Jornadas Inter Institucionales
2022
Workshop
teaching pronunciation IN THE POST-METHOD ERA
Are you ready?
Introductions
Which is your favourite English "sound"?
Phoneme Chart
AGENDA
1- Post-Method Era 2- Rationale for pronunciation teaching in the PME 3- Decisions involved in teaching pronunciation
Which method/s do you follow?
- Audiolingual: based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns until able to produce them spontaneously. - Communicative: oriented to the need to teach communicative competence as opposed to linguistic competence; thus, functions are emphasized over forms. Students usually work with authentic materials in small groups on communicative activities. - Intercultural: oriented towards the development of cultural awareness, the understanding of differences between L1 and L2 which derive from cultural differences.
M E T H O D S
What does the Post-Method Era imply?
Implications for teaching
- No single method is effective in all teaching contexts.
- Every method involves procedures and techniques that are potentially beneficial
- Each teacher must select the most effective strategies and techniques to enrich their teaching practices in specific contexts.
- Post method pedagogy is student-centered and contextualised.
- The teacher must become a reflective practicioner and the students autonomous colaborators.
What is the rationale for pronunciation teaching in the PME?
Why should we focus on pronunciation?
People who use English for global communication must achieve a high level of comfortable intelligibility (Celce-Murcia, Brinton, Goodwin 2010)
Why should we focus on pronunciation?
The global status of English makes international comprehensibility a priority in ELT. (Jenkins 2021)
Which "English" should we teach?
Native standards
Non-native standards
International Standard
+ info
+ info
Which competences should we develop?
Intercultural Competence
Linguistic Competence
The ability to interact in diverse socio-cultural contexts
The ability to use the language system appropriately
+ inf
+ info
Intercultural Communicative competence
The ability to communicate effectively, appropriately and respectfully using the lingua franca with people from different cultural backgrounds – at home or abroad.
What should we teach?
Segmentals
Suprasegmentals
1º Vowel Phonemes 2º Consonant phonemes 3º Adaptation processes
1º Word stress 2º Nuclear prominence 3º Rhythm - Intonation
+ inf
+ info
How should we integrate pronunciation?
1º Attainable 2º Student- centered 3º Contextualized
Setting Goals
Setting Realistic goals
- Intercultural Communicative competence
- Intelligibility and comprehensibility
Focus on the Students' characteristics
- Personality traits: self consciosness, self image
- Psychological issues: Overdemanding attitude
- Speech diffficulties: physiological, neurological or emotional
+ info
Focus on the Students' learning skills
- Cognitive skills: memory strategies, a “good ear”, practising and analysing patterns.
- Metacognitive skills: setting personal goals, self-monitoring, looking for opportunities to practise.
- Socio-afective skills: asking for help, cooperating, peer-monitoring, lowering anxiety
How should we teach pronunciation?
+ info
Analytical-linguistic
Intuitive-imitative
How should we assess pronunciation?
Knowledge based
Performance based
How do we introduce pronunciation practice?
Together with language focus activities
Re-actively
Integrated
Integrated with speaking and listening tasks
When there is a pronunciation problem
Pro-actively
Types of activities
Songs, rhymes and chants, shadow reading, reading aloud, role plays, games
Descriptive Analytic
Communicative practice
Problem solving, projects
Phonemic awareness, minimal pairs, drills, transcriptions
Controlled practice
Selection criteria
- English as a global Lingua Franca
- Learner’s needs
- Curriculum and time constraints
- Integration Skills: perception and production
- Communication and confidence boosting
Over to you!Any questions, comments or suggestions?
Resources
https://www.english.com/blog/english-as-a-lingua-franca-a-podcast-with-jennifer-jenkins/http://pronpack.com/funny-misunderstandings-2/ http://hancockmcdonald.com/materials/pronunciation-problems http://www.itchyfeetcomic.com/2017/05/acento-misterioso.html#random https://www.tefl.net/elt/ideas/pronunciation/top-fun-pronunciation-games/ https://www.eslgamesworld.com/members/games/pronunciation/index.html https://www.cambridge.org/elt/blog/2019/11/15/dispelling-elt-myths-part-1/
References
- Celce-Murcia, M., D. M. Brinton, and J. M. Goodwin (2012) Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Languages. Cambridge University Press. - Crystal, D. (2003) English as a Global Language. Second edition. Cambridge University Press. - Hancock, M. (2007) English Pronunciation in Use. Intermediate. Cambridge University Press. - Harmer, J. (2015) The Practice of English Language Teaching. Fifth edition. Pearson Education - Hewings, M. (2007) English Pronunciation in Use. Advanced. Cambridge University Press. - Marks, J. (2007) English Pronunciation in Use. Elementary. Cambridge University Press.
