Practice Activities – FP005 T&P

SUBJECT PRACTICE ACTIVITIES:

TEACHING PRONUNCIATION

Student full Name:

Yuri Paola Infante Tejada

Group: 2017-06
Date: June 30th/2018

Subject: FP005 – Teaching Pronunciation

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 Practice Activities – FP005 T&P

Practice Activities

You can find attached excerpts of two books to teach pronunciation.

 Excerpt 1: Underhill, A. (2005). Learning and Teaching Pronunciation.

Oxford: MacMillan. (pp. 14-24).
 Excerpt 2: Hancock, M & Donna, S. (2014) English Pronunciation in Use.
Cambridge: Cambridge University. (pp. 10-19).

Review the two books and answer the following questions.

1. What seems to be the general approach of the books? Segmental or

suprasegmental? Exposure-based or explanation based? Humanistic or
drill-based? Teacher-centered or student centered? Traditional or
unusual? Use what you learnt in Chapter 9 to justify your answer.

Communicative language approach.

The general approach of these materials seems to be communicative. Since the

books emphasis in the importance of creating teaching materials that makes use of
real-life situations that necessitate communication (Richards, 2006). Due to that this
material is communicative because language is not just bits of grammar but it also
involves functions as, disagreeing, agreeing, inviting, suggesting, and so forth. The
activities on the books urges a good exposition of the language to learners, their
motivation and their appropriation of the language can be developed to convey their
ideas more naturally.

Nunan (2004) states five important characteristics of this approach that

summarizes and clarifies how this material is focused on communication. First of all,
there is an emphasis on learning to communicate through interaction in the target
language. Then the introduction of authentic texts into the learning situation. After, the
provision of opportunities for learners to focus not only on language, but also on the
Learning management process. Last but not least, an enhancement of the learner’s
own personal experiences as important contributing elements to classroom learning
and an attempt to link classroom language learning with language activities outside the
classroom. Regarding those characteristics it is well to say how the different activities
in these materials may be good to introduce learners into grammar creation of
questions and its pronunciation, as well as different levels of word stress and enrich
students pronunciation on vowels and consonant clusters.

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Furthermore, It the books shows the importance to teach students how to

communicate fluently in different situations for them to perceive their own mistakes-
Also the exercises show how to correct segmental problems which can be put into
context by suing different CLT activities such as: on debates, interaction, negotiation of
meaning (Krashen, 2003). Thus, this type of activities may also booster students’ word
and sentence stress dealing also with suprasegmental aspects.

Segmental vs. suprasegmental.

The design of Hancock et al. (2014) tends to be a bit segmental, since it covers the
aspects of accent and pronunciation on phonemes, specifically on consonants and
vowels sounds constructions. Anyhow Underhill, A. (2005). Unifies both aspects by
showing first individual sounds and then constructions that enclose Suprasegmental
speech features. Since this material relates on activities not only based on sounds
segments, but it emphasis on the language particular pitch intonations, stress, and
word/ sentence length. Consequently, both authors firstly tend to expose segments of
language but at the same time work with suprasegmental constructions. For instance
on exercise 1.1 on Hancock et al. (2014) the focus relies on the sensation of higher
and lower tone, the recognition of content words and functional words, and words and
phrases duration differences between segments (Baker, 1977; Jenkins, 2006).

Exposure-based vs. explanation based.

According to Dalton and Seidlhofer (1994) Exposure, Exercise and Explanation,

the activities found here are exposed based. Since in exposure activities students are
communicating their ideas based on an exposition to the target language and its
correct pronunciation. Consequently, they pay attention to identify and practice each
vowel and consonant sounds. Hence as students are exposed to the L2 their
understanding on production can be clarify further with explanation. In this sense they
can become aware of the real pronunciation and language rhythm and forms.

Humanistic vs. drill-based.

Regarding the above, this exposure activities follows a drill- based instructions
(Wendy & Pavel Trofimovich, 2008). This drill-based activities encourage the
acquisition of knowledge through the use of a repetitive practice divided into small

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tasks as are seen in the books. Afterwards, this acquired knowledge will create
connection on students’ pronunciation rules understanding; making them capable of
create responses, questions, statements and indirect form of the speech using the
target language. All of this is possible because the exposure activities reinforce and
allow learners to boost their skills in a significant and integrated way by practicing and
understanding this process deductively.
Furthermore, this technique can help students to gain confidence due to the
constant pronunciation practices whether individually or in groups; creating different
opportunities to learn from their and others mistakes through the use of meaningful and
contextualized conversation and activities that are related to their interests (Tice,
2004).

Teacher-centered vs. student centered (Traditional vs. unusual)

Bearing in mind how the books use an exposure strategy, most of the activity are
student-centered base. It could be possible that the stage of explanation is needed in
some instructional cases, anyhow the practice and the production on language relies
on students. Hence, the methodology here also fallows an unusual and more activity
based approach instead of traditional method. This method allows students to be more
engaged in the learning processes by constructing mental models that permit them to
have a higher-order performance, such as applied problem solving and the transfer of
information and skills. (Prince, 2004)

2. Does it cover all aspects we have seen in the materials? Articulation,

vowel/consonantal system, phonemic chart, connected speech, stress,
intonation, foreign influence? Etc.? Refer back to the materials if any of
those aspects needs definition.

