Integrating Pronunciation into the Language Classroom

Laura Sicola · Isabelle Darcy

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EFL/ESL Teaching and Learning Phonetics and Phonology Research Second Language Acquisition and Learning

Abstract

This chapter begins by looking at challenges faced by many regular ESL/EFL teachers regarding teaching pronunciation to frame the subsequent suggestions made for making pedagogical connections between pronunciation and teaching the other skill within a communicative framework. To further contextualize the chapter suggest strategies, reviews the theoretical underpinnings of the value of communicative tasks in pronunciation instruction in an effort to guide practitioners in making pronunciation targets an inherent part of every lesson. Pronunciation difficulties in a second language (L2) can seriously impede intelligibility. One central component of developing fluency and accuracy in pronouncing the L2 is automaticity of phonological and phonetic processing. The chapter focuses at some ways in which pronunciation can be integrated with other areas, especially vocabulary, spelling, grammar, listening/speaking, reading, and writing.

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References

1980THEORETICAL BASES OF COMMUNICATIVE APPROACHES TO SECOND LANGUAGE TEACHING AND TESTING 1998Focus on form in classroom second language acquisition 2001Task complexity, task difficulty, and task production: exploring interactions in a componential framework 2007Doing task-based teaching 1998Evidence in Favor of a Broad Framework for Pronunciation Instruction 1993Tasks and Language Learning: Integrating Theory and Practice 2005Intelligibility and the Listener: The Role of Lexical Stress 1999Training Japanese listeners to identify English /r/and /l/: Long-term retention of learning in perception and production

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