In Class Teaching

410 APLNG
By Yan Chang

Outline
I. Activity
A. Source
B. Basic Information About the Activity
E. Critique
F. Modification of Activity
II. My Understanding of Teaching Pronunciation
A. Existed Questions In Teaching Pronunciation
B. My Answers to Those Questions
C. Reason of Choosing the Activity
III. Conclusion

Activity
Source
Name:

Teaching Pronunciation (second edition)

--A Course Book And Reference Guide

Author:

Marianne Celce-Murcia
Donna M.Brinton
Janet M. Goodwin

Information-gap Exercise

(P203 )

Target Students

Instruction

learners
in work
multicultural
1.
students
in pairs classroom
Objective
2. each one

get an worksheet

students
master
stress
difference
in -ty
and
teen
3.
partners
try to the
obtain
information
about
the
flight
in
cardinal numbers
worksheet
4. after filling the blanks, students need to check the answers
by comparing the two worksheets and try to determine where
the errors lies in

Critique

Strength
1. high focus
2. practical
3. high involvement
4. evaluation

Weakness
1. evaluation is not deliberate
2. the target students are ambiguous

Modification

Let some students to read the information about the flight

Listen to the recording tape of the flight information

Develop it into a more complete conversation

Reason:
1. teacher has chance to know students pronunciation
2. avoid contention and ambiguous
3. students have more time to practice

My Understanding of Teaching
Pronunciation
Questions

What includes in comprehensibility & intelligibility and how

importance they are in teaching pronunciation?

What influence comprehensibility and intelligibility?

What is the purpose of achieving comprehensibility and

intelligibility?

Should L2 learners need to be native like or not?

My Answers to Above Questions

Comprehensibility and Intelligibility include

1. segmental
2. suprasegmental

(textbook, Pronunciation 1&2)

C & I are important and in initial place in pronunciation teaching

(textbook, Pickering ITA Intonation, Derwings )

word stress belong to suprasegmental and can cause problem to L2

learners

My Answers to Above Questions

Influences to Comprehensibility and Intelligibility:

phonology, fluency, grammatical accuracy, etc

Issacss article: one of the most salient is word stress

stress difference in ty and teen cardinal numbers is one of

the prominent problems for ESL/EFL students

My Answers to Above Questions

Purpose of achieving comprehensibility and intelligibility is

communication

1. this activity involves speaking and listening

2. talking about flight scheduleuseful

My Answers to Above Questions

Native like is not conflicting with the goal of achieving

N
comprehensibility and intelligibility
a

nature

Comprehensibility
ti
v Low
e
li
Can
k
speak
e
well

Can
pronounceNative-like

High

human

The activity make students aware that even they are nonnative speakers, theyKnow
canhow
be understood
if they try to master Low
to
pronounce
the pronunciation rules
Intelligibi

Reason of Choosing the Activity

Most salient suprasegmental
influence in comprehensibility and
intelligibility

word stress
communicative

information-gap
activity

Positive attitude toward native-like

Conclusion
My Future Teaching
Encourage
to be
native-like

Encourage
to be
native-like

intelligibility
intelligibility

comprehensib
comprehensib
ility
ility

COMMUNICATION

Thank You
410 APLNG
By Yan Chang