Teaching Pronunciation

Được đăng lên bởi Tran Quang Minh Nhat
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Using the Prosody Pyramid
Judy B. Gilbert

cambridge university press

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo
Cambridge University Press
32 Avenue of the Americas, New York, ny 10013-2473, USA

© Cambridge University Press 2008
This book is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without
the written permission of Cambridge University Press.
First published 2008
Printed in the United States of America

978-0-521-98927-5  paperback

Book layout services:  Page Designs International

Table of Contents






The Functions of Prosody  2



The Prosody Pyramid  10



The Prosody Pyramid and Individual Sounds  21



Ideas for Implementing the Prosody Pyramid  31



Appendix 1:  Pronunciation FAQ  42



Appendix 2:  Focus Rules and Thought Group Rules  45



Appendix 3:  How Often Do the Vowel Rules Work?  47



Appendix 4:  Table of Figures  48



References  49

Introduction  1



Teaching pronunciation involves a variety of challenges. To begin with, teachers
often find that they do not have enough time in class to give proper attention
to this aspect of English instruction. When they do find the time to address pronunciation, the instruction often amounts to the presentation and practice of a
series of tedious and seemingly unrelated topics. Drilling sounds over and over
again (e.g., minimal pair work) often leads to discouraging results, and discouraged students and teachers end up wanting to avoid pronunciation altogether.
There are also psychological factors that affect the learning of pronunciation in ways that are not so true of studying grammar or vocabulary. For one
thing, the most basic elements of speaking are deeply personal. Our sense of
self and community are bound up in the speech-rhythms of our first language
(L1). These rhythms were learned in the first year of life and are deeply rooted
in the minds of students. Therefore, it is common for students to feel uneasy
when they hear themselves speak with the rhythm of a second language (L2).
They find that they “sound foreign” to themselves, and this is troubling for
them. Although the uneasiness is usually unconscious, it can be a major barrier
to improved intelligibility in the L2.
A teacher can help overcome this psychological barrier ...
Using the Prosody Pyramid
Judy B. Gilbert
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