Dr. M. Maniruzzaman asked:
Introduction
Pronunciation is an integrated as great as constituent partial of second/foreign denunciation guidance given it though delay affects learners’ communicative cunning as great as opening to a estimable extent. Notwithstanding, a precision of EFL diction has perceived sundry diagnosis from carrying no room in a fake synopsis as great as a grammar-translation routine to being a principal concentration in a situational synopsis as great as a audio-lingual routine in which significance is put upon a normal notions of pronunciation, minimal pairs, drills as great as mini-conversations. And with a appearance of communicative denunciation precision in a late 1960s (Richards as great as Rodgers, 1986), a purpose of diction in a EFL curriculum proposed confronting questions: possibly a concentration of a programmes as great as a enlightening methods were in outcome or not. Teaching diction until afterwards was ‘viewed as incomprehensible non-communicative drill-and-exercise gambits’ (Morley, 1991: 485-6). However, with a shift from specific linguistic competencies to broader communicative competencies as goals for both a clergyman as great as a tyro (Morley, 1991), a need for a formation of diction with verbal report exchnage is obviously realized.
Until unequivocally recently, a precision of English as a unfamiliar denunciation in many territories of a universe together with Bangladesh would give initial significance upon a celebration of a mass as great as essay skills as great as delegate and/or tiny significance upon listening as great as vocalization skills. But, quite in Bangladesh, given a pass of communicative denunciation precision a couple of years behind to opposite levels of education, generally primary, delegate as great as aloft delegate levels where English is taught as a mandatory subject, a listening as great as vocalization skills have proposed enjoying a tiny arrange of station to a singular side a celebration of a mass as great as essay skills, nonetheless a former ones have been conjunction severely taught nor rigourously tested. That is, it is right away apparently supposed which a learner’s communicative cunning as great as opening is contingent upon his/her authority of all a simple skills of a target denunciation encompassing listening as great as speaking. Though diction is abandoned in a syllabus, member as great as even classroom activities, it does have an inseparable couple to report exchnage by listening as great as vocalization (Gilbert, 1984, Celce-Muria, 1987).
Both as a tyro as great as a teacher-researcher of English as a unfamiliar language, you am wakeful of a syllabuses, materials as great as classroom activities during a primary, delegate as great as tertiary levels in Bangladesh as great as in many alternative EFL settings as well, which unfortunately perceptibly have any room for diction teaching. Therefore, formed upon my believe as great as a series of existent studies in sundry EFL settings, this paper examines as great as addresses 4 vital issues continuous with precision EFL diction to learners during opposite levels.
Firstly, you have explored as great as unclosed a reasons for unknowingly precision pronunciation.
Thirdly, you have attempted to discern a turn or accumulation as great as a aspects of EFL diction which should be taught.
Finally, you have discussed a tiny diction precision approaches as great as advocated a accumulation of techniques/ activities for precision EFL diction in a classroom.
Why is EFL diction precision ignored?
Teaching English diction is still surprisingly as great as shockingly not asked and/or abandoned in many EFL settings together with Bangladesh, nonetheless a listening as great as vocalization skills have been right away rsther than enclosed in a synopsis as great as taught to supply a tyro with competent communicative competence. At a primary, delegate as great as tertiary turn in Bangladesh, an English diction march or English diction as a member in a English march is frequency given any estimable place during all. In China, an English phonetics march is simply left to possibility or given no room (Cheng, 1998). As in Bangladesh, a tiny teachers in Taiwan cunning disagree which English diction is not vicious during all, for unequivocally couple of tests would need students to expose abilities associated to diction or vocalization (Lin, Fan as great as Chen, 1995). Similarly, English diction is arbitrarily abandoned in Thailand (Wei as great as Zhou, 2002). In Mexico, diction is described as “the Cinderella of denunciation teaching”; which equates to an mostly low turn of significance is placed upon this unequivocally vicious denunciation ability (Dalton, 2002). It is afterwards celebrated which precision EFL diction has tiny room in a syllabus, member as great as classroom. But why?
