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Practice Activities – FP005 T&P

SUBJECT PRACTICE ACTIVITIES:


TEACHING PRONUNCIATION

GENERAL INFORMATION:

The subject practice activities consist of doing individually five short exercises.
The document must fulfil the following conditions:

- Length: 3 pages (without including cover, index or appendices –if there are any-).
- Font type: Arial or Times New Roman.
- Font size: 11.
- Spacing: 1.5.
- Alignment: Justified.

Besides, the activities have to be done in this Word document: leave the
activities’ statements where they are and just answer below them. In order to make the
correction process easier, please, do not write the answers in bold, and it will then be
easier to distinguish between them and the activities’ statements. On the other hand,
the document must still fulfil the rules of presentation and edition, and follow the rubric
for quoting and making bibliographical references as detailed in the Study Guide.

Also, it has to be submitted following the procedure specified in the “Subject


Evaluation” document. Sending it to the teacher’s e-mail is not permitted.

In addition to this, it is very important to read the assessment criteria, which


can be found in the “Subject Evaluation” document.

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Practice Activities – FP005 T&P

Name and surname(s): Julia Nathalia Zamora Jaramillo


Group: 2017-1
Date: February 28TH , 2018

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Practice Activities – FP005 T&P

Practice Activities
You can find attached excerpts of two books to teach pronunciation.
 Excerpt 1: Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford:
MacMillan. (pp. 14-24).
 Excerpt 2: Hancock, M & Donna, S. (2014) English Pronunciation in Use.
Cambridge: Cambridge University. (pp. 10-19).

Review the two books and answer the following questions.

1. What seems to be the general approach of the books? Segmental or


suprasegmental? Exposure-based or explanation based? Humanistic or drill-
based? Teacher-centred or student centered? Traditional or unusual? Use what
you learnt in Chapter 9 to justify your answer.

2. Does it cover all aspects we have seen in the materials? Articulation,


vowel/consonantal system, phonemic chart, connected speech, stress,
intonation, foreign influence? Etc.? Refer back to the materials if any of those
aspects needs definition.

3. Does any of them consider integrated skills? Do they teach vocabulary, as well?
If they don’t, could you make a brief proposal for them to include vocabulary?

4. Which contexts of use are they intended for? Are there significant differences
among the two of them?

5. Which one would you prefer to use as a teacher? Why? Relate you answer to
Brinton’s variables.

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Practice Activities – FP005 T&P

ANALYZING LEARNING AND TEACHING PRONUNCIATION AND ENGLISH


PRONUNCIATION IN USE

To start it is important to highlight that both books aim to be at the end related
to the communicative approach if we consider that the final objective of teaching
pronunciation is to learn to successfully communicate. Some considerations can be
taken on this regard, It is noticeable that one of the materials presented - Hancock, M &
Donna, S. (2014) English Pronunciation in Use. Cambridge: Cambridge University-
show a communicative approach on them. In this book you can find how the language
for communicate is traced as the main aim. Besides it is notorious the use of real life
situations precisely to engage students in these type of communicative activities
motivating students to be involved, presenting them vocabulary and situations used in
daily life and making them to communicate meaningful messages. Concerning the
other book -Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford:
MacMillan- the approach can be slightly related to it is the structural one, since the
purpose of the activities proposed is not to communicate but to learn through practice,
taught by rules and explicit explanation.

Regarding the first book - Hancock, M & Donna, S. (2014) English


Pronunciation in Use. Cambridge: Cambridge University- can be considered as
suprasegmental due to its design, since it not only pay attention to phoneme
pronunciation in isolation but also to some other aspects around it such the intonation
or entire utterances in which the phonemes are presented. On the other hand,
Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford: MacMillan-
presents a segmental level since it is notorious the whole attention is given to the
phonemes and how they are articulated or produced without giving too much
importance to some other externals factors that could be involved with it

Each of the books show a student centered approach, they are designed in a
way the students should learn how articulate certain phonemes, how to correctly
produce specific sounds and to practice them with a variety of exercises. The teacher

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Practice Activities – FP005 T&P

plays a guide role when explanation is needed but the material itself gives a lot of
information to make students work by their own. In the first book - Hancock, M &
Donna, S. (2014) English Pronunciation in Use. Cambridge: Cambridge University-
students have the opportunity to work learning sound through different activities not
only by repetition of phonemes but by the use of them in context. On the contrary, in
the second book -Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford:
MacMillan- students work in a more traditional way, they have to follow instructions and
work individually as the material ask them to do it, they do not have the way to practice
with the phonemes in different context. In addition, it is relevant to mention that the
books are form on exposure-based. This allows students to comprehend and connect
ideas to acquire certain features regarding articulation and pronunciation.

Even though they have some notorious differences, the books are mainly
based on drill based that is considered as an instructional strategy. It "promotes the
acquisition of knowledge or skill through repetitive practice." It is observable in the
tasks presented on the materials where students are asked to repeat or memorize
certain sounds by heart and through repetition, one material use this strategy more
noticeably than the other but both involves repetition and practice in different ways.

These books offer drill and practice activities, one of them in a contextualized
way and the other in an isolated way but at the end they accomplish the goal of
benefiting the learners proficiency related to pronunciation issues. There are three
basic steps to do it in the right way, those are assigning a task, performing a task, and
providing feedback. Once the students do an activity they need to know the feedback
to realize about their performance and keeping themselves improving.

English Pronunciation in Use is related to reinforcement and at the same time


allows to understand how each phoneme is part of the whole language and learn and
practice them would become significant in their language learning process, this book
offers different exercises for practicing and improving pronunciation as connected
speech, pronunciation and intonation, among some other important features, it is

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Practice Activities – FP005 T&P

completely designed by integrated- skills that allow to students to develop all their skills
doing the practice meaningful for them and making them to have a learning process,
becoming this part of learning a part of an integrated learning. On the contrary learning
pronunciation is focus on the way students have to internalize phonemes, their sounds
and the correct way to articulate them without giving too much importance to the
integration of the skills.

Linguistic variable are taking into account in both texts, they shown the
awareness of the fact that learners do not know how to pronounce some sounds or
how to articulate some phonemes, all the information and the activities presented goes
around it, but from my personal point of view they are more notorious taken in Learning
Pronunciation, since they give longer and explicit explanations in a way students can
understand and comprehend without forgetting any detail.

In terms of preference, I personally consider that to choose one material we


have to consider the five variables to know what is more suitable to our teaching
purpose. We have to take into account what kind of learners we are going to teach, if
for example they are learning English taking a course or if they are learning English in
a career to teach it.

As a conclusion these books can be considered as a great resource to teach


pronunciation, each of them with different kind of activities but aiming to achieve the
same purpose, make students become conscious of the correct way to pronounce
words in English, providing them different possibilities to practice and improve their
pronunciation.

References

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Practice Activities – FP005 T&P

 Avery, P., and Ehrlich, S. Teaching American English Pronunciation. Oxford:


OUP, 1992. [2] Birjandi, P., and Nodoushan, M. An Introduction to Phonetics.
Tehran: Zabankadeh Publications, 2005.

 Ashmore, Richard D., Kay Deaux & Tracy McLaughlin-Volpe. 2004. An


organizing framework for collective identity: Articulation and significance of
multidimensionality.

 Wendy & Pavel Trofimovich. 2008. Lexical and segmental influences on child
and adult learners’ production of second language vowels. Concordia Working
Papers in Applied Linguistics.