Teaching Pronunciation Differently
An EVO 2015 session
All teachers have used 'listen and repeat' as a way of teaching pronunciation, and most of us have found the results unsatisfactory.
But there is a different way, and it works very well.
The 'Articulatory Approach' teaches students what to do with their mouths to sound right.
Join us to explore how to teach this way.
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Overview
Each language requires speakers to use their tongue, jaw and lips in a specific way.
(This is called the 'Articulatory Setting' for the language.)
The articulatory approach differs from 'listen and repeat' because it explicitly teaches
students how to use their mouths in the way the new language demands.
In this session, you will explore how English works from this perspective.
You will come away with a new way of teaching English pronunciation.
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Session objectives
In the course of the 5 weeks, you will:
- better understand how people learn to pronounce a new language
- improve your understanding of English pronunciation
- develop practical ideas for your classroom
And through personal experimentation, you will:
- become more sensitive to how your mouth functions to make sounds when you speak
- gain an understanding of how breath is controlled to speak English
- understand and practise the physical actions which underlie the stress and reduction system
- see how Articulatory Settings ‘make or break’ good pronunciation
- discover what the English Articulatory Setting is
- find keys to the problematic vowels and consonants of English
- see how all of these elements come together to create good pronunciation in fluent speech.
For all of the above, you will create exercises that students enjoy and which give them better pronunciation outside the classroom.
Target audience
Teachers who are not satisfied with how their students learn to pronounce English.
Requirement: a headset with microphone if you wish to speak during the live sessions.
Interest Section (Sponsors)
IATEFL Pronunciation Special Interest Group (PronSIG)
TESOL Speech, Pronunciation, and Listening Interest Group (SPLIS)
TESOL France
Weekly content
Week 1
Introductions. Getting acquainted with our Google+ community and our Wiki. Where are we starting from?
Week 2
Stress and Reduction
Week 3
The Articulatory Setting of English
Week 4
Teaching Sounds with the Articulatory Approach
Week 5
Am I Going to Teach Pronunciation Differently? Conclusions and Evaluation.
Readings
There will be suggested readings for each week, and we will collect material from our community.
How to Join!
See the instructions at the bottom of this page.
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TPD Team
Moderators
Arizio Sweeting, Piers Messum and Roslyn Young
EVO Mentor
Elizabeth Anne
Communication tools to be used
Google + Community, the Teaching Pronunciation Differently (TPD) Wiki, Blackboard Collaborate
More about the moderators:
Name
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Biodata
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Piers Messum
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UK
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I teach English freelance in London, having previously taught in Japan and France. I taught English pronunciation at the University of Paris III. I have a PhD on how pronunciation is learnt by children and adults from the Department of Phonetics at University College London.
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Roslyn Young
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France
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I am a teacher and teacher trainer. I have integrated work on pronunciation into all my teaching for more than 40 years, mostly at the Centre de Linguistique Appliquée at the University of Franche-Comté in Besançon, France. I completed a PhD on the teaching of languages in 1990.
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Arizio Sweeting
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Australia
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I teach English and train teachers at the Institute of Continuing & TESOL Education at the University of Queensland (ICTE-UQ) in Australia, having previously worked in Brazil, Macau and New Zealand. I am doing a PhD on pronunciation instruction in teacher education with the University of the Sunshine Coast, Australia.
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How to join this session
From January 5 to 11 (but earlier if you prefer):
- Join our wiki space which explains the programme.
- Wait for your membership approval
- Go to our Google + Community
- Click on "Join this Group".
The action starts on January 12, 2015!
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