English Phonetics Phonology And Spelling For The English Language Teacher

This resource supports TESOL preservice and in-service teachers and curriculum designers in teaching pronunciation more effectively. Laurie Bauer examines the patterns of pronunciation found in English, comments on common errors made by learners, provides advice on what must be taught and what can be allowed to pass, and offers commentary on which parts of the curriculum are necessary for beginners and which are of value only to advanced students. Part I introduces the phonetic background; Part II covers phonetics in more detail (consonants, vowels, prosody, phonotactics and syllables); Part III covers phonology (sound changes influenced by adjacent sounds, morphophonemics, stress rules and free variation); and Part IV covers spelling (English spelling, spelling consonants and vowels, and spelling particularly difficult words). The helpful content can be tailored to one’s teaching needs and will support an educator’s efforts to teach pronunciation seriously, whether it is a matter of pronouncing particular vowels accurately or knowing how to interpret the spelling system to get at the appropriate pronunciation.

This engaging, succinct text is an introduction to both phonetics and phonology as applied to the teaching of pronunciation to English language learners. Section 1 selectively covers the main areas of phonetics and phonology, without going into any area in more depth than the average English language teacher requires or that the average English language teacher trainee can handle. Section 2 focuses on practical issues related to learners and how they learn languages, and what represents good practice in terms of classroom activities for pronunciation—including aspects such as targets, motivation and priorities. The chapters end with activities to help the reader understand concepts. Section 3 provides innovative sample activities which put into practice the theoretical points covered in the first two sections, answers to the various exercises, recommended further reading (both print and non-print), a glossary of technical phonetic terms, and a bibliography of works on pronunciation teaching. The text is accompanied by a Companion Website with audio recordings of model pronunciations and audio material relating to the activities.

Phonology in English Language Teaching is an introductory text, specifically directed at the needs of language teachers internationally. Combining an overview of English phonology with structured practical guidance, this text shows how phonology can be applied in the classroom. An introductory chapter provides the philosophical framework, followed by separate chapters on the phonology of consonants, vowels and prosody. As well as presenting core material on English phonology, the book explores the relationship of orthography to the English sound system from a historical and a present-day perspective. The final chapter focuses on lesson design and provides practical advice to teachers on diagnosing and responding to students' pronunciation difficulties. As central themes, the book examines English seen from the perspective of international usage and considers the relationship of phonology to communication and the broader language curriculum. Consistent with its practical and communicative orientation each chapter concludes with pedagogical exercises and ideas for classroom and community research projects.

?This module introduces phonemes, or speech sounds and discusses the importance of phonological awareness in readingand spelling instruction.

This book aims to provide a clear description of key aspects of English phonology in order to help teachers diagnose and prioritize problem areas in pronunciation. It also aims to develop an awareness of current issues and relevant research in the field to inform teachers decisions, not only about what to teach, but how to teach pronunciation, particularly in EIL contexts. Specifically, it aims to enable readers to: * Understand key terms and concepts in phonology and phonetics * Become aware of current issues and debates in research and apply these to pronunciation teaching, particularly in EIL contexts * Conduct phonological analysis of learner language, including phonemic transcription * Diagnose and assess learner's pronunciation difficulties and needs * Plan a structured pronunciation syllabus The book assumes no prior knowledge and is a key resource for both newcomers and experienced practitioners in the fields of English Language Teaching as well as students of applied linguistics.

Language teachers are often afraid to teach pronunciation because they lack essential, basic knowledge or training in phonetics and phonology. To correct this situation, this lively, interactive book links all three in a manner that allows future and current language teachers to translate research findings into classroom approaches. The authors focus on practical, pedagogical, and theoretical aspects of phonetics, phonology, and pronunciation. While many books in the area separate phonetics and phonology into different subject areas with limited practical application, and most treat pronunciation independently, this book entails the interaction of all three. This quick introduction helps readers gain the basic knowledge, goals, and techniques they need to add pronunciation to their teaching. To address the need for language teachers to have access to materials that blend applied linguistics theory and second/foreign language teaching, this book focuses on practical and theoretical aspects of phonetics, phonology, and pronunciation. As language teachers are often asked to teach pronunciation without crucial knowledge or training in phonetics and phonology, this book links all three in a manner that allows future and current language teachers to translate research findings into classroom approaches. While many books in the area separate phonetics and phonology into different subject areas with limited practical application, and most treat pronunciation independently, this book entails the interaction of all three while connecting classroom practice to theory by drawing pedagogical implications from a discussion of applied linguistics research.

After a period during which pronunciation teaching has been somewhat out of favour in English Language Teaching (ELT), interest has revived in recent years. It is important, therefore, that sources are made available for applied linguists better to understand past approaches to pronunciation teaching. This new six-volume collection, co-published by Routledge and Editions Synapse, assembles all the key material in a one-stop reference resource. The collection gathers includes seminal texts by Harold Palmer, A. Lloyd James, and C. K. Ogden, and major works by Edmund Tilley, H. A. Harman, and J. D. O Connor. "

This collection of essays on pronunciation theory and practice as it relates to second language instruction includes: "Pronunciation Assessment in the ESL/EFL Curriculum" (Janet Goodwin, Donna Brinton, Marianne Celce-Murcia); "Empowering Students with Predictive Skills" (Wayne B. Dickerson); "Intonation: A Navigation Guide for the Listener" (Judy B. Gilbert); "Some Perspectives on Accent: Range of Voice Quality Variation, the Periphery, and Focusing" (John H. Esling); "A Multidimensional Curriculum Design for Speech-Pronunciation Instruction" (Joan Morley); "Recent Research in L2 Phonology: Implications for Practice" (Martha C. Pennington); and "The Effects of Pronunciation Teaching" (George Yule, Doris Macdonald). (MSE)