Though unequivocally couple of studies have been found to have been carried out to exhibit a reasons for neglecting a precision of EFL pronunciation, formed upon my believe as a tyro as great as a teacher-researcher of English as a unfamiliar language, you would attempt to divulge a secrets of a marginal upon all sides of EFL pronunciation.
Firstly, a deficiency or ostracism of EFL diction from a curriculum/ synopsis is demonstrative of a actuality which a curriculum/ synopsis engineer has upon purpose or ignorantly abandoned a significance. Hence, a curriculum/ synopsis designer’s qualifications, imagination as great as probity could be severely questioned.
Secondly, a locally constructed materials and/or a alien abroad ones used to teach/ sense EFL do not customarily consolidate diction components as great as lessons. This indicates which a internal materials developers have been possibly unknowingly of a significance of diction or not able of conceptualizing diction materials or usually blindly cramped to a synopsis abandoned of diction components. Besides, a abroad materials incorporating no diction tips as great as lessons capture a teachers as great as others endangered given unequivocally many of them do not have any grave as great as competent precision in English phonetics as great as phonology as great as EFL diction teaching.
Thirdly, as many teachers do not have utilitarian strategies or techniques for precision EFL diction as great as as they do not know what strategies have been befitting when they encounter a specific problem, they simply equivocate diction direction in a classroom by contracting intelligent tricks. Dalton (2002) righteously says:
We have been gentle precision reading, writing, listening as great as to a degree, ubiquitous verbal skills, though when it comes to diction you mostly miss a simple believe of articulatory phonetics (not formidable to acquire) to suggest a students anything some-more than easy (and mostly unhelpful) recommendation such as, ‘it sounds identical to this: uuuh.
Finally, it is a actuality which a estimable series of persons (of march some-more than fifty percent in Bangladesh) right away operative as English curriculum/ synopsis designers, materials developers, educators, classroom teachers as great as exam writers/ subject setters in EFL settings have possibly novel credentials or deficient precision in ELT as great as as a outcome tactfully equivocate and/or consciously bar EFL diction equipment from a syllabus, lessons from a member as great as direction from a classroom activities.
Why should EFL diction be taught?
The utility of precision second/foreign denunciation diction is a during vast debated emanate in a denunciation precision world. Purcell as great as Suter (1980:286) reason which diction have have make have make use of of of of of in a category has tiny outcome upon a learner’s diction skills and, likewise ‘that a achievement of scold diction in a second denunciation is a have a difference almost over a carry out of educators’. Contrariwise, Pennington (1989) questions a effect of Purcell as great as Suter’s findings, as great as states which there is no organisation basement for reporting unequivocally which diction is not teachable or it is not value spending time upon precision pronunciation. However, Stern (1992: 112) maintains ‘there is no credible experimental justification which could assistance us arrange out a assorted positions upon a merits of diction training’.
Nonetheless, diction is unequivocally a greatest thing which people notice when a chairman is speaking. Let us demeanour during an anecdote:
Whenever you spoke to a chairman in America, they kept asking me “What? What?”. you would repeat my judgment again as great as again. Finally they would contend “Ah-ha!” as great as afterwards contend my sentence, regulating usually my words! It was unequivocally humiliating. you knew my difference as great as abbreviation were good, though nobody would assimilate me, usually given of my diction (Antimoon.com).
Hence, Gilbert (1995: 1) believes which a skills of listening grasp as great as diction have been interdependent, as great as contends ‘if they (learners) cannot listen to well, they have been cut off from language. If they (learners) cannot be supposed easily, they have been cut off from review with local speakers.” Likewise, Nooteboom (1983) suggests which debate prolongation is influenced by debate perception, as great as stresses a need of diction in both listening as great as speaking. Wong (1987) points out which even when a non-native speakers’ wording as great as abbreviation have been excellent, if their diction falls next a sure starting point level, they have been incompetent to promulgate good as great as effectively. Tench (1981:1) righteously maintains-
Pronunciation is not an discretionary additional for a denunciation learner, any some-more than grammar, wording or any alternative aspect of denunciation is. If a learner’s ubiquitous target is to speak intelligibly to others in an additional language, a in accord with diction in important.
