Teza de masterat - Teaching Pronunciation at Secondary Level - ID:04058 - Volum 124 pagini
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INTRODUCTION .......................................................................9
I. THEORY ...............................................................................10
1 THE NECESSITY OF TEACHING ENGLISH PRONUNCIATION ON THE INTERNATIONAL GROUND...........11
1.1 English as a Lingua Franca (ELF) ...........................................13
1.1.1 English as a Lingua Franca Development ............................15
1.2 What Kind of English to Teach? .............................................16
1.2.1 Standard English and Received Pronunciation......................17
1.2.2 Lingua Franca Model.........................................................19
1.2.3 Teaching Production and Teaching Comprehension...............23
1.2.4 An Overview of Teaching Models .......................................24
1.3 Why to Teach Pronunciation? ...............................................25
2 FACTORS INFLUENCING PRONUNCIATION................................27
3 INCLUDING PRONUNCIATION INTO THE CLASSROOM....................29
3.1 When to Teach Pronunciation ...................................................29
3.2 What Pronunciation Aspects to Teach.........................................30
3.2.1 Phonemic Chart ...................................................................30
3.2.2 Examples of Pronunciation Areas ..........................................30
3.3 Pronunciation Problems of Czech Speakers ...............................39
3.3.1 Vowel Sounds.......................................................................39
3.3.2 Consonant sounds ................................................................39
3.3.3 Stress and Intonation ...........................................................40
II. ANALYSIS ................................................................................41
4 INTRODUCTION TO THE ANALYTICAL PART ..................................42
5 FREQUENCY OF PRONUNCIATION ACTIVITIES IN ENGLISH COURSE BOOKS .....43
5.1 Pronunciation Activities in the Course Book New English File ...........................43
5.1.1 Number of Pronunciation Activities for Practising Vowel Sounds................45
5.1.2 Number of Pronunciation Activities for Practising Diphthong Sounds .........46
5.1.3 Number of Pronunciation Activities for Practising Consonant Sounds .........47
5.1.4 Number of Pronunciation Activities for Word Stress and Sentence Stress ......49
5.1.5 Comparison of the Most Frequently Practised Phonetic Features..................50
5.1.6 Types of Pronunciation Tasks ................................................................51
5.2 Pronunciation Activities in the Course Book New Headway................................57
5.2.1 Number of Pronunciation Activities for Practising Vowel Sounds................58
5.2.2 Number of Pronunciation Activities for Practising Diphthong Sounds .........60
5.2.3 Number of Pronunciation Activities for Practising Consonant sounds..........61
5.2.4 Number of Pronunciation Activities for Word Stress and Sentence Stress ......63
5.2.5 Comparison of the Most Frequently Practised Phonetic Features..................64
5.2.6 Types of Pronunciation Tasks ........................................................................65
5.3 Pronunciation Activities in the Course Book Maturita Solutions .........................67
5.3.1 Number of Pronunciation Activities for Vowels, Diphthongs and Consonants .....68
5.3.2 Number of Pronunciation Activities for Word Stress and Sentence Stress .......68
5.3.3 Comparison of the Most Frequently Practised Phonetic Features..................69
5.3.4 Types of Pronunciation Tasks ........................................................................70
5.4 Comparison of Pronunciation Activities in the Three Course Books ...................71
5.4.1 Differences in Number of Pronunciation Sections .........................................71
5.4.2 Differences in Number of Pronunciation Activities .......................................71
5.4.3 Differences in Number of Pronunciation Tasks .............................................72
6 RESULTS OF PRACTISING PRONUNCIATION EXERCISES FROM NEW ENGLISH FILE PRE-INTERMEDIATE SB AND WB.......74
6.1 Analysis of Recordings..........................................................................................74
6.1.1 Speaker 1 Recording 1....................................................................................75
6.1.2 Speaker 2 Recording 1....................................................................................76