Both books approach English pronunciation in an intermediate level. They mostly

cover the topic of integrated- skills on activities that let students communicate and
integrate their speaking and listening abilities. Also, they are developed on cultural
context, which permits learners to understand the language varieties and aspects such
as articulation, intonation systems, phonetic charts and so forth.
The materials specifically make emphasis on highlighting the importance of
phonetics and phonology. Regarding pronunciation, the two books present aspects in
different forms; while Underhill (2005) tends to be more theoretical Hancock et al.

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(2014) relies on practical activates. In this case both can be used alongside to practice:
the vowel and consonant sounds, the tone and pitch, the phonetic symbols, intonation,
vowels length, phonemes, and the juxtaposition of the larynx and palate.

3. Does any of them consider integrated skills? Do they teach vocabulary, as

well? If they don’t, could you make a brief proposal for them to include
vocabulary?

These books show an integrated skills scope, in which not only pronunciation
activities are produce, but also listening, reading and writing by creating new content in
some activities. In case of vocabulary teaching, this integrated approach makes easier
to teach pronunciation and the articulation of individual sounds at the same time
students practice stress and intonation patterns of the target language by addressing
new words. Additionally, they featured articulatory aspects with images, stress forms
and intonation patterns, fostering students’ motivation to use the new words as they
repeat them. Anyhow in order to make sure this new vocabulary can last and be used
by student integrated communicative approach such as CLIL could be a good
recommendation.
Due to the fact that CLIL is used as an integrative approach in which language and
content are the bases for teaching. Additional language is used in the teaching and
learning process to develop links between content and language (Coyle, Hood, &
Marsh, 2010). The vision of language in CLIL centers on the interaction in the context
between a 4Cs Framework: content (subject matter), communication (language
learning and use), cognition (learning and thinking process), and culture (developing
intercultural understanding and global citizenship).

4. Which contexts of use are they intended for? Are there significant
differences among the three of them?

Although both books context intended is vocabulary teaching; pronunciation,

theoretical functions and even grammar forms are also taught significantly throughout
them.
Firstly, Underhill (2005), focused more on the phonetics basis theories. This books
emphasis on differentiate the use of each vowel and consonant sound according to
each activity and distinctions. Based on its commentaries can be stated how according
to each teacher methodology the book can be used and adapted to more grammatical

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constructions. On the other hand, Hancock et al. (2014) builds its purpose on words
stress, words parts, vocabulary practice and sounds recognition. To conclude, context
of use is based on vocabulary teaching, but they differ on their approach and levels,
since one tends to be more practical and participative, and the other focused maybe on
a population a bit advance than intermediate.

5. Which one would you prefer to use as a teacher? Why? Relate you answer
to Brinton’s variables.

I would rather use but of them since I teach from level A1 to C1. I consider both of
them can be useful based on learners linguistic, setting, institutional, and method
variables.

If the target population is one between a2 and b1 Hancock et al. (2014) will be my
choice. Firstly, its dynamics and exercises suit the learners’ context, proficiency, level,
age, cultural background and prior instruction based on the institution syllabus.
Secondly, its activities are integrated, being suitable to the institution’s approach which
is communication and tacks-based. Last but not least since is context is vocabulary use
and pronunciation based on practice and production; it will meet linguistic and
methodological variables because the program is focused on grammar topics, and then
based on it the production moment is developed by having a conversation, a piece of
writing or a grammatical exercise; concluding the topic and advancing to the next one.
Thus, students show a great use of grammar when filling exercises or answering
questions based on a specific topic. Nevertheless, there is no class moment or topic
where the students learn the IPA or practice homophones words and phrases.

If the target population is up to b1 or above Hancock et al. (2014) will still be a good
option to move from pronunciation in context to the rules of pronunciation by using
Underhill’s (2005), which it may develop students reading comprehension based on the
institution variables, and fluency based on the linguistic forms.

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Bibliography.

Baker, A. (1977): Ship or Sheep. An intermediate pronunciation course. Cambridge

University Press. Cambridge

Coe, N. (2001). Speakers of Spanish and Catalan. In M. Swan & B. Smith (Authors),
Learner English: A Teacher's Guide to Interference and Other Problems
(Cambridge Handbooks for Language Teachers, pp. 90-112). Cambridge:
Cambridge University Press. doi:10.1017/CBO9780511667121.008

Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning.
Cambridge: Cambridge University Press.

Dalton, C. & Seidlhofer, B. (1994). Pronunciation. Oxford: Oxford University Press.

Krashen, S. (2003) Explorations in Language Acquisition and Use: The Taipei

Lectures.
Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge
University Press. http://dx.doi.org/10.1017/CBO9780511667336.

Prince, P. (2004). Second Language Vocabulary Learning: The Role of Context

versus Translations as a Function of Proficiency.
Wiley Online Library.

Richards, J. C. (2006) Communicative Language Teaching Today. Cambridge

university press: Cambridge, New York.

Tice, B. S. The Turing Machine: A Question of Linguistics? Pacific Division of the

American Association for the Advancement of Science. Oregon University,
Indianapolis: Pp. 207-2014

Wendy & Pavel Trofimovich. (2008). Lexical and segmental influences on child and
adult learners’ production of second language vowels. Concordia Working Papers
in Applied Linguistics.