Can your students repeat the difference in pronunciation between live and leave? Some cant. For ESL students, particularly for adult learners, pronunciation is a big hurdle to overcome. It is especially discouraging when they discover that thoughpronunciation can be improved greatly, they will never lose their foreign accent completely. English phonemes also prove to be particularly tricky as there is often no connection between the sound and the way it is spelled (unlike other languages where the phoneme and its spelling are a closer match. !ere are some tips to help your students overcome the pronunciation barrier" How to Overcome the Pronunciation Barrier: 9 Great Tips for Teaching Phonemics 1 One Phoneme at a Time hile improving pronunciation as a !oal mi!ht seem unattainable" helpin! your students improve their pronunciation one phoneme at a time is much more doable. Instead of taking up most of class time practicing pronunciation, practice a different phoneme every day, or every week. 2 Practice the Schwa The schwa sound #$% is the neutral vowel sound that typically occurs in unstressed syllables, for e#ample in words like choc(o)late, sep(a)rate, cam(e)ra, elab(o)rate, etc$ %here are languages that pronounce these syllables differently and students might be tempted to pronounce them as they do in their native tongue (this is usually the case with Spanish speakers, where the central o in &chocolate' is pronounced clearly. %each students to be aware of the schwa sound and learn to identify it as it will be tremendously useful in improving their pronunciation. 3 Same Spellin! &ifferent Sounds Students should learn that the same consonant combination may have different sounds" for e'ample the ch in chicken and character. %he sound (k) in character, in fact, may be spelled with a k, ck, c, ch or *ue. %he th combination is another e#ample" it is pronounced (+) in this, that, these, those, but it is pronounced (-) in thin, thank, think, theory, for e#ample. %he gh combination is yet another e#ample, as it pronounced as a g (ghost or f (rough. .ractice each of these combos and others one at a time. 4 Same Sound" &ifferent Spellin!s Teach students to identify different ways to spell the same sound. E#amples of these are the ai sound in mine, buy, pie, rye. !omophones are the perfect e#ample of this" buy and by, pair and pear, cell and sell, etc$ %here are lots of games and activities you can do with your class with homophones. 5 ('plain the )a!ic *( rule Show students how the addition of an *e at the end of a word chan!es its pronunciation" bit / bite,dim / dime, pin 0 pine. See what happens in this set of words" cut 0 cute, hug / huge, and so on.
Pair em up Students will remember some contrasts much more easily if you present them in pairs" live / leave,three 0 tree, slip 0 sleep, and so on. %hese pairs include words that students often mispronounce, *uite simply because in some cases they won1t even hear the difference, much less be able to reproduce it. %he more you practice them in class, the better the chances for improvement. Introduce a few pairs at a time and practice till all students can hear the difference and reproduce it. 2on1t forget to lighten it up with humor every now and then. It is not unlikely for teachers who have Spanish speaking students to hear a student say he drinks orange &shoes' in the morning. In that case reply, &You drink shoes? Really? I believe you will obtain more vitamin C from orange juice' %each students to laugh at their own pronunciation mistakes. ! +se ,isuals It1s hard for students to simply imagine the difference in spelling, not to mention remember all the different phonetic symbols, try to use visual aids li-e consonants flashcards or .P/ flashcards. 3se them for introduction and practice, and make sure students become familiar with the symbols. " Play 0ames &ont for!et to play !ames with them. 4emember that pronunciation is very hard and very frustrating for lots of ESL students. 5ames will certainly lighten up a difficult lesson. Some great options are 6ingo or 1our in a 2ow. 9 Teach Them to +se the &ictionary 7ou won1t always be around to tell a student how a word is pronounced. %each them where to find the pronunciation for a word in the dictionary. %he best tool in this case is a dictionary app with sound, so that the student can hear the pronunciation with a simple click. %hese tools help students become more independent and more responsible for improving their pronunciation.