7 COMPLETION OF PRONUNCIATION ACTIVITIES FROM NEW ENGLISH FILE PRE-INTERMEDIATE SB AND WB......79
7.1 Comparison of Teaching Methods for Vowel Sounds ..........................................80
7.1.1 Comparison of the Two Methods for Practising /i:/, /u:/, /i/ and /u/ ..............81
7.1.2 Comparison of the Two Methods for Practising /ə/ and /Ǭ:/ ..........................84
7.1.3 Comparison of the Two Methods for Practising /Ǥ:/ and /Ǣ/..........................85
7.1.4 Comparison of the Two Methods for Practising /e/ and /æ/...........................87
7.1.5 Comparison of the Two Methods for Practising /Ȝ/ and /ǡ:/..........................88
7.2 Comparison of Teaching Methods for Diphthong Sounds ....................................89
7.3 Comparison of Teaching Methods for Consonant Sounds ....................................91
7.3.1 Comparison of the Two Methods for Practising /s/, /z/, /ȓ/, /ʒ/, /f/ and /v/........91
7.3.2 Comparison of the Two Methods for Practising /θ/ and /ð/ sounds ...............93
7.3.3 Comparison of the Two Methods for Practising /p/, /b/, /k/, /g/, /t/, /d/, /ȷ/, /ȴ/......94
7.3.4 Comparison of the Two Methods for Practising /w/, /j/, /m/, /n/, /ŋ/, /h/, /l/, /r/.....96
7.4 Comparison of the Two Methods for Word and Sentence Stress.......................98
7.5 Comparison of the Two Methods Summary....................................................99
8 RESULTS OF PRACTISING PRONUNCIATION EXERCISES ACCORDING TO THE INTRODUCTION TO TEACHING PRONUNCIATION WORKSHOP .......101
8.1 Speaker 1 Recording 2.........................................................................101
8.2 Speaker 2 Recording 2.........................................................................103
8.3 Summary of the Analysis .....................................................................105
8.4 Analysis of the Questionnaires ..............................................................105
8.5 Student’s Exposure to English Language.................................................106
8.6 Comparison of the Methods from Students’ Point of View.........................109
9 SUMMARY OF THE ANALYTICAL PART .......................................................110
CONCLUSION ...........................................................................................111
BIBLIOGRAPHY..........................................................................................113
APPENDICES.............................................................................................119
I. THEORY ...............................................................................10
1 THE NECESSITY OF TEACHING ENGLISH PRONUNCIATION ON THE INTERNATIONAL GROUND...........11
1.1 English as a Lingua Franca (ELF) ...........................................13
1.1.1 English as a Lingua Franca Development ............................15
1.2 What Kind of English to Teach? .............................................16
1.2.1 Standard English and Received Pronunciation......................17
1.2.2 Lingua Franca Model.........................................................19
1.2.3 Teaching Production and Teaching Comprehension...............23
1.2.4 An Overview of Teaching Models .......................................24
1.3 Why to Teach Pronunciation? ...............................................25
2 FACTORS INFLUENCING PRONUNCIATION................................27
3 INCLUDING PRONUNCIATION INTO THE CLASSROOM....................29
3.1 When to Teach Pronunciation ...................................................29
3.2 What Pronunciation Aspects to Teach.........................................30
3.2.1 Phonemic Chart ...................................................................30
3.2.2 Examples of Pronunciation Areas ..........................................30
3.3 Pronunciation Problems of Czech Speakers ...............................39
3.3.1 Vowel Sounds.......................................................................39
3.3.2 Consonant sounds ................................................................39
3.3.3 Stress and Intonation ...........................................................40
II. ANALYSIS ................................................................................41
4 INTRODUCTION TO THE ANALYTICAL PART ..................................42
5 FREQUENCY OF PRONUNCIATION ACTIVITIES IN ENGLISH COURSE BOOKS .....43
5.1 Pronunciation Activities in the Course Book New English File ...........................43
5.1.1 Number of Pronunciation Activities for Practising Vowel Sounds................45
5.1.2 Number of Pronunciation Activities for Practising Diphthong Sounds .........46
5.1.3 Number of Pronunciation Activities for Practising Consonant Sounds .........47
