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The given advice and
suggestions about testing English pronunciation were found
to be quite useful and applicable for the study.
71
The book provides pronunciation practice activities with
versions and extensions to each activity. Moreover, each
exercise is supplemented with comprehensive instructions
for teachers.
There is a variety of exercises focused on dealing with the
English consonant sounds. Some exercises designed for
correcting particular consonants (/f/ vs /θ/, /s/ vs /z/, /s/ vs
/θ/, /s/ vs /ð/) were borrowed by the researcher to be applied
in the intervention.
Developing awareness of English pronunciation is paid
sufficient attention to in the first chapter of the resource
book. Various activities with some adaptation to the
classroom context were used by the researcher.
Visual aids demonstrate articulation of the consonant
sounds.
3) “English Pronunciation in Use Elementary” by J. Marks (2007).
This coursebook contains a variety of practical activities
focused on the L2 consonant sounds pronunciation, such as
minimal pairs, sounds/ words/ sentence drills, mini
dialogues, short texts. Each unit is divided into sections
where
the
exercises
range
from
separate
sound
pronunciation using phonetic symbols to short dialogues or
texts that contain the studied in this work consonant sound.
It allows for continuous sound practice with the focus on
communicative context.
The book aims to demonstrate the pronunciation of a
problem sound in a variety of phonetic environment by
providing appropriate instructions and activities.
72
There is a variety of exercises focused on dealing with the
English consonant sounds. Some exercises designed for
correcting particular consonants (/f/ vs /θ/, /s/ vs /z/, /s/ vs
/θ/, /s/ vs /ð/, /d/, /b/, /g/, /m/) were borrowed by the
researcher to be applied in the intervention.
The links between some pronunciation aspects and
grammar are highlighted.
The coursebook is simple in use. The sounds are paired in
each unit on the basis of similarity of spelling and
articulation.
4) “Teaching English Pronunciation” by J. Kenworthy (1987).
The handbook explains the major concepts of teaching and
learning pronunciation, and moreover, it suggests useful
classroom activities that are designed to deal with certain
pronunciation problems that EFL learners usually face.
Some activities and instructions were successfully applied
by the researcher in Part 2 of the investigation with the
purpose of improving the English language consonant
sounds pronunciation.
All the pronunciation practice activities provided in the
handbook
are
complemented
with
very
detailed
instructions. They help a teacher to be more consistent and
use these exercises in proper pedagogical context.
The handbook makes building awareness and concern for
pronunciation an important point; and the present work in
its turn does that too. Therefore, a lot of activities and
instructions for building awareness and concern for
pronunciation of L2 consonant sounds were borrowed and
successfully applied.
73
There is a great variety of pronunciation training games.
Using games in the foreign language classroom is always
beneficial due to the fact that it makes the process of
learning more memorable, dynamic and productive.
Moreover, the author of the handbook presents the list of
problem pronunciation aspects that the representatives of
different nationalities face when they learn English
pronunciation. A variety of exercises and instructions on
helping Spanish speaking learners to cope with the L2
consonant sounds pronunciation are provided in this
handbook.
5) “Teaching Pronunciation. A Reference for Teachers of English
to Speakers of Other Languages” by M. Celce-Murcia; D. M. Brinton
and J. M. Goodwin (1996).
The reference book provides a great variety of valuable
pronunciation teaching suggestions and instructions (notes
to teachers) that aim to accompany the practice of sound
articulation,
consciousness
raising
activities,
communicative practice and so on. Many instructions were
borrowed from the handbook to be used in the work.
Special attention is paid to the L2 consonant sounds
articulation. Very detailed instructions are given about the
work of the organs of speech and breath. The researcher
found the notes to be appropriate to apply them in Part 2.
This book suggests minimal pair contrasts, mini-dialogues,
control and guided practice, information gap activities to
work on the English consonant sounds pronunciation. These
activities were considered to be suitable for the intervention
because they embrace a variety of sounds/ words
combination. The activities are presented in an attractive
way and accompanied with very detailed instructions and
suggestions for teachers.
74
The book gives the detailed notes with samples for teachers
about explaining manner of articulation of the English
language consonant sounds to EFL learners. The researcher
used some of the instructions with the participants from the
sample group.
6) “Teaching Pronunciation Hardback with Audio CDs (2): A
Course Book and Reference Guide” by M. Celce-Murcia; D. M. Brinton
and J. M. Goodwin (2010).
The authors offer a five-phase communicative framework
for teaching English pronunciation that was used in the
intervention as a base to follow when preparing the
materials and resources for the lessons with the sample
group. Along with the framework there are various
instructions and activities suggestions to each phase that
were also taken into consideration by the researcher.
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