https://padlet.com/jaqueline291199/mveuzkuce7iwi955 Teoría y Práctica de la Enseñanza del Inglés 2 en-us 2022-05-09 14:33:36 UTC 2022-05-14 19:42:16 UTC hello@padlet.com https://padlet.net/icons/png/1f5e3.png jaqueline291199 https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2175836157 Refers to speaking in a way that most listeners, both native and nonnative speakers, can understand without too much effort or confusion.
To be truly intelligible to a wide range of listeners, and not just to willing listeners of 
their own language background, speakers need to come fairly close to some kind of a recognized standard, whether it’s one of the major native-speaker varieties or a nonnative variety of pronunciation that is easily understood by listeners from many backgrounds. ]]> 2022-05-09 14:39:39 UTC https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2175836157 jaqueline291199 https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2175869248 We often think of pronunciation teaching in terms of helping students achieve accurate pronunciation so that their production of sounds, stress, rhythm, and intonation begins to match an ideal pattern. But accuracy is only one part of good pronunciation.

]]> 2022-05-09 14:57:42 UTC https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2175869248 jaqueline291199 https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2175897393 Refers to speaking smoothly and easily, even if not all sounds are perfect.

It is difficult to use pronunciation accurately and fluently at the same time.  Because of this, when we practice pronunciation, we should include some activities that emphasize fluency along with activities that emphasize accuracy.  Both accuracy and fluency are important in
  pronunciation, and both deserve attention and practice.

]]> 2022-05-09 15:12:50 UTC https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2175897393 jaqueline291199 https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2175944165 Until recently, the focus in pronunciation teaching was almost entirely on producing individual sounds and words correctly; not much attention was given to features such as intonation and rhythm. 
In the last 20 years or so, however, teachers 
and researchers have begun to realize the importance of these “musical” aspects of pronunciation and to emphasize them more strongly in teaching.
Some scholars have gone so far as to claim that teaching individual sounds is not so important, and intonation, stress, prominence, and rhythm should be emphasized above all.]]> 2022-05-09 15:36:52 UTC https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2175944165 jaqueline291199 https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2175977864 Many things contribute to learning pronunciation, from students’ ages, motivation, and personality—which depend on the learners themselves—to the quality of the teaching and the students’ first language—which are outside factors.
1.The Age of the Learner: Linguists call this time in a child’s life, lasting up to the age of about 12 to 14 years, the critical period for language acquisition. Children can learn the sounds of language more naturally than adults and can approach native speaker pronunciation, but only if they are surrounded by the language and have many chances to hear its pronunci
2.Motivation: Three general sets of goals or desires have been suggested that can motivate students in language learning:
• Learners want to be accepted into a group that uses the language. This is sometimes called integrative motivation.
 • They want to be accepted as real members of the group. This is called assimilative motivation.
 • They want to be able to use the language to reach a goal: To get a job, to conduct business, to pass a test, or to travel easily in a foreign country. This is called instrumental motivation.
3. Personality and Aptitude: No two people are alike. We each have our own personality, talents, strengths, and weaknesses.
These factors can affect how people learn pronunciation.
4. Methods and Quality of Teaching: The kind of teaching students have experienced, both in amount and quality, has a strong influence on their learning. The quality of teaching that students receive certainly affects the quality of their learning.
5. Exposure to the Target Language
Learners who live in an English-speaking country where they are constantly
surrounded by the language will be more familiar with the sounds and melodies they’re trying to imitate than those who have few chances to hear spoken English—perhaps only during English classes for a few hours each week.
6. The Influence of the Learner’s Language: Learners’ pronunciation habits in their first language can also make it more difficult
for them to pronounce sounds in the new language that don’t exist in their L1 or that are used in a different way. This influence is called native language interference or language transfer.]]> 2022-05-09 15:53:17 UTC https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2175977864 jaqueline291199 https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2176039155 What happens when learners hear and try to pronounce strange, new sounds in a new language? These types of problems often occur:
1. Merging. When learners hear unfamiliar sounds in a new language, they tend to interpret the sounds of the new language in terms of the categories of their original language. The learner’s brain may hear two sounds as being the same when they’re actually considered separate sounds in the new language. This is called merging and leads to pronunciation errors. For example reach (/iy/) and rich. (/ɪ/).
2. Substitution. When learners hear a new sound that doesn’t match any of the sounds they know, they often substitute a familiar sound that is somewhat similar and easier for them to produce.
3. The effect on intelligibility. The processes of substitution and merging can cause serious problems for learners’ intelligibility. When listeners expect to hear one sound but actually hear a different one, communication can break down. Even when teachers make learners aware of what’s happening, it’s difficult not to fall into one of these traps.



