|
CONCLUSION
The in-depth interviews with this small group of teachers who were working within adult ESL programs in Australia have highlighted a number of issues which they feel prevent them from doing more in the area of pronunciation. The limitations of this study mean it is not possible to ascertain how widespread these views are among other teachers. Nevertheless, the comments made by this group, and the results of some earlier research, indicate that there is a need for ongoing development in the area of pronunciation among some teachers. In light of this, recommendations have been made with a view to overcoming teacher reluctance in this area and encouraging teachers like those in this study to teach pronunciation confidently, effectively, and more often.
Finally, some people seem to have more of an aptitude or talent for learning language or imitating pronunciation than others. We say that some people “have a good ear” for language. Of course, this is something that is almost impossible to define or measure. What seems like a natural talent may be partly due to special motivation, encouragement from parents or teachers, or growing up in an environment where there are many opportunities to hear and learn other languages. In fact, there’s no magical ability possessed by some people but not others that determines whether someone can be a successful language learner. As teachers, we need to believe that everyone has an ability to learn pronunciation. Then we need to give all our students the help they need to do it well.
Include communicative practice whenever possible. Students need to work toward using their new pronunciation in real speech. During class, we can help them practice in activities that are similar to real communication.
Train students to become independent and autonomous learners. Our students won’t be with us forever. Someday they’ll be facing pronunciation puzzles on their own. If we can help them build up their own skills in listening, imitating, and monitoring their own pronunciation, it will be a big help to them in their future learning.
In the rest of this book, we’ll talk about all of these things and how they can make your teaching of pronunciation more engaging and effective.
These views suggest a need for professional development which highlights the necessity and importance of monitoring of students’ pronunciation by teachers. This is part of the recommended ‘speech coach’ role of teachers, as described by Morley. Such training would help teachers by providing them with skills in, and knowledge about, the process, allowing them to explain confidently to their students why and how they are going to monitor them. This is likely to reduce resistance to this process which stems from the (perceived) insecurities of some learners. An example of such teacher development is provided by Fraser who reports that teachers in her study were able to overcome their reluctance to provide feedback to students. Several of the teachers involved in this project report developing greater confidence in their role as monitors of student speech. In addition, one person comments that, ‘Students, too, can learn to monitor their own speech for intelligibility inside and outside the classroom and selfcorrect’ .
While working with such themed course paper, I have acquired a lot of information related my own theme. For example, what kind of special features are exist in the methods of teaching vocabulary in context could be used in English literature, associated with modern features and their usage with many examples are now completely understandable to me. I also used various theorists` work and their relation to my up-to-date theme. I tried to apply some of the ideas with their appropriate authors, this way I tried to prove every detail of my work. I recommend others to be introduced with this work or this kind of theme, as it is completely interesting and useful. I wish I will my dissertation in this field.
Do'stlaringiz bilan baham: |
