Unit 6 Teaching Pronunciation 英语语音教学法.ppt

,Unit6TeachingPronunciation,韩山师范学院外国语学院曾泽怀,Therearetwoimportantpointsthatweshouldgetaboutpronunciationteaching:First,weshouldhavetherightideasaboutpronunciationandtheteachingofit:1.theroleofpronunciation2.Thegoalofteachingpronunciation3.AspectsofpronunciationSecond,getsometeachingskills:1.practicingsounds2.practicingstressandintonation,6.1theroleofpronunciation,TheteachingofpronunciationhasbeenaheateddiscussioninChinasEnglishteaching.Differentpeoplemayhavedifferentviews.Wemaybeginthistopicwithaquestionnairetoseeifwehavesomethingincommon.,PronunciationQuestionnaire,DoTask1.(p90-91):Discussthestatementsofpronunciationingroupsandshareyourideasinclass.,Traditionally,influencedbythestructuralviewsonlanguageandthebehavioristtheory,pronunciationteachinghasbeenregardedasoneofthemostimportantpartinChinasEnglishteaching.ButwiththereformofthenewEnglishcurriculum,pronunciationisbeingtreatedlessimportantlybymostteachersasaresultofthenewchangeoftheNMET.LetscomparetwoversionsofNMET(广东卷、全国卷）.,TherearetwodifferentviewsonteachingpronunciationinChina.Whichdoyouagreemore?:,1.Pronunciationisofgreatimportance.Ifachildcannotlearncorrectpronunciationatthebeginning,he/shewillnotlearncorrectEnglishwell.2.WelearnEnglishforcommunication.Socorrectpronunciationisnotveryimportantifotherscanunderstandyourwords.,Thefollowingideasmayhelpyoutounderstandtheroleofpronunciationwell:,1.pronunciationisanessentialpartoftheEnglishlanguage2.Chinesestudentsneedacertaindegreeoffocusonpronunciation.3.Dontteachpronunciationasphonetics.4.Phoneticrulesarehelpfulbutnotsuitableforbeginners.5.Stressandintonationareasimportantasthesoundsthemselves.Moreideas:1.pronunciationisextremelyimportanttoChinesestudentsbecauseitisregardedasthefaceofanEnglishspeaker.Goodpronunciationprovidesonewithconfidence,strengthandmotivationtouseEnunciationlearningshouldbecombinedwithvocabulary,solearningtoreadandwritephonetictranscriptsofwordsandunderstandingphoneticrulesarebothveryuseful.,6.2thegoalofteachingpronunciation,OurgoalisnottorequireSstohaveanative-likepronunciationbecause,generallyspeaking,itsimpossibleforlearnersofEnglishasaforeignlanguagetoacquiresuchanative-likepronunciation,exceptthosewhostartlearningEnglishatayoungage.Moreover,itsnotnecessaryforustolearnEnglishpronunciationtosuchextent.,Thereasonswhynotanative-likepronunciation:,A.criticalperiod(Benneberg1967)B.theamountofexposuretoEnglishC.thephysiologicaldifferencesD.thevarietyofworldEnglishesE.thecommunicationpurpose,BrajKachrus(1992)ThreeCirclesofEnglish,TheCriticalPeriodHypothesis,proposedbyBenneberg(1967),believesthatifhumandontlearnaforeignlanguagebeforeacertainage,thenduetochangessuchasmaturationofthebrain,itbecomesimpossibletolearntheforeignlanguagelikeanativespeaker.Thisistrueforacquiringnative-likepronunciation,butthereislessevidencethatitistrueforacquiringthegrammarorthevocabularyofaforeignlanguage.Everyoneagreesthatallpeoplewholearnaforeignlanguageafterpuberty(12-13)willalwayshaveanaccent.Itwillbeeasyforthenative-speakertoidentifythatthepersonisnotanative-speakerofthatlanguage.(e.g.DashansChinese),.tw/biolinguistic/data/people/eric.htm,Therealisticgoalofpronunciationteaching:,TheteachingofpronunciationshouldfocusonthestudentsabilitytoidentifyandproduceEnglishsoundsthemselves.Therefore,ourrealisticgoalistoequallyimprove:A.consistency(连贯性）:smoothandnatural.B.intelligibility（清晰性）:understandabletolisteners.C.communicativeefficiency（交际有效性）:helpconveythemeaningthatisintendedbythespeaker.Itsimportanttokeepabalanceamongallthethreegoalsandnottooverstressoneandsacrificetheothers.,6.3Aspectsofpronunciation,Pronunciationisanumbrellatermcovering6aspectsofpronunciation:Sounds(48phonemes:vowels,consonants)PhoneticsymbolsPhoneticrules(eg.vowelalphabet,clusterofletters)Stress(word-stress,phrase-stress,sentence-stress)Intonation(falling,rising)RhythmEachoftheabove6isequallyimportant!,Task3:WhatarethemostdifficultsoundsforChinesestudents?Why?Howcanwesolvetheproblem?,Task3commonproblems:difficultyreasons:differences,lackofpractice,notknowhow,soundsnotfoundinChinesesolutions:explainhow,contrastandanalysis,showexamples,1上唇(upperlip)2下唇(lowerlip)3上齿(upperteeth)4下齿(lowerteeth)5齿龈(alveolarridge)6硬腭(hardpalate)7软腭(softpalate)8小舌(uvula)9舌尖(tipofthetongue)10舌前部(frontofthetongue)11舌后部(backofthetongue)12喉头(larynx)13声带(vocalcords)14气管(trachea)15咽腔(pharynx)16口腔(oralcavity)17鼻腔(nasalcavity)Phonetics:thesoundsofAmericanEnglish/%7Eacadtech/phonetics/english/frameset.html,Focusingonasounde.gtheteachingofand(doTask4p95)1.showthephoneticsymbolorwordandsaythesoundalone.2.getstudentstorepeatthesoundinchorus.3.getindividualstudentstorepeatthesound.4.explainhowtomakethesound(usingpicturesofthemouth,etc.)5.saythesoundinaword.6.contrastitwithothersounds(minimalpairs).7.saythesoundinmeaningfulcontext.8.usegames,tonguetwisters,songstopracticethem.,6.4techniquesinteachingsounds,Thetwokindsofpracticingsounds,mechanicalpracticemeaningfulpractice,Mechanicalpracticemeaningfulpractice,Presentingwecanmakeuseofphoneticalphabet,pictureofthemout