Реклама. ООО «ЛитРес», ИНН: 7719571260.
PREFACE
INTRODUCTION. Preliminary considerations in the teaching of pronunciation
Biological factors
Socio-cultural factors
Personality factors
The role of the native language
Setting realistic goals
PART ONE. The sound system of English
1. SPELLING AND PRONUNCIATION
The English spelling system
Sound-spelling correspondences
Spelling in other languages
The phonetic alphabet
Exercises
2. INDIVIDUAL SOUNDS OF ENGLISH
How speech sounds are made
Consonants and vowels
The description of English consonants
Place of articulation
Manner of articulation
Voicing
Summary
The description of English vowels
Tongue height
Frontness/backness of tongue
Tenseness/laxness
Lip rounding
Phonetic symbols for vowels
Complex vowels (diphthongs)
The vowel /әr/
The consonant /h/
Semi-vowels (glides)
Exercises
3. ENGLISH SOUNDS IN CONTEXT
Positional variation. Contrastive sounds of English
Non-contrastive sounds of English
Implications for teaching
Conclusion
Grammatical endings
The regular past tense
The plural, possessive, and third person singular
Grammatical endings in the pronunciation classroom
Exercises
4. THE SHAPE OF ENGLISH WORDS
Syllable types
Consonant clusters
Exercises
5. WORD STRESS AND VOWEL REDUCTION
What is stress?
Schwa
Major and minor stress
Placement of word stress
Exercises
6. CONNECTED SPEECH
Rhythm, sentence stress, and intonation. The stress-timed rhythm of English
Placement of stress in sentences
Intonation
Modifications of sounds in connected speech
The pronunciation of function words
Linking
Deletion of consonants
Assimilation
Summary
Exercises
PART TWO. The identification and correction of specific pronunciation problems
INTRODUCTION
7. COMMON PRONUNCIATION PROBLEMS
English vowels
English Consonants
Stress, rhythm, and intonation
8. PROBLEMS OF SELECTED LANGUAGE GROUPS
Arabic
Chinese
Farsi
French
German
Greek
Hindi and Punjabi
Italian
Japanese
Korean
Polish
Portuguese
Spanish
Vietnamese
PART THREE. Classroom activities
INTRODUCTION
9. A COMMUNICATIVE APPROACH TO PRONUNCIATION TEACHING
Introduction
Consonants and vowels
Connected speech
Suprasegmentals
Monitoring
Conclusion
10. PRONUNCIATION SYLLABUS DESIGN: A QUESTION OF FOCUS
Introduction
The zoom principle
Assessing learner variables
Collection of speech samples
Diagnosis of speech samples
From diagnosis to syllabus design
Monitoring progress
Appendix
11. SUPRASEGMENTALS IN THE PRONUNCIATION CLASS: SETTING PRIORITIES
Introduction
Stress/unstress
Stress and rhythm
Major sentence stress
Intonation
Linking and pausing
Palatalization
Conclusion
12. PRONUNCIATION-BASED LISTENING EXERCISES
Introduction
Minimal pairs
Stress assignment
Function words
Intonation
Conclusion
13. TEACHING PRONUNCIATION: AN INVENTORY OF TECHNIQUES
Introduction
Individual sounds. Minimal pairs
Visual aids
Stress, rhythm, and intonation
Developing fluency
Conclusion
14. DEVELOPING SELF-CORRECTING AND SELF-MONITORING STRATEGIES
Introduction
Self-correction
Self-monitoring
Conclusion
15. DEVELOPING NATURAL AND CONFIDENT SPEECH: DRAMA TECHNIQUES IN THE PRONUNCIATION CLASS
Introduction
Articulation
Pitch, volume, and rate
Variety
Conclusion
16. UNINTELLIGIBILITY AND THE ESL LEARNER
Introduction
The receiver
The sender
Conclusion
GLOSSARY
FURTHER READING
BIBLIOGRAPHY
CONTRIBUTORS
This book is intended as both a textbook and a reference manual for teachers of English as a Second Language. While there are many other introductory phonetics textbooks on the market, none has been written specifically for the ESL teacher. This book attempts to fill this gap by providing an accessible introduction to the fields of phonetics and phonology as they relate to second language learning.
Part One is an introduction to the English sound system, with many of the descriptions and concepts exemplified through typical errors made by ESL students. Part Two describes pronunciation problems common to most ESL students in addition to the specific pronunciation problems of fourteen different language groups. Part Three, a set of articles written by practitioners in the field, considers practical issues in the teaching of pronunciation.
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The native language not only affects the ability to produce English sounds but also the ability to hear English sounds. Experienced teachers certainly know the frustration involved in having students continually repeat a mispronounced word in the same way. Students may seem impervious to correction but, in fact, the problem often arises because the word is heard through the sound system of the native language. Thus, sounds which occur in the native language will be heard rather than the actual sounds of English which are being produced by the teacher. This highlights a very important point concerning the influence of the native language. It is as if learners hear the second language through a ‘filter’, the filter being the sound system of the native language.
One question that a teacher might ask concerns the degree of difficulty that different native languages pose for learning the pronunciation of English. For example, because the sound systems of English and Cantonese differ more than the sound systems of English and Polish, is it more difficult for a Cantonese speaker to acquire English pronunciation than for a Polish speaker? If so, does this mean that it is more important to teach pronunciation to Cantonese speakers than to Polish speakers? The answer to both of these questions is ‘perhaps’. Cantonese speakers’ pronunciation problems may cause their speech to be more incomprehensible than the speech of Polish learners. This, of course, would suggest that it is more important to teach pronunciation to Cantonese speakers. However, it is not necessarily the case that their English will be more incomprehensible than Polish speakers’ English. Socio-cultural and personality factors such as those discussed above will also determine the degree of a learner’s pronunciation problems. In other words, the native language of a learner is not the only factor affecting pronunciation ability in a second language. It is one of several factors, suggesting that teachers cannot decide, without first listening to their students, which learners will necessarily need more pronunciation practice.
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