot be divorced from the people who are speaking, but should involve the whole person. 2. Teachers can use a range of activities to promote awareness and relaxation among learners.Amount of exposure vIf a learner lives in an English-speaking country, he or she is “surrounded” by English

15、and this constant exposure should affect their pronunciation skills. What should a teacher do?Strong feelings of ethnic identityvmay sometimes lead learners to consciously or unconsciously resist making changes to their pronunciation because their accent is an important way of signaling their social

16、 and ethnic identity. They may use various markers of their ethnicity in their spoken English quite unconsciously. vIf learners have a strong desire to identify with the target culture, they will be more concerned about their pronunciation and about correctness.what should a teacher do?v Careful lis

17、tening and imitation.v Use visual cues, such as the teacher modeling the position of a sound in the mouth. v v Some will enjoy the challenge of learning a new pronunciation, while others will find this threatening. v v What personalities a teacher should possess while teaching pronunciation? v Pronu

18、nciation teaching therefore calls for sensitivity, patience and a sense of humor, together with faith in the learners ability to improve, however slowly.5. Approaches to pronunciation instruction a. Intuitive-imitative approachvThe learner listens to and imitates the sound and rhythms of the target

19、language without the assistance of explicit instruction. Technologies, such as audiotapes, videos, and computer-based programs and websites, can offer rich resources of native speech as good models. b. Analytic-linguistic approachvThe learner is provided with explicit, structured teaching of speech

20、features utilizing articulatory（分節(jié)的） descriptions and charts of speech apparatus, phonetic alphabet and vowel charts, and a variety of interactive speech analysis software and websites. c. Current integrative approach v - Pronunciation is viewed as an integral component of communication, rather than

21、 an isolated drill and practice sub-skillv - Pronunciation is practiced within meaningful task-based activitiesv - Use pronunciation-focused listening activities to facilitate the learning of pronunciationv - Pronunciation is taught to meet the learners particular needsv -it seems sensible to focus

22、first on suprasegmental(超音段 成分). （語音學(xué)用語。一種伴隨或附加在元音或輔音上的言語特征，如重音、音調(diào)或單詞等） aspects of language, since this allows the teaching of pronunciation to be integrated into regular teaching of spoken discourse, and has the advantage of addressing the needs of learners from different L1 backgrounds and differe

23、nt needs in the same class. This does not mean neglecting individual sounds, but, rather, approaching them in context.Main techniques of pronunciation teachingImplicit Explicit exposure imitation speech training practical phoneticsThe four basic and distinct techniques:(1) Exhortation(2) Speech trai

24、ning(3) Practical phonetics(4) ExposureExhortation Instructions to imitate and mimic without further explanation “No, Mary: not dis, say this. This.”Speech TrainingSpeech training should be deliberately-organized.“These three trees are green”v Practical phoneticsv Description of the organs of speech

25、v Description of the articulation of soundsv Description of stress, rhythm and intonationv Ear trainingv Pronunciation exercisesv Exposure presentation to learners of authentic speech 五大發(fā)音要點(diǎn)五大發(fā)音要點(diǎn) v一、長元音和雙元音飽滿 1. Mike likes to write by the nice bright light at night. 麥克喜歡在夜晚明亮的燈光旁寫作。v2. Macao came back to China in 1999.澳門于1999年回歸祖國。 3. I like the shape of that mountain.我喜歡那座山的樣子。 包含了四個(gè)容易混淆的元音 二、短元音急促有力 4. Jim must study