5.1.4 Number of Pronunciation Activities for Word Stress and Sentence Stress ......49
5.1.5 Comparison of the Most Frequently Practised Phonetic Features..................50
5.1.6 Types of Pronunciation Tasks ................................................................51
5.2 Pronunciation Activities in the Course Book New Headway................................57
5.2.1 Number of Pronunciation Activities for Practising Vowel Sounds................58
5.2.2 Number of Pronunciation Activities for Practising Diphthong Sounds .........60
5.2.3 Number of Pronunciation Activities for Practising Consonant sounds..........61
5.2.4 Number of Pronunciation Activities for Word Stress and Sentence Stress ......63
5.2.5 Comparison of the Most Frequently Practised Phonetic Features..................64
5.2.6 Types of Pronunciation Tasks ........................................................................65
5.3 Pronunciation Activities in the Course Book Maturita Solutions .........................67
5.3.1 Number of Pronunciation Activities for Vowels, Diphthongs and Consonants .....68
5.3.2 Number of Pronunciation Activities for Word Stress and Sentence Stress .......68
5.3.3 Comparison of the Most Frequently Practised Phonetic Features..................69
5.3.4 Types of Pronunciation Tasks ........................................................................70
5.4 Comparison of Pronunciation Activities in the Three Course Books ...................71
5.4.1 Differences in Number of Pronunciation Sections .........................................71
5.4.2 Differences in Number of Pronunciation Activities .......................................71
5.4.3 Differences in Number of Pronunciation Tasks .............................................72
6 RESULTS OF PRACTISING PRONUNCIATION EXERCISES FROM NEW ENGLISH FILE PRE-INTERMEDIATE SB AND WB.......74
6.1 Analysis of Recordings..........................................................................................74
6.1.1 Speaker 1 Recording 1....................................................................................75
6.1.2 Speaker 2 Recording 1....................................................................................76
7 COMPLETION OF PRONUNCIATION ACTIVITIES FROM NEW ENGLISH FILE PRE-INTERMEDIATE SB AND WB......79
7.1 Comparison of Teaching Methods for Vowel Sounds ..........................................80
7.1.1 Comparison of the Two Methods for Practising /i:/, /u:/, /i/ and /u/ ..............81
7.1.2 Comparison of the Two Methods for Practising /ə/ and /Ǭ:/ ..........................84
7.1.3 Comparison of the Two Methods for Practising /Ǥ:/ and /Ǣ/..........................85
7.1.4 Comparison of the Two Methods for Practising /e/ and /æ/...........................87
7.1.5 Comparison of the Two Methods for Practising /Ȝ/ and /ǡ:/..........................88
7.2 Comparison of Teaching Methods for Diphthong Sounds ....................................89
7.3 Comparison of Teaching Methods for Consonant Sounds ....................................91
7.3.1 Comparison of the Two Methods for Practising /s/, /z/, /ȓ/, /ʒ/, /f/ and /v/........91
7.3.2 Comparison of the Two Methods for Practising /θ/ and /ð/ sounds ...............93
7.3.3 Comparison of the Two Methods for Practising /p/, /b/, /k/, /g/, /t/, /d/, /ȷ/, /ȴ/......94
7.3.4 Comparison of the Two Methods for Practising /w/, /j/, /m/, /n/, /ŋ/, /h/, /l/, /r/.....96
7.4 Comparison of the Two Methods for Word and Sentence Stress.......................98
7.5 Comparison of the Two Methods Summary....................................................99
8 RESULTS OF PRACTISING PRONUNCIATION EXERCISES ACCORDING TO THE INTRODUCTION TO TEACHING PRONUNCIATION WORKSHOP .......101
8.1 Speaker 1 Recording 2.........................................................................101
8.2 Speaker 2 Recording 2.........................................................................103
8.3 Summary of the Analysis .....................................................................105
8.4 Analysis of the Questionnaires ..............................................................105
8.5 Student’s Exposure to English Language.................................................106
8.6 Comparison of the Methods from Students’ Point of View.........................109
9 SUMMARY OF THE ANALYTICAL PART .......................................................110
CONCLUSION ...........................................................................................111
BIBLIOGRAPHY..........................................................................................113
APPENDICES.............................................................................................119
