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Assignment TEFL 2

This document discusses pronunciation teaching for TEFL students. It begins by defining pronunciation as the production of sounds in a language. It emphasizes the importance of intelligible pronunciation from both the speaker's and listener's perspective. The document then outlines some key purposes of teaching pronunciation, including intelligibility, communication, confidence, and speech monitoring abilities. It proceeds to discuss techniques for pronunciation teaching, including listening and repeating, drilling, minimal pair drills, tongue twisters, and songs/rhymes. Stages of pronunciation teaching in class are also presented, such as the teacher modeling a dialogue and students repeating. Finally, the document provides tips for improving pronunciation skills through listening, practice, and speaking slowly when pronunciation is imperfect.

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85 views

Assignment TEFL 2

This document discusses pronunciation teaching for TEFL students. It begins by defining pronunciation as the production of sounds in a language. It emphasizes the importance of intelligible pronunciation from both the speaker's and listener's perspective. The document then outlines some key purposes of teaching pronunciation, including intelligibility, communication, confidence, and speech monitoring abilities. It proceeds to discuss techniques for pronunciation teaching, including listening and repeating, drilling, minimal pair drills, tongue twisters, and songs/rhymes. Stages of pronunciation teaching in class are also presented, such as the teacher modeling a dialogue and students repeating. Finally, the document provides tips for improving pronunciation skills through listening, practice, and speaking slowly when pronunciation is imperfect.

Uploaded by

ainunr zky
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Assignment TEFL 2

PRONUNCIATION

By Group 5 :

Armin Damayanti (190110009)


Nurvaika Tunnisa (190110017)
Rizky Ainun Sulfianti (190110019)

A. DEFINITION
Most people think of pronunciation as the sounds we make while
speaking. As speakers of a language, we need to be able to understand
each other with relative ease. The pronunciation patterns native speakers
use reflect those commonly accepted by particular speech communities.
Though most of us think in terms of speech production, the Longman
Dictionary of Applied Linguistics emphasizes “the way sounds are
perceived by the heater” to define pronunciation (Richards, Platt, and
Weber, 1992, p. 296). An emphasis on hearers’ perceptions is especially
relevant. How we pronounce words, phrases, and sentences communicates
to others considerable information about who we are, and what we are
like, as people. As language teachers, we need to acknowledge that
variation is a central feature of English pronunciation since there are many
legitimate varieties of English in a large number of English-dominant
countries around the world.
Cook (1996 as cited in Pourhosein Gilakjani, 2016) defined pronunciation
as the production of English sounds. Pronunciation is learnt by repeating
sounds and correcting them when produced inaccurately. When learners
start learning pronunciation they make new habits and overcome the
difficulties resulting from the first language.
According to Yates (2002 as cited in Pourhosein Gilakjani, 2016),
pronunciation is the production of sounds that is used for making meaning.
Pronunciation is the production of a sound system which doesn't interfere
with communication either from the speakers’ or the listeners’ viewpoint
(Paulston & Burder, 1976). Pronunciation is the way of uttering a word in
an accepted manner (Otlowski, 1998). Furthermore, Richard and Schmidt
(2002) defined pronunciation as the method of producing certain sounds.

B. THE PURPOSE OF LEARN PRONUNCIATION


According to Wrembel (2002), these aims are
1. functional intelligibility-developing spoken English that is easy to
understand for listeners;
2. functional communicability-developing spoken language that meets
communicative needs;
3. increased self-confidence-developing a positive self-image; and
4. speech-monitoring abilities and speechmodification strategies-that
will allow students to develop intelligibility, communicability and
confidence outside the classroom.

C. PRONUNCIATION TEACHING TECHNIQUES


Listening and repeating.
In this technique, a teacher or recorded native speaker are set as models for
imitating sounds
Drilling
At its simplest, drilling means listening to a model, provided by the
teacher, or a tape or another student, and repeating what is heard.
Minimal pair drills
In practicing minimal pair drills, learners should first differentiate, then
recognize the sounds and finally to imitate the minimal pairs with correct
sounds.
Tongue twisters
Tongue twisters are purposefully created sentences or rhymes aiming at
certain sounds which are difficult to pronounce. Tongue twisters are in all
languages and are created for pronunciation training of the mother tongue.
However they are very useful in foreign language learning too.
Songs and rhymes
By singing or saying rhymes, learners practice pronunciation drills, rhythm
or intonation.

D. STAGE OF PRONUNCIATION TEACHING IN CLASS


The teacher reads a dialogue by modeling it.
It has been always motivating to put the subject matter in context, and
students stand a better chance of retaining what they have learnt. Students
learn the target language within a concrete context that will enable them to
relate what they learn to real-life learning environments. Teachers as a role
model will encourage and inspire the students to strive for learning the
target language.
Students repeat the dialogue.
Through repetition students can use the target language automatically, and
fluently as well. In this method it is desirable that students form a habit
formation to use the target language with ease, therefore, the more they
repeat, the easier they will speak the target language with right
pronunciation.

E. HOW TO IMPROVE PRONOUNCE SKILLS


1. Learn to listen to others
The more you listen, the more successful you will be. Nowadays, there are
many opportunities of hearing native English speech: songs, films, TV
series, videos on YouTube and other sites, audiobooks, voice chats, etc.
2. Practice makes perfect.
Even your English level is high, you can lose your phonetic skills if you
have too little practice. To avoid it, just do some simple exercises:
 read aloud or in a whisper, and repeat the words which you find
difficult to pronounce,
 recite poems or sing songs, observing rhythm and intonation,
 speak English to your friends whose English is good or better than
yours too – just for fun and practice.
3. If your pronunciation is not perfect, don’t speak fast
Pronounce words slowly and clearly, and any English native speaker will
understand you.
REFERENCE

David Nunan (2003) . Practical English Language Teaching . (McGraw-


Hill/Contemporary : New York)

Gilakjani, A. P. (2012). The significance of pronunciation in English language


teaching. English Language Teaching, 96-107.
https://shaneschools.com/en/the-importance-of-good-pronunciation/

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