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Method «How»
This method is used for solving problems. Every time one question is asked “How?”
TESTING:
1. What do we mean by the “language acquisition”?
2. What are the differences between language acquisition L1 and FL?
3. What have you found out about language experience?
4. Give your explanation of the term “inter-language”.
5. What can you say about “bottom-up” data-driven processing and “top-down” conceptually-driven processing? Is it necessary for a future teacher to know about these types of processing?
6. What proficiency levels in FLT can you name?
7. What exercises are used for teaching FL?
8. What is special in classification of exercises suggested by S.F. Shatilov?
9. What is special in classification of exercises suggested N.D. Gez?
10. What is the difference between technical/non technical teaching means?
11.How many technical/non technical means may be used on one lesson?
LECTURE 10.Teaching pronunciation to A1 level learners
Lecture outline:
1. Teaching Pronunciation
2. Teaching English to young learners
3. Pronunciation teaching techniques
Key terms: Aim of teaching pronunciation. Difficulties in teaching pronunciation.
Methods for teaching pronunciation. Exercises for teaching pronunciation.
Tongue twisters.
REFERENCES
1. Jalolov J.J. “English language teaching methodology” T. 20l5. Pp. lll-l25
2. Akhmedova L.T. Normuratova V.I. “Teaching English Practicum” T. 20ll. Pp. 60-66
3. Jalolov J.J. “Chet til o’qitish metodikasi” T. 2012. Pp.l45-l67
English pronunciation is very difficult for foreign learners and it is due to the fact that spelling and pronunciation are two different matters. On the top of it, speech sounds of English are unlikely to be identical to the speech sounds of the mother tongue of the learners. There might be differences in placement of word stress, quality and intensity of syllables, speech rhythm, intonation, etc. It is quite common to assimilate English sounds to the mother tongue sounds and to apply other suprasegmental features of the native language to pronunciation of English. However, in teaching English pronunciation, such assimilation should be avoided and learners need to be taught correct segmental and suprasegmental features of pronunciation.
Role of teaching pronunciation in schools is very unfavourable next to teaching grammar or vocabulary. This is a problem of English teaching in many countries. Experienced teachers are not keen to teach pronunciation and they claim that there is not clear guidance in textbooks and that the isolated exercises do not bring the wanted effect (Griffiths, 2011).
Teachers often claim that there is not enough time for teaching pronunciation in their classes (Gilbert, 2008) and they are more confident to teach grammar and vocabulary (Datko, 2013). Teachers also complain that they do not receive enough training in methodology of teaching pronunciation. For the fact how difficult the English pronunciation is, there is very little attention paid to teaching and developing it. According to Haycraft (1978) foreign teachers of English ignore teaching pronunciation because they themselves do not have enough confidence.
However, teaching pronunciation is inevitable in ELT and it needs to be integrated right from
the beginning, taught regularly and included in to daily classroom procedures.
Age is a strong determining factor influencing foreign language pronunciation. It is
closely connected to the theory of Critical Period Hypothesis (Lenneberg, 1967) which states
that children between 2 and 13 can achieve native-like proficiency in acquiring a foreign language, especially pronunciation (Loewen, Reiders, 2011). According to this theory, older learners of a foreign language can rarely achieve native-like fluency and pronunciation.
Teaching pronunciation plays special role because sounds are important elements of speech. Aim of teaching pronunciation is to develop listening/pronouncing and rhythm/intonation skills.
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