Teaching english pronunciation
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How to Teach Pronunciation
Last Updated: October 11, References. This article was co-authored by wikiHow Staff. Our trained team of editors and researchers validate articles for accuracy and comprehensiveness. This article has been viewed 27, times.
Learn more Start by introducing how to pronounce English vowels and consonants. Some sounds rarely occur in other languages, so clearly explain how students should use their lips and tongues to form unfamiliar sounds. Since stress, rhythm, and intonation express nuanced meanings, offer plenty of examples of how these qualities function. Log in Social login does not work in incognito and private browsers. Please log in with your username or email to continue.
No account yet? Create an account. Edit this Article. We use cookies to make wikiHow great. By using our site, you agree to our cookie policy. Cookie Settings. Learn why people trust wikiHow. Download Article Explore this Article parts. Related Articles. Part 1. Go over the basic rules of English phonics. Start with the English pronunciation of the Latin alphabet. Discuss general rules for recognizing whether vowels are long or short, and note exceptions. Show students how to make sounds that combine consonants.
While many of these consonant combinations occur in other languages, some students might have difficulty with sounds that are unique to English. Demonstrate sounds by exaggerating your mouth, lips, and tongue. Show students exactly how to use their mouth and tongue to make phonemes, or the basic sounds of the English language. Encourage students to practice unfamiliar sounds diligently. Tell them not to be discouraged if they have trouble, and explain that it takes time to train their mouth and tongue to move in unfamiliar ways.
Remind students that using familiar sounds in place of more difficult ones can create important differences in meaning. Let them know that they could unintentionally say something inappropriate or be misunderstood if they use 1 sound in place of another.
Assign weekly vocabulary words to help students memorize exceptions. Covering the basic rules is a good starting point, but English is notorious for strange exceptions to every rule. Use rubber bands to visualize voiced and unvoiced consonants. Hold a rubber band between your thumbs. Keep it short to help students understand how a syllable with an unvoiced consonant sounds short.
Extend the rubber band to show how a syllable with a voiced consonant sounds longer. Practicing syllable length with rubber bands is a good way to transition from teaching basic sounds to incorporating rhythm and stress. Part 2. Compare stress-timed and syllable-timed languages. Mention to students that they might be used to evenly stressing each word or every other syllable.
Explain that, in English, particular words and syllables are stressed in order to convey meaning, focus, and emotion. In Mandarin, tones and pitch can change an individual word's meaning, but stress and rhythm don't impact a statement's message or the emotions it conveys. Describe the differences between content and function words.
These words are usually stressed more than function words, which are used for grammatical purposes. Use kazoos to show students how to stress words and syllables. Provide examples of English sentences, and use a kazoo to hum their stresses and pitch changes. This will provide clear cues for students who have trouble recognizing emphasis and rhythm in speech alone. Students can also use their own kazoos to practice stress and rhythm.
Recite a sentence with the same words, but change your emphasis with each repetition. Part 3. Demonstrate falling intonation at the end of a declarative sentence. Explain that intonation usually falls at the end of a complete thought.
Hum intonation for example sentences with a kazoo to make it easier for students to recognize changes in pitch. An imperative sentence gives a command, and intonation usually falls at the ends of these sentences, too.
The other types of sentences are interrogative, which ask a question, and exclamatory, which declare something with excitement or emotion.
Intonation usually rises at the ends of these sentences. Explain how intonation waves after a mid-sentence clause. Demonstrate how intonation waves, or falls and rises just slightly, to anticipate the statements that follow a clause or come next in a list. Provide examples such as independent clauses set off by commas, lists separated by serial commas, and phone numbers. Show students how intonation rises at the end of a question.
Exclamations such as "I am so proud of you! Intonation often rises suddenly at the end of the exclamation. Provide examples of subtle intonation cues that express meaning. Mention that speakers might end a question with a lower pitch to express dissatisfaction or sarcasm. Since these examples can be subtle, exaggerate your falling tone or use the kazoo to clearly mark the lower pitch. Recite the same dialogue with enthusiastic and flat pitches. Demonstrate how important intonation is by performing 2 versions of a sample dialogue with a student.
Have them ask you questions, and respond with varied, enthusiastic intonation. Perform the dialogue again, and respond to their questions with flat, uninterested, or sarcastic intonation.
Use your facial expressions and body language to clarify how different pitches communicate emotions. Part 4. Describe the schwa sound and its role in natural English pronunciation. Since native speakers commonly use it in place of precise pronunciation, it can also pose a challenge for ESL students. Explain how words blend with magnetic blocks and phonetic writing. Write words on magnetic blocks or other objects that can be joined together. Stick the blocks together to show how vowels and consonants blend into each other when words are used in a sentence.
Writing phrases phonetically will also help students understand liaison, or how words blend together. Use listening exercises to help students recognize contractions. Play a variety of movie clips, radio and television programs, podcasts, and other media.
