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This course includes an overview of current theory and practice. The paperback edition offers current and prospective teachers of English a comprehensive treatment of pronunciation pedagogy, drawing on current theory and practice. The text provides an overview of teaching issues from the perspective of different methodologies and second language acquisition research. It has a thorough grounding in the sound system of North American English, and contains insights into how this sound system intersects with listening, morphology, and spelling. It also contains diagnostic tools, assessment measures, and suggestions for syllabus design. Discussion questions encourage readers to draw on their personal language learning/teaching experiences as they assimilate the contents of each chapter. Follow-up exercises guide teachers in developing a range of classroom activities within a communicative framework.
Seminar paper from the year 2014 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: bestanden, University of Freiburg (Anglistik/Amerikanistik), language: English, abstract: When it comes to teaching English Pronunciation in the classroom a lot of teachers feel reluctant. The reasons might be a lack of instruction during their own studies of English or even a personal struggle with the topic because of its complexity and the fact that they are non-native speakers of English. Finding a good introductory lesson that evolves around one of the topics of pronunciation seems to be rather challenging. That might be because although a lot of the textbooks for learners of English offer some small exercises on pronunciation they do provide teachers with enough material to add-on to the units or to create a whole lesson. So even nowadays to find an English learner’s classroom where pronunciation is taught in on a regular basis is a wishful thinking. Teachers have be aware of the fact that exercises on sounds, word and sentence stress, intonation and connected speech (elision and liaison) need to be part of the English lesson in order to prepare their students for the actual use of the target language in the real world without the protecting walls of the classroom. The fact that pronunciation is a part of language acquisition has long been neglected. It was seen as the finishing touch of learning English and therefore stood at the far end of the line. If students were highly motivated they went abroad or looked for a tandem partner to learn how to speak good English. But as prospective teachers me know of the importance of pronunciation and that students of the English language need to be introduced to its rules right from the beginning of the learning process. To speak an understandable and fluent English is a great part of mastering the language and therefore must not be neglected. Therefore, pronunciation is a highly important aspect of teaching English not just since it is part of the basic criteria needed to successfully communicate with native speakers of the but also to round off the skill of knowing English.
Pronunciation Games is a photocopiable resource book for use with students of elementary to proficiency level.
This book introduces state-of-the-art research on simulation and serious games for education. The major part of this book is based on selected work presented at the 2014 Asia-Europe Symposium on Simulation and Serious Games held in Windesheim University of Applied Sciences, the Netherlands (Oct 1–2, 2014). It covers three major domains of education applications that use simulation and serious games: Science, Technology, Engineering and Mathematics (STEM) Education; Special Needs Education and Humanity and Social Science Education. Researchers and developers in simulation and serious games for education benefit from this book, and it also offers educators and professionals involved in training insights into the possible applications of simulation and serious games in various areas.
Practical resources designed to help language educators apply the latest research and most effective pedagogical methods to classroom pronunciation instruction In Second Language Pronunciation: Bridging the Gap Between Research and Teaching, a team of distinguished researchers and educators delivers an incisive and practical approach to evidence-based pronunciation instruction in second language classrooms. Developed for language teachers who want to incorporate and implement the most effective pedagogical methods in their language instruction, this edited volume offers 15 essays that connect the latest research with practical applications in the classroom. In addition to exploring recent but less well-known methods—like High Variability Phonetic Training, discourse-based teaching, communicative classrooms, and technology-based methods—these chapters are unified in bringing theory to bear on practical questions faced by language teachers. The chapters follow a standard format, moving from critical research issues to pedagogical implications, and practical resources to equip language teachers, scholars, administrators, and teachers-in-training with the tools they require to develop their students’ pronunciation abilities. Readers will also find: A thorough introduction to using empirical evidence to guide pronunciation instruction in second language students Comprehensive explorations of the integration of pronunciation instruction into second language education Practical discussions of perception training in pronunciation instruction and the importance of L2 segmental and suprasegmental contrasts in pronunciation learning In-depth examinations of classroom research for pronunciation and the use of technology to explore L2 pronunciation Perfect for upper-level undergraduate and graduate students studying TESOL, applied linguistics, and second language acquisition, Second Language Pronunciation: Bridging the Gap Between Research and Teaching will also earn a place in the libraries of researchers, scholars, and teachers of language and education.
This book provides advice on flipping from a vast range of topics related to second and foreign language teaching, such as assessment, pronunciation, speaking, listening, reading, writing, and content-based language teaching. Based on insights from other professionals in the field, it helps teachers of English as a foreign language better understand the idea of a flipped classroom. The book provides examples for teachers who wish to start flipping their own classes and additional ideas for those who are already flipping.