Phonetics In English Language Teaching

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.

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 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 Element explores ways in which language teachers, especially teachers of English, can benefit from knowledge of phonetics. It also offers recommendations for introducing and improving pronunciation teaching in the classroom. While hoping that this Element is useful to instructors of all languages, the majority of the examples comes from North American English (NAE) and the English language classroom. At the same time, the Element acknowledges that English language teaching is rather different from the teaching of other languages, since nowadays, most interactions around the world in English do not involve a native speaker, and use of English as a lingua franca (ELF) has become widespread. Teachers of English should be aware that their students may not want to mimic all aspects of native-speaker pronunciation; since some native-speaker patterns of speech, such as the extensive simplification and omission of sounds may not be helpful in enhancing intelligibility.

Pronunciation plays a crucial role in learning English as an international language, yet often remains marginalised by educators due to a lack of required phonetic and phonological knowledge. Pronunciation for English as an International Language bridges the gap between phonetics, phonology and pronunciation and provides the reader with a research based guide on how best to teach the English language. The book follows an easy to follow format which ensures the reader will have a comprehensive grasp of each given topic by the end of the chapter. Key ideas explored include: • Articulation of English speech sounds and basic transcription • Connected speech processes • Current issues in English language pronunciation teaching • Multimedia in English language pronunciation practice • Using speech analysis to investigate pronunciation features Using the latest research, Pronunciation for English as an International Language will facilitate effective teaching and learning for any individual involved in teaching English as a second, foreign or international language.

This book aims to aid English teachers at the junior and senior secondary school levels in teaching pronunciation within a regular EFL syllabus. Moreover it presents a way of incorporating the phonetic and lexical components to facilitate the acquisition of a standard phonetic system and to prevent forming habitual mistakes in individual words. It provides examples of strategies how to use a course-book for the sake of teaching pronunciation.