中学英语教学法Unit5TeachingPronunciation.ppt

中学英语教学法 Unit 5 Teaching Pronunciation 主讲教师：陈道明 （华南师范大学外文学院） Issues to focus on The role of pronunciation The goal of teaching pronunciation Aspects of pronunciation Practising sounds Practising stress and intonation 5.1 The role of pronunciation Two points of views on teaching pronunciation: Students do not need to learn pronunciation, because pronunciation will take care of itself as the students develop overall language ability. Failure in pronunciation is a great hindrance in language learning. Therefore the teacher should spend some time in teaching pronunciation. Whether pronunciation needs special attention of focus depends on many factors, especially learner factors. for example: Learners whose native language has similar sounds to English vs. those whose native language has very different sounds from English; Learners who have more exposure to English vs. those who only learn English in the class; Adult learners vs. young ones. We should pay attention to the distinction between pronunciation and phonetics. The teaching of pronunciation should focus on the students’ ability to identify and produce English sounds themselves. Students should NOT be led to focus on reading and writing phonetic transcripts of words, especially young students, because phonetic transcripts are more abstract and less meaningful. - Introduction to phonetic rules should be avoided at the beginning stage. Stress and intonation should be taught from the very beginning. e.g. A: Would you please turn down the radio a little bit? B: Sorry.↘ (with a sharp falling: No, I don’t want to.) Or: B: Sorry.↗(with a rising: What did you say?) 5.2 The goal of teaching pronunciation 1. Learner age The Critical Period Hypothesis: (pp. 50-51) The hypothesis claims that if humans do not learn a foreign language before a certain age (perhaps around puberty), then it becomes impossible to learn the foreign language like a native speaker because of changes such as maturation of the brai