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ELT

Teaching the Pronunciation of English

Focus on Whole Courses
Michigan Teacher Training
John Murphy, Editor

Description

This volume fills a gap by introducing readers to whole courses focused on teaching the pronunciation of English as a second, foreign, or international language. This collection is designed to support more effective pronunciation teaching in as many language classrooms in as many different parts of the world as possible and to serve as a core text in an ESOL teacher development course dedicated to preparing pronunciation teachers. 
 
Teaching the Pronunciation of English illustrates that pronunciation teaching is compatible with communicative, task-based, post-method, and technology-mediated approaches to language teaching.  This theme permeates the volume as a whole and is well represented in Chapters 3-12, which are dedicated to specialist-teachers’ firsthand depictions of pronunciation-centered courses.  Each of these ten chapters features a set of innovative teaching strategies and contemporary course design structures developed by the chapter contributor(s). 

To prepare readers to more fully appreciate the substance and quality of Chapters 3-12, the volume’s two initial chapters are more foundational.  Chapters 1 and 2 provide an overview of core topics language teachers need to know about to become pronunciation teachers:  the suprasegmentals (thought groups, prominence, word stress, intonation, and pitch jumps) and the English consonants and vowel sounds.
 

Product Details

  • 7 x 10.
  • 360pp.
Available for sale worldwide

  • Paper
  • 2017
  • Available
  • 978-0-472-03644-8

Add to Cart
  • $32.50 U.S.

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Keywords

  • teaching pronunciation, second language pedagogy, teacher training, English as a second language, English as a foreign language, English as a lingua franca, course design, lesson planning, curriculum development, teaching strategies, intelligibility, comprehensibility, accent, second language phonology, suprasegmentals, segmentals, prosody, thought groups, word stress, intonation, phonemes, allophones, secondary education, post-secondary education, computer-assisted instruction, needs analysis, corrective feedback, in-class activities, assessment

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