THE REFLECTION OF THE 8TH WEEK

This week, we covered whether we should use phonemic symbols or not, when we
should teach pronunciation (whole lesson, discrete lesson, integrated phases, opportunistic
teaching), how and when we can help our students individually, examples of pronunciation
teaching such as working with sounds, working with stress and working with intonation.
First of all, we questioned that what ‘’I know this word’’ means; Is it sth about
meaning or pronouncing? The other question of us is whether we know the phonemic symbols
or not. We had a common idea which is if ss know the phonemic symbols, differences
between phonemes, right phoneme/sound; they may pronounce the word correctly. That’s to
say if they are aware of the phonemic symbols and difference; it may make sense for them to
pronounce these sounds. If they have this awareness, they may pay attention to pronounce the
words. It’s highly recognized that they tend to mispronounce; because they generally imitate
their models. That’s why we have to pronounce the words correctly; because we will be their
models. We should teach phonemic, but not in detail, at least. We should teach how to use a
dictionary in order to pronounce the words correctly. We should make them have a habit of
using dictionary; thanks to this habit they can look the unknown pronunciation of a word up
into dictionary so as to pronounce it correctly. We should make our ss make use of the
dictionary as the way we want it to be. We should make our ss hear/expose the words. If they
know these symbols, it would be easier to correct them when they mispronounce a word.
Secondly, we talked about when we should teach pronunciation. All we know it is not
sth separated. All the lessons include dealing words; but what should we do to teach
pronunciation. When is the right time? I’ve learned there is so many different times to teach
it. For example; teachers can teach pronunciation by employing it during the whole class.
Teachers can spend a whole class by working on pronunciation of a word or sound; but we
agreed on that it is not so feasible in Turkey conditions; teachers don’t have enough time to do
this; because they have a schedule that they should stick to; but extra information, it doesn’t
have to mean that every minute of the lesson has to be spent on pronunciation. During the
class, ss can listen to some records; they can work on some words.
Another way to teach pronunciation is discrete slots. In this way, teachers can work
separate, individual phonemes or contrasting pairs. Teachers put these separate bits of
phonemes into lesson. Sometimes it could be useful; but for this way, we should attract their
attention by asking some questions, finding some pronunciation problems, playing games,
doing some activities, comparing some phonemes, listening to music in order to develop their
ears for hearing/discriminating the sounds. We should use these ways, when we are working
on pronunciation in the future. We should make our ss believe pronunciation is not sth
separated from language learning; but to make this happen, at first we should pronounce the
words correctly. Because we know if we don’t pronounce the words correctly, we can’t
communicate. The person to whom we are talking may not care our grammar mistakes; but
s/he will care our pronunciation mistakes. That’s to say we should make our ss believe
pronunciation is not coming from yet another planet.
The other way is integrated phases. Teachers work on pronunciation as an integral part
of the lesson. Teachers draw attention to the parts/words on the record; if there is sth wrong
with these words or sounds, s/he work on them. It is all about how you are aware of your ss
and their mistakes. When saying a word, we should make them be aware of the way is said.
The last way is opportunistic teaching. It is not predetermined plan. Whenever a
mistake comes up, teacher goes for it. That is the natural order of the lesson realities.
Whenever there is a chance to correct/teach the right one, we should take a step to the stage.
To this end, we should follow our ss very carefully.

Thirdly, we mentioned how we can help our individual ss. First of all, we should make
sure that they hear the words and how they sound correctly. We should get them identify their
mistakes, difficulties themselves; we should want them to bring their difficult words. As we
are doing all these stuff, we should be constructive. If we are not constructive, they may not
bring their difficult words. That makes them not to know themselves, observe themselves. If it
happens so, they may go on mispronouncing these words.
Finally, we covered the ways of pronunciation teaching. We can work with sounds by
showing the positions of the lips while pronouncing the sounds, saying the words including
this sound frequently during a lesson, doing exercise as a reminder of the difference between
some sounds, giving a communication task to develop their speaking skills, modeling the
sounds. We can produce certain sounds which are in a word to help them pronounce the word.
We can do some activities; but when we do an activity, we should make sure that we give the
instructions clearly. We should check the instructions very often. NEEEYYYMMMİİİŞŞŞ?
CHECKING INSTRUCTIONS. We should make sure that everybody understand what
we want to/intend to.
We can work with stress. We can use stress, when they come across a new word to
emphasize it. We can make them attach importance on some certain sounds in words. We can
show the meaning differences which will occur when we change the place of the stress. We
can want them to read aloud to get them have a chance to observe themselves how they are
good at putting the stress on the right place. Unless they do that, they won’t be aware of their
pronunciation mistakes and encouraged to read aloud.
We can work with intonation. We can make them understand how many different
meanings come up from just one word. It’s all about rises and falls in a sentence. We can do
matching activities in which they match rise and fall directions with the original sentences.
We can want them to put rise and fall directions into right places in blanks in a sentence. We
can read a paragraph to make them decide on the right place of the intonation. While they are
doing this, they will be exposed to a listening activity.
We can work on sounds and spelling. We can give them a list of words to agree that,
for example, ‘’c’’ sound how it will be spelt in these words, such as /s/ in ‘’certain’’, /k/ in
‘’call’’. We can work on how they use these words/sounds correctly, when they are speaking;
because the sounds of the words change, when they are used together in sentences. So as to
make them understand that, we can compare the sentences which are said both in isolation
and in normal connected speech. Thanks to this, we can help them get the difference. We can
want them to write when a connected speech is going on. That is the way of identifying. We
can produce some phrases and sentences in connected way in order to get them to say these
phrases and sentences in this way.

Duygu ALDEMİR