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Ali Nurgul Zheteskyzy The importance of teaching pronunciation.

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First impressions Pronunciation is definitely the biggest thing that people notice when you are speaking English. You can live without advanced  vocabulary, you can use simple words to say what you want to say. You can use ‘simple’grammar.But there is no such thing as "simple pronunciation ». If the pronunciation is poor , neither Grammar nor vocabulary would help you ! Here is an anecdote about this: After coming back from a vacation in the USA, a friend of mine said:"Whenever I spoke to a person in America, they kept asking me What? What? I would repeat my sentence again and again. Finally they would say Ah-ha! and then say my sentence, using exactly my words! It was very humiliating. I knew my words and grammar were good, but nobody would understand me, just because of my Pronunciation.

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Content Learners Tasks GoalsWhat to take into account when....

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Should pronunciation be taught and acquired early? Or is it something we can worry about later?WHEN TO ACQUIRE ?

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In the absence of a good model and without guidance, the learner will perceive, produce and internalize sounds of the target language based on the native language sounds. For this reason, if not given emphasis at the very beginning, pronunciation will never be acquired well.

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When accuracy is neglected, the result will be fossilized pronunciation errors.Since pronunciation habits are formed early, it seems obvious that it is at that point that the development of a good pronunciation should be emphasized.

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HOW TO ACQUIRE? • Naturally : as a result of exposure and interaction in the environment of the target language and its culture. • By teaching : providing a good pronunciation model (instructors with native-like pronunciation, recordings, etc.), explaining differences , using phonetic symbols to make pronunciation visible , limited peer interaction, effective error correction, exercising accurate pronunciation.

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SPELLING INTERFERENCE The written language is a significant source of input to EFL students. The higher the spelling inconsistency is, the more negative the influence on pronunciation will be. The English spelling does not serve as a guide to pronunciation. On the contrary, it can often be misleading. For instance:

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SPELLING VS. PRONUNCIATION “ s” has got five different ways of pronunciation: 1. / s / as in basic, past, say 2. / z / as in because, rose 3. / ᶘ / as in sugar, sure 4. / ᶚ / as in casual, usually, television 5. / mut e / as in aisle, island

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The frustration of the EFL learner never ends: 1. bough / baʊ / 2. cough / kɒf / 3. dough / dəʊ / 4. rough / rʌf / 5. through / θ ruː / 6. hiccough / ˈ hɪkʌp /

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“ Comfortable” Intelligibility• Convey message • “ Positive face” • Expectations on the listener • Understand message • Tolerance • Expectations on the speakerForeign Speaker Native listener ‘ threshold level’ acceptability accessibilityinteractio n

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ACCENTSEGMENTAL SUPRASEGMENTAL1 . Features of pronunciation SOUNDS STRESSINTONATION 2 . Criteria for selection  teachability  intelligibility  integration  differences with L2  perception - production  institutional requirements  time availabilityVARIATIONS CONNECTED SPEECHRHYTHM

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Biological Factors affecting pronunciation learning Psycho-sociological Background • Age • Closeness to L1 acquisition • Phonetic coding ability • Motivation • Attitude • View of the foreign country • prior instruction • opportunities for practice outside the classroom • amount of exposure

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contextualised integrated within the language classRequirements different learning styles communicative learner-centred Sequence Presentation –Practice – Remedial work Description and analysis Listening discrimination Controlled and Guided practice Communicative TasksIdentification of feature: awareness raising

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What makes Pronunciation difficult to teach? • The lack of adequate language teacher training in pronunciation, with the result that teachers may lack knowledge and confidence. • Teachers are often left without clear guidelines and are confronted with contradictory purposes and practices for pronunciation instruction , no systematic way of deciding what , when and how to teach it (Derwing & Foote,2011). • A common problem is deciding whether to focus on segmentals or on suprasegmentals , and to what extent? • A related challenge is how to address production and perception.

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Stress, Rhythm, and Intonation This is the most important characteristic of English pronunciation. The stress-timed rhythm of spoken English and its intonation patterns convey important messages.

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Teaching Pronunciation Current approaches to pronunciation contrast starkly with the early approaches. Rather than attempting only to build a learner’s articulatory competence from the bottom up, and simply as the mastery of a list of phonemes and allophones, a top-down approach is now taken in which the most relevant features of pronunciation-stress, rhythm, and intonation are given high priority. Instead of teaching only the role of articulation within words, or at best, phrases, we teach its role in a whole stream of discourse.

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Factors that affects learners’ pronunciation All six of these factors suggest that any learner who really wants to can learn to pronounce English clearly and comprehensibly. 1. Native language: it is the most influential factor affecting a learner’s pronunciation. If you are familiar with the sound system of a learner’s native language, you will be better able to diagnose student difficulties.

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2. Age: generally speaking, children under the age of puberty stand an excellent chance of “sounding like a native” if they have continued exposure in authentic contexts. Beyond the age of puberty, while adults will almost surely maintain a “foreign accent”. 3. Exposure: one can actually live in a foreign country for some time but not take advantage of being “with the people” 4. Innate phonetic ability: it is often referred to as having an “ear” for language, some people manifest a phonetic coding ability that others do not.

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5. Identity and language ego: another influence is one’s attitude toward speakers of the target language and the extent to which the language ego identifies with those speakers. Learners need to be reminded of the importance of positive attitudes toward the people who speak the language, but more important, students need to become aware of the second identity that may be emerging within them. 6. Motivation and concern for good pronunciation: some learners are not particularly concerned about their pronunciation, while others are. If that motivation and concern are high, then the necessary effort will be expended in pursuit of goals.

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Conclusion • It all brings us to the overall conclusions that: 1. Pronunciation is more important than it seems to be and has always been acknowledged that it is a fundamental part of one’s oral ability in the target language. 2. The students need intensive contact with good pronunciation models in the beginning of the learning process. 3. The goal of teaching pronunciation is to enable students to become “not perfect pronouncers of English but intelligible , communicative, confident users of spoken English for whatever purposes they need .

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Thank you for your attention !

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