Phonetics
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| show | 1. Description and Analysis
2. Listening Discrimination
3. Controlled Practice
4. Guided Practice
5. Communicative Practice
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| show | • Read foreign language literature
• Develop students’ general mental discipline and intellectual development
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| show | Reading and writing; little or no attention to speaking or listening
In L1
Grammar=deductively
Vocab selection is based on the reading texts used,bilingual word lists,dictionary study, memorization
Grammatical accuracy. Translate texts word-for-word
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| show | In L2. The T demonstrates, not explain/translate
Everyday vocab
Vocab is taught through known words, demonstration, objects, pictures, and miming
Grammar=inductively. Do not give rules: Make them figure out the rule
New teaching points=oral
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| DM basic principles: (6-8) | show 🗑
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| DM basic principles: (9-11) | show 🗑
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| show | • Spoken language prioritized
• Intuitive-imitative orientation of pronunciation teaching
• Native-like pronunciation was the focus
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| show | • Lack of infrastr. to promote new ideas > new ideas about language teaching might have become better known • Nobasisinapplied linguistics• Required L1 teachers• Dependedonteacher’s skills more than method• Notsuitable for large classrooms–time
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| show | The need for learners to consciously attend to or notice the linguistic features under study.
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| show | Mainly to acquired articulatory features. Such as the position of the organs in the specific production. For instance, the placement of the vocal cords, tenseness or laxness of the jaw muscles, etc...
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| show | Charts and Diagrams. Profile or sagittal diagrams of the speech organs, lip diagrams and consonant and vowels charts. Other objects to employ sensory techniques: Rubber bands to illustrate tense or lax vowels and magnets> linking between sounds and syll.
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| show | The material used depends on the age, size , and language proficiency of the group. Teachers need to adapt charts and other tools to class context. i.e.:The teacher could also use images, such as a lion to represent the ‘r’ sound for children.
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| show | No, it is not enough. You must show how it is affected in context. You need to explain linking between sounds. For instance, it is not enough to explain how to produce the / o/ sound without .
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| show | FOCUSED LISTENING PRACTICE CAN LEAD TO SIGNIFICANT IMPROVEMENT IN PRODUCTION.
Conventional wisdom in pronunciation teaching holds that a learners ability to produce a sound in the L2 is closely related to his or her ability to perceive the sound.
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| LISTENING DISCRIMINATION - PHASE 2 What are examples of listening practice? | show 🗑
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| LISTENING DISCRIMINATION - PHASE 2 Do listeners hear the difference right away? | show 🗑
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| show | Minimize the frustration of the learners who might not be able to clearly hear sounds that do not exist in their L1.
Allow learners to gradually train their ears to the targeted feature and raise their consciousness about its importance
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| show | Help learners focus attention on the form while simultaneously attending to meaning.
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| GUIDED PRACTICE - PHASE-4 What do focused tasks help the learner with? | show 🗑
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| show | Not a controlled practice>semi-controlled/structured practice because the context is given and much of the lang. is provided. However, more emphasis on the Learn. express meaning (personal details and their own ideas). Focus:fluency and accuracy
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| GUIDED PRACTICE - PHASE-4 What are some types of activities / examples | show 🗑
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| show | Feedback should wait until the activity is completed in order to not disturb the learners while they are communicating.
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| show | CONTROLLED PRACTICE BY ITSELF MAY HAVE LITTLE LONG-TERM EFFECT ON THE ACCURANCY OF LEARNERS' PRODUCTION because Ss need to practice in real operating conditions. It is the only way they will develop strategic abilities to perform accurately and fluently.
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| COMMUNICATIVE PRACTICE - PHASE-5 What is the essential element in a pronunciation task? | show 🗑
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| show | It has to target the pronunciation feature and be well desgined and structured according to this targeted feature.