]]> 2022-05-09 16:28:05 UTC https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2176039155 jaqueline291199 https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2176061944 1. Spelling. English has many words with irregular or unpredictable spellings, and this can lead students to mispronounce those words.
2. Borrowed words. Many languages have borrowed words from English, adapting their pronunciation to fit the sound system of the borrowing language.]]> 2022-05-09 16:41:33 UTC https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2176061944 jaqueline291199 https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2176094407 One of the most stubborn problems that we face in teaching pronunciation is fossilization. 
Fossilization is a process that occurs when a language learner progresses to a certain point but then has a hard time making further progress. For example, a student who has been studying English for many years might still not be able to differentiate /v/ as in very and /b/ as in berry; this error just seems to have become a permanent part of the person’s English.
We need to provide information, opportunities for focused 
practice, and feedback to the learner on how well his or her pronunciation is reaching the goal.
A more effective strategy in the long run is to try to prevent fossilization in the first place. 
Emphasize pronunciation at all levels of teaching, especially for beginners. It’s easier to get learners started on the right path than to try to change their fossilized pronunciation later.]]> 2022-05-09 17:00:25 UTC https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2176094407 jaqueline291199 https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2176113162 A less common pronunciation problem is hypercorrection, which means “too much correction.” 
This happens when a student has learned a rule and tries to apply it, but applies it in too many cases. For example, a common error among Korean learners is to substitute /p/ for /f/, since /f/ doesn’t exist in the Korean language. The predictable error is to say pan instead of fan or punny instead of funny. But sometimes a learner has been concentrating so hard on not saying /p/—on saying /f/ instead—that he or she sometimes says /f/ even when the correct sound actually should have been /p/. The speaker might say fan instead of pan.
Hypercorrection is a much less frequent and less serious source of error than fossilization-more like an occasional slip of the tongue than a long-term problem.]]> 2022-05-09 17:11:02 UTC https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2176113162 jaqueline291199 https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2176122643 Being able to hear the difference between sounds in a new language is as important as being able to produce the sounds. However, hearing new sounds is not always easy. 
To pronounce a new language well, we need to learn to hear again. We have to remove the 
filter that’s hiding some of those new sounds so that our brains can hear, accept, analyze, and get ready to imitate them. ]]> 2022-05-09 17:16:30 UTC https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2176122643 jaqueline291199 https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2176141340 Learners’ feelings about language and pronunciation sometimes make it harder for them to develop 
accurate pronunciation, especially for students who don’t have a choice about learning English. 
In pronunciation practice, students have to overcome that feeling of ridicule and realize that imitating someone exactly helps guide them towards your target.  It is a valuable skill in learning pronunciation.]]> 2022-05-09 17:27:04 UTC https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2176141340 jaqueline291199 https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2176151385 Pronouncing sounds involves both our minds and our bodies. When you learn new sounds, you need to learn to move the muscles of your mouth in new ways and change the pronunciation habits you’ve built up all through your life. This isn’t easy, and like learning any other muscular activity, it takes a long time. 
Your mouth also needs to build up muscle memory—the ability to do something more easily after practicing it many times. Your muscles begin to “remember” how to move in a certain way because they’ve done it so often.
Teaching pronunciation also takes time. As teachers, we can’t just teach something once and expect our students to master it right away. We need to come back to the same point again and again, giving students lots of review and continued practice.]]> 2022-05-09 17:32:41 UTC https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2176151385 jaqueline291199 https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2176457919 To teach pronunciation effectively, you need several types of knowledge:
• You need to know the facts about pronunciation: How speakers’ mouths move when they produce the sounds of language, and how word stress, rhythm, connected speech, and intonation work.
• You need to understand and be able to predict the kinds of problems your students might have with pronunciation and why they happen.
• You need to know many ways to teach pronunciation to your students, adapting your 
methods to fit them and their needs, and helping them practice effectively to overcome any 
problems they might have (Celce-Murcia et al., 2010)]]> 2022-05-09 21:13:22 UTC https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2176457919 jaqueline291199 https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2176473918 You also need to know these basic principles of teaching pronunciation:
• Include more than just “repeat after me.” 
• Encourage students to use more than one of their senses, which is more effective anyway. We can use many different ways of learning—through sight, sound, and movement—to help students understand and remember better.
• Keep lessons practical. For most students, even adults, theory and technical explanations are hard to understand and are easily forgotten. Simple, concrete demonstrations followed by lots of practice produce better results. Lessons need to fit our students’ level of understanding.
• Include communicative practice whenever possible. Students need to work toward using 
their new pronunciation in real speech. During class, we can help them practice in activities 
that are similar to real communication.
• Train students to become independent and autonomous learners. If we can 
help them build up their own skills in listening, imitating, and monitoring their own pro-
nunciation, it will be a big help to them in their future learning.]]> 2022-05-09 21:30:30 UTC https://padlet.com/jaqueline291199/mveuzkuce7iwi955/wish/2176473918