- Walker, R., Low, E., & Setter, J. (2021). English pronunciation for a global world [PDF]. Oxford: Oxford University Press. www.oup.com/elt/expert
Contact
analialopezale@gmail.com lama.orell@gmail.com
Thanks!
Teaching Pronunciation in the Post Method Era
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Transcript
Jornadas Inter Institucionales
2022
Workshop
teaching pronunciation IN THE POST-METHOD ERA
Are you ready?
Introductions
Which is your favourite English "sound"?
Phoneme Chart
AGENDA
1- Post-Method Era 2- Rationale for pronunciation teaching in the PME 3- Decisions involved in teaching pronunciation
Which method/s do you follow?
- Audiolingual: based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns until able to produce them spontaneously. - Communicative: oriented to the need to teach communicative competence as opposed to linguistic competence; thus, functions are emphasized over forms. Students usually work with authentic materials in small groups on communicative activities. - Intercultural: oriented towards the development of cultural awareness, the understanding of differences between L1 and L2 which derive from cultural differences.
M E T H O D S
What does the Post-Method Era imply?
Implications for teaching
What is the rationale for pronunciation teaching in the PME?
Why should we focus on pronunciation?
People who use English for global communication must achieve a high level of comfortable intelligibility (Celce-Murcia, Brinton, Goodwin 2010)
Why should we focus on pronunciation?
The global status of English makes international comprehensibility a priority in ELT. (Jenkins 2021)
Which "English" should we teach?
Native standards
Non-native standards
International Standard
+ info
+ info
Which competences should we develop?
Intercultural Competence
Linguistic Competence
The ability to interact in diverse socio-cultural contexts
The ability to use the language system appropriately
+ inf
+ info
Intercultural Communicative competence
The ability to communicate effectively, appropriately and respectfully using the lingua franca with people from different cultural backgrounds – at home or abroad.
What should we teach?
Segmentals
Suprasegmentals
1º Vowel Phonemes 2º Consonant phonemes 3º Adaptation processes
1º Word stress 2º Nuclear prominence 3º Rhythm - Intonation
+ inf
+ info
How should we integrate pronunciation?
1º Attainable 2º Student- centered 3º Contextualized
Setting Goals
Setting Realistic goals
Focus on the Students' characteristics
+ info
Focus on the Students' learning skills
How should we teach pronunciation?
+ info
Analytical-linguistic
Intuitive-imitative
How should we assess pronunciation?
Knowledge based
Performance based
How do we introduce pronunciation practice?
Together with language focus activities
Re-actively
Integrated
Integrated with speaking and listening tasks
When there is a pronunciation problem
Pro-actively
Types of activities
Songs, rhymes and chants, shadow reading, reading aloud, role plays, games
Descriptive Analytic
Communicative practice
Problem solving, projects
Phonemic awareness, minimal pairs, drills, transcriptions
Controlled practice
Selection criteria
Over to you!Any questions, comments or suggestions?
Resources
https://www.english.com/blog/english-as-a-lingua-franca-a-podcast-with-jennifer-jenkins/http://pronpack.com/funny-misunderstandings-2/ http://hancockmcdonald.com/materials/pronunciation-problems http://www.itchyfeetcomic.com/2017/05/acento-misterioso.html#random https://www.tefl.net/elt/ideas/pronunciation/top-fun-pronunciation-games/ https://www.eslgamesworld.com/members/games/pronunciation/index.html https://www.cambridge.org/elt/blog/2019/11/15/dispelling-elt-myths-part-1/
References
- Celce-Murcia, M., D. M. Brinton, and J. M. Goodwin (2012) Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Languages. Cambridge University Press. - Crystal, D. (2003) English as a Global Language. Second edition. Cambridge University Press. - Hancock, M. (2007) English Pronunciation in Use. Intermediate. Cambridge University Press. - Harmer, J. (2015) The Practice of English Language Teaching. Fifth edition. Pearson Education - Hewings, M. (2007) English Pronunciation in Use. Advanced. Cambridge University Press. - Marks, J. (2007) English Pronunciation in Use. Elementary. Cambridge University Press. - Walker, R., Low, E., & Setter, J. (2021). English pronunciation for a global world [PDF]. Oxford: Oxford University Press. www.oup.com/elt/expert
Contact
analialopezale@gmail.com lama.orell@gmail.com
Thanks!