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| COMMUNICATIVE PRACTICE - PHASE-5 What must the learner pay attention to regarding production? | show 🗑
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| show | Storytelling, role play, interviews, debate, values clarification, and problem solving
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| COMMUNICATIVE PRACTICE - PHASE-5 What do the authors say about feedback of this stage? | show 🗑
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| show | Controlled practice is based on research evidence that drawing learners’ attention specific lg features and having them consciously monitor their output for such features leads to improved performance
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| show | Because it leads to improved performance
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| CONTROLLED PRACTICE - PHASE-3 Explain the logic of info-processing theory? | show 🗑
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| CONTROLLED PRACTICE - PHASE-3 Does this theory mean that students parroting a teacher is correct? | show 🗑
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| show | NO, because repetition is required and creative output from students. The teachers can move onto the next level 'Guided Practice' once learneres have acquired a certaain comfort level with the target feature.
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| CONTROLLED PRACTICE - PHASE-3 What do controlled activities focus on? | show 🗑
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| CONTROLLED PRACTICE - PHASE-3 What do the authors say about feedback at this stage? | show 🗑
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| show | Accuracy of production
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| Reform Movement advocated what? | show 🗑
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| show | 4. An inductive approach to the teaching of grammar and pronunciation
5. Teaching new meanings through establishing associations with the target language rather than by
establishing associations with the native language.
4. (native-like)
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| Reform Movement advocated what? PART III | show 🗑
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| Audiolingualism - IN SUM-Advantages | show 🗑
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| show | Weak basis of its theory, Not developing language competence, lack of effectiveness, and boredom caused by endless pattern drills.
• Learners having little control over their leaning.
• Teacher’s domination of the class.
• Teacher-oriented materials.
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| What approach did the 3rd wave include? | show 🗑
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| What did the fourth wave focus on? | show 🗑
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| show | “Intelligibility may be broadly defined as the
extent to which a speaker’s message is actually
understood by a listener”
***This broad definition is ambiguous,
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| Why is the broad definition on intelligibility is ambiguous? | show 🗑
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| show | The pendulum in the middle
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| Intelligibility (technical definition) | show 🗑
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| show | Not normal or native-like. Product. characterized by a variety of errors involving 1+ speech subsystems and still be intelligible. The key issue in intell. is whether listeners are able to map the acoustic signal onto the intended lexical.
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| show | -The accuracy with which a speaker’s intended meaning is perceived
-The perception of how easy or difficult it is to understand a speaker
-The ability of a listener ability to recognize the meaning of the word or utterance in its given context.
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| show | a listener’s ability to identify and interpret the speaker’s intentions behind the word or utterance (e.g.,
pragmatics, involving among other things, knowledge of the speaker’s world)
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| show | -listen & imitate
-phonetic training
-minimal pair drills
-contextualized minimal pairs
-visual aids
-tongue twister
-dev. approximation drills
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| show | -practice of vowels shifts and stress shifts
-reading aloud/recitation
-recording of learners' production
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| show | • Age
• Exposure to L2
• Background knowledge
• Aptitude
• Attitude and motivation
• Role of learner’s L1
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| What factors contribute to effective teaching of pronunciation? Institutional and setting variables | show 🗑
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| What are the different types of language aptitudes? (make sure you understand and can explain each of these) | show 🗑
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| Motivation: The three types of motivation (Schumann, 1986)? (Student should know these and be able to explain each) | show 🗑
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| WHat is the CA hypothesis? | show 🗑
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| What is phonemic coding ability? | show 🗑
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| show | the ability to analyze lg and figure out rules
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| show | the ability to pick-up lg through exposure
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| What is memory (lg aptitude)? | show 🗑
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| show | the extend to which an ego can be flexible and adapt, factors that are the hearts of 2nd lg acquisition. (ego can place constraints on the cognitive processof lg leanring)
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| What are the 3 types of usage of prominence in discourse? | show 🗑
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| The consonants can be found in 5 positions. What are they? | show 🗑
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| show | No
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| Where is strong stress put in numbers? | show 🗑
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| show | Yes, sometimes as in :
- Stress shifted to the next-to-the-last syllable from the end of the word (adVANTage-advanTAgeous)
- Stress shifted to the third syllable from the end of the word. (TRAN-quil- tranQUILity)
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