It is a general fact that the goal in teaching pronunciation is threefold: to enable the learners to understand and be understood, to build their confidence in entering communicative situations, and to enable them to monitor their speech based on input from the environment
The teaching of pronunciation is so crucial to our students. Pronunciation is the language feature that most readily identifies speakers as non-native. It is a filter through which others see them and often discriminate against them
Goodwin as cited by Murcia (2006) describes different tools that a teacher needs to teach pronunciation in a systematic way which are a wealth of good materials. This list is not an exhaustive list of techniques instead, just a brief overview of possibilities with sources for the teachers to try: Contextualized Minimal Pair Practice. Bowen (1975) was one of the first to stress the importance of teaching pronunciation in meaningful contexts. Rather than just distinguishing pen and pan as isolated words for instance. Bowen embedded these minimalpair contrasts into contextualized sentences and rejoinders. e.g. “This pen leaks”.”Thendon’t write with it;” “The panleaks” “. Then don’t cook with it.”Contextualized minimal pairs drills include more than individual sound contrasts as shown, for example, Gtlbert (1993). Examples of Word Stress, “Isit elementary?” “No its advanced.”; “Is it a lemon tree?” “No, an orange, tree. While an example of Prominence “ I didn’t know she was outthere.” “ I thought she was inside.”; I didn’tknow she was out there.” “I thought it was justhim.”
Another tool in teaching pronunciation is the use of Cartoons and Drawings. Cartoons and Drawings can be used to cue production of particular sentences or an entire story as well as for showing language in context. Rhythm and Role Play (Graham and Aragones (1992) uses humorous cartoon stories to illustrate short plays to practice rhythm in English. In the description and analysis stage of teaching a particular feature, cartoons can be shown on an LCD Projector for the students to read and analyze.
Another technique that a teacher can use to teach pronunciation is through Gadgets and props. To help learners understand the rhythmic patterning of stressed and unstressed syllables, Gilbert(1994) suggests using a thick rubber band. The teacher holds the rubber band between two thumbs. While pronouncing words or phrases, the teacher stretches the rubber band widely apart for the stressed syllables and lets it relax for the unstressed ones. As kinesthetic reinforcement, students each use a similar rubber band to stretch while speaking, first at the word level and then with phrases.
In addition, Nursery rhymes, Poetry and Jokes can be used by teachers to teach pronunciation. Nursery rhymes, limericks, and many poems all have strong patterns of stressed and unstressed syllables that help our learners hear (and to a certain extent feel) the rhythm of English. One well-known use of rhythmic chants is Graham’s Jazz Chant series. These short,easy to learn chants have a strong beat and can be used with adults as well as teachers. On the other hand, Vaughn-Rees (1991) has devised poems to illustrate and reinforce some of the basic spelling rules in English. Since this language is usually presented, he deliberately presents examples where pronunciation and spelling are predictable so that learners can begin to internalize these associations: For example, “What’s thematter/”said the hatter to his mate by the gate. “The cat ate my hat and now it’s made me very late.” Jokes can also be used in the pronunciation lesson. Noll (1007) suggests using Knock,knock jokes to illustrate and practice linking and reduced speech: A. Knock KnockB.Who’s there? A. Jamaica. B. Jamaica Who? A.Jamaica mistake? (= Did you make amistake?)
Other tools include Drama which is a particular effective tool for pronunciation teaching because various components of communicative and competence ( discourse intonation, pragmatic awareness, nonverbal communication) can be practiced in an integrated way. Stern (1980) propose a method for using eight-to ten minute scenes, usually involving two characters. Each pair of students receives the script with a different scene. Rather than memorizing the lines, they are simply to provide a dramatic reading—looking up frequently at their partner and reading with feeling. The teacher helps them by modeling each line and having students repeat, drawing attention to aspects of pronunciation as they appear. After rehearsing, the pairs are videotaped performing the scene. Following this, the pair of students remaining in character, are first interviewed by the audience and then perform a short improvisation based on the scene.
Still another tool is by giving kinesthetic activities. As Abercrombie( 1968) puts it” “We speak with our vocal organs, but we converse with our whole bodies “In addition to relaxation and breathing exercises, Chan(1987) makes use of basic hand gestures to teach pronunciation. Syllables are shown by the number of fingers one holds up or by tapping out the number with one’s hand. An open hand indicates stress while a closed hand indicates lack of stress. Linking thumb and forefingers between both hands illustrates linking. A sweeping hand motion for rising and falling pitch illustrates intonation. Once students are familiar with the gestures, the teacher can use them as silent correction techniques.. If teachers are really bound to the success of pronunciation teaching, there’s no harm in trying these tools.
Reference:
Marianne Celce-Murcia. Teaching English As A Second or Foreign Language Thomson Learning Asia. 2006.p.124-127.
By: MILDRED B. DE LEON | Teacher III | MorongNational High School- Mabayo Annex | Morong, Bataan
