Pronounciation is way in which a language or a particula word or sound is spoken.

There are stress, rhythm, and intonation are given high priority in pronounciaton. Our goal as teacher of English pronunciation should therefore be more realistically focused on clear, comprehensible pronunciation

Below is a list (factor) of variables that you should consider

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2.

Native Language. Clearly, the native language is the most influential factor affecting a learners pronunciation. Age. Children under the age of puberty stand an excellent chance of sounding like a native speaker than adult

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Exposure. One can actually live in a foreign county for some time but not take advantage of being with the people, Innate phonetic ability. Often referred to as having an ear for language, some people manifest a phonetic coding ability that other do not. In many cases, if a person has had exposure to a foreign language as a child, this knack is present whether the early language is remembered or not.

Identity and language ego. Learner need to reminded of the importance of positive attitudes toward the people who speak the target language. 6. Motivation and concern for good pronunciation. If that motivation and concern are high, then the necessary effort will be expended in pursuit of goal.
5.

In teaching pronoun have three techniques for teaching differen aspects of english pronounciation. There are intonation, stress, and miningful minimals pairs. A. Intonation - Listening for pitch changes Look at following conversation. He: Ready? She: No He: Why? She: Problems He: Problems? She: Yes. He: What? She: Baby sitter.

A: Hello B: Good Morning A: Im Jhon Smith B: Are you Bill Jones? A: Yes, I am B: How are you? A: Fine, thanks B: How is Helen? A: Shes very well, thank you

Stress contrasting nouns Id like a red wooten dress, Bitle cotion sweater, please Black nylon shirt,

Student Teacher Student

Or Student Teacher Student

: Id like a red cotionn dress, please. : here you are : no, I asked for a red cotton dress, not a blue one

: Id like a black wooten shirt, please. : here you are : no. I said a black wooten shirt, not a black woolwn skirt.

C. Meaningful minimal pairs

T: Okay, class, on the board, picture number 1 is a pen and picture number 2 is a pin. Listen: pen [points to number 1], pin [points to 2] [several repetitions]. Now, Im going to say either number 1 or number 2 You tell me which. Ready? [ pause] Pin. Ss: Number 2. T: Good. Ready. Pin Ss: Number 2.

T: Okay. [ pause] Pen Ss: Number 1. In the following examples you can see that a little contextualization goes a long way T: This pen leaks S: Then dont write with it. T: This pan leaks. S: Then dont cook with it These are good examples of drilling techniques that have been modified to bring context, interest, and a modicum of authenticity to what would otherwise be a very mechanical task.