1. ENGLISH PHONOLOGY:
PRONUNCIATION
VIDEO LESSON 2
TEACHING PRONUNCIATION
Mgs. Nina Nesterenko

2. 1. A learner who consistently
mispronounces a range of
phonemes an be extremely difficult
to understand
2. Growth of English : increased need for
communication between speakers- the
necessity to learn pronunciation, intonation,
and other elements necessary to make
communication a successful process.

3. Due to globalization, nowadays we are
exposed to different varieties of English.
Increased international travel and the
development of online learning.
Teachers of English are not always native speakers.
For successful mastering of pronunciation,
students should have access to different
accents and language variations.
Received Pronunciation ( RP )

4. It is controversial.
Goal accent – free speech, but it is difficult to achieve.
At the beginning level:
we want learners to achieve clear,
comprehensible pronunciation.
At the advanced levels :
pronunciation goals can focus on elements of
intonation, voice quality, rhythm.
The Relationship Between Speaking and Listening
Comprehension

5. Approaches in pronunciation teaching
Pronunciation has been given a secondary role in
language teaching ( grammar and vocabulary - greater
importance? )
FROM
REACTIVE TO
PLANNED
TEACHING
Pronunciation practice- together
with teaching vocabulary and
particular language structure.

6. The teacher can work
1. Integrated lessons on the following
aspects of pronunciation
Vowel sounds
Diphthongs
Consonats
Word stress
Weak forms
Sentence stress

7. the teacher should use
activities, which deal with
2. Remedial lessons
pronunciation difficulties
(A contrast between sound systems of the student’s
native language and the target language can be
made).
EX: minimal pair contrast or contrast sounds
hot – hat sock – sack mop – map
bin – win buy – why cat – get
hat – get hot - got bip - vip
/ b/ - /v / /v / – /w/ / h / - /g /

8. • Listen and repeat
• Listen and circle a certain sound
• Underline a word with a certain
sound
• Work with a dictionary to find
words with a certain sound
• Use dialogues with words
containing a certain sound
• Write words containing the same sound
• Use homophones : Ex: board- bored

9. 3.“Practice lessons”.
FOCUS TEACHER’S ROLE STUDENTS’ROLE
•
To present new To listen, to
phonological recognize, to
Presentation ACCURACY items; discriminate
demonstrate sounds.
and explain.
To repeat
To control, to
ACCURACY check (individually,
chorally; front
+ FLUENCY understanding, chain, back
Practice to monitor, to chain), to
correct. produce correct
language.
FLUENCY + To observe, to WHAT + HOW
Production
ACCURACY manage the (discussion,
process. analysis,
production).

10. The objectives of PRACTICE enable learners
to recognize, pronounce, and use new
language item with some degree of
automaticity.
Presentation , or ACCURACY - allows
students to focus on elements of phonology,
grammar, and discourse.
Practice, or FLUENCY - is an initial goal
in language teaching.

11. Practice and Communication
ACCURACY PRACTICE ( AP )
is intended to establish some correctness in
the production of new items immediately after they
are presented, or to correct errors later on.
In AP , learners are aware that they are
repeating the new items . Students know that
they are expected to avoid errors.

12. FLUENCY Practice is intend
to get learners to use new item
in more natural communication
In Fluency Practice teacher
should get students` attention
OFF the language and ONTO
the communication of
ideas

13. Thank you!
To be continued!....