Choose examples that frequently use contractions. After playing a short sample, have students identify which contractions they heard. Play recordings to expose students to slang and idioms. In addition to contractions, slang and idioms can pose significant challenges to ESL learners.
Use a range of media examples to provide students with an assortment of individual and regional language quirks. To assess their understanding, try playing 1 part of a recorded conversation, then have students respond using their own words.
However, students must learn how to recognize the spontaneous speech habits of native English speakers in order to master conversational skills. Include your email address to get a message when this question is answered. Submit a Tip All tip submissions are carefully reviewed before being published. You Might Also Like How to. How to. More References 5.
About This Article. Co-authored by:. Co-authors: 4. Updated: October 11, Categories: English Pronunciation. Thanks to all authors for creating a page that has been read 27, times. I learned how to teach pronunciation step by step.
A Study on Teaching English Pronunciation in Primary Schools in Italy
This article was received on January 17, , and accepted on July 14, How to cite this article APA, 6 th ed. Pronunciation instruction and students' practice to develop their confidence in EFL oral skills. The aim of this article is to inform on research intended to find out how pronunciation instruction of English as a foreign language was handled in the language classroom with elementary students and also understand if pronunciation instruction had an impact on students' confidence when using it. In order to do this, a qualitative case study was carried out with learners of elementary English as a foreign language at the Language School of Universidad Veracruzana, Mexico.
Pronunciation
Metrics details. In this study we focus on the effects of an intervention aiming to improve the English pronunciation skills of secondary school students in the Netherlands. In order to implement a new pedagogy successfully it is of the essence to take into account how teachers learn and what motivates them to adapt and change their way of teaching. In this paper the main focus is on finding evidence of teacher professional development in teaching English pronunciation. Results show that teachers are extrinsically motivated to change their teaching behaviour and classroom practice after using a computer assisted teaching tool to teach English pronunciation. Research shows that teacher quality is significantly and positively correlated with student attainment and that it is the most important within-school aspect explaining student performance. Its effects are much larger than the effects of school organisation, leadership or financial conditions Hattie , ; Meiers and Ingvarson ; Veen et al. Hattie ibid. Laurillard and Mor and Mogilevsky see the teacher as the initiator of defining an educational challenge and of the conceptualisation of its solution. For most secondary school teachers in the Netherlands the situation of the day-to-day practice of teaching and the curriculum leaves no room for in-depth research and design initiatives.
Teacher development course
We collaborate with an Expert Panel of world-leading academics and educators in English Language Teaching. Why does this matter to you? The Expert Panel ensures that research-based support informs our products and services, meeting your needs and the needs of your students in the best possible way. Robin Walker has been involved in English language teaching since , working as a teacher, teacher educator, materials writer, and consultant. He regularly collaborates with Oxford University Press and Trinity College London, as well as with regional education authorities in Spain, where he lives.
The Teaching of English Pronunciation in Polish Secondary Schools
Pronunciation can be a problem even for more advanced students. Some students who have mastered grammar can still have big problems being understood because their pronunciation is way off. For these students, being well-versed in grammar has limited value without the teacher's help in saying words and sentences in a comprehensible way. Specifically we will cover overcorrection, modeling, a technique I call "Talk Like a Cowboy," songs and rhymes, and focus on the pronunciation of "can" versus "can't. Remember that for students, hearing their teacher saying the words is the first step, and simple repetition is the second.
Teaching pronunciation
English pronunciation instruction is difficult for some reasons. Teachers are left without clear guidelines and are faced with contradictory practices for pronunciation instruction. There is no well-established systematic method of deciding what to teach, when, and how to do it. As a result of these problems, pronunciation instruction is less important and teachers are not very comfortable in teaching pronunciation in their classes. This paper reviews some of the important issues of English pronunciation instruction.
10 ESL Activities for Powerful Pronunciation Progress
Features of English phonetics, phonology, stress, and intonation will be drawn on to enrich instruction in best practices for teaching and learning pronunciation in a TEFL environment. Going beyond discrete sounds, this course will focus on the suprasegmental aspects of English pronunciation for both formal and informal situations such as:. Specific techniques for accent reduction, plus important information on body language for clear communication in English, will be presented. Lastly, the course will emphasize the integration of pronunication instruction and practice in all types of lessons.
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The article is focused on an integrated approach to teaching English pronunciation to the Ukrainian learners who specialise in English as their future profession by way of emphasising the linkage between phonetic, lexical and grammatical language levels. The mentioned approach is viewed in the paper as a means of developing the English pronunciation being of primary importance in the English proficiency. The approach to teaching pronunciation advanced in this paper takes full account of the importance of context as a means for successful L2 pronunciation learning. In the article the authors explain some terminology connected with teaching English pronunciation, present information about the main differences and similarities in the English and Ukrainian articulation bases as well as give methodological guidelines on teaching pronunciation and describe types of instructions that can be integrated into L2 practical phonetics classes.
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