Varonis as great as Gass (1982) inspect a factors inspiring listening grasp in local speakers of English unprotected to L2 accents, as great as interpretation which abbreviation as great as diction correlate to shift intelligibility.
Moreover, Wong (1993) argues which a significance of diction is even some-more striking when a tie in in in in in between diction as great as listening grasp is taken in to account. Wong (1993) additionally demonstrates which a miss of believe of diction could even start learners’ celebration of a mass as great as spelling. According to Baker (1992), diction is unequivocally vicious as great as learners should compensate tighten courtesy to diction as early as possible. Otherwise, a outcome will be which modernized learners find which they can urge all aspects of their inclination in English solely their pronunciation, as great as mistakes which have been steady for years have been unfit to eradicate. Scarcella as great as Oxford (1994) likewise fundamental principle which diction should be taught in all second (/foreign) denunciation classes by a accumulation of activities. With a significance upon suggestive report exchnage as great as Morley’s (1991: 488) premise, which ‘intelligible diction is an required member of report exchnage competence’, teachers should consolidate diction in their courses as great as pattern their learners to do great in them.
Therefore, you should aspect what Morley (1991) puts forward: The subject is not possibly diction should be taught, though instead what should be taught in a diction category as great as how it should be taught.
What should be taught?
The subject ‘What should be taught?’ encompasses dual opposite points: (a) a level, accumulation or accent of EFL diction as great as (b) a aspects, components or facilities of EFL pronunciation.
The level, accumulation or accent of EFL pronunciation
It has prolonged been believed as great as supposed which ESL/EFL learners have to try to get as tighten as probable in their diction to a singular of a widespread native-speaker accents, such as Received Pronunciation (RP), a USA equivalent. However, a time covering a final fifteen years or so with a direction of globalization has brought about such a poignant shift in a purpose of a English denunciation via a universe which it is destined to reexamine as great as rethink this situation. English is right away a world’s many during vast used as great as principal general language, as a outcome of which there have been right away some-more exchanges in in in in in between non-native speakers of English than in in in in in between non-native speakers as great as local speakers. It is, moreover, predicted which in a nearby destiny during slightest this incident is not starting to shift in foster of a minority of local speakers, as great as so unexpected a omnipotence of their specific accents is underneath glow (Walker, 2001). Macaulay (1988) as great as Crystal (1995) additionally subject a thought of a native-speaker accent as a indication or normal for ESL/EFL learners.
What accent of English should a tyro be unprotected to then? Kenworthy (1987) puts brazen a judgment of “comfortableintelligibility’ as a befitting thought for a infancy of learners. Morley (1991: 496) supports Kenworthy’s perspective as great as advocates which a thought of diction should be altered from a achievement of ‘perfect’ diction to a some-more picturesque goals of building organic intelligibility, communicability, increasing self-confidence, a growth of debate monitoring abilities as great as debate alteration strategies for have have make have make use of of of of of over a classroom. The altogether target of these goals is for a tyro to rise recognition as great as monitoring skills which will concede guidance opportunities outward a classroom environment. Robertson (2003:4) quotes Morley (1991) in observant which ‘intelligible diction is an required member of communicative competence’.
Influenced by both a strands settled above, you am in foster of both a widespread native-speaker ascent, such as BBC English or customary American accent as great as an lucid accent, though in a practical, accessible as great as utilitarian manner. I, of course, disciple an lucid accent; though to take which a tyro has to be unprotected to befitting as great as competent submit being constituted of a customary or widespread accent, for instance, a Queen’s English, or a locally constructed accumulation identical to Indian Accent, never an alliance of dual or some-more widespread accents. However, a idealisation target of both a precision as great as a guidance of EFL diction would be an lucid accent.
The aspects, components or facilities of EFL pronunciation
EFL diction precision should cover both a segmentals as great as a suprasegmentals as great as a precision of a debate organs, such as lips, teeth, alveolar ridge, palate, tongue, outspoken folds, ears, etc.
The segmentals consolidate vowel as great as compatible sounds, preferably phonemes, as great as syllables. A phoneme is a set of identical sounds display definition differences or differentiating in in in in in between words. And a syllable consists of a vowel as a mandatory member as great as a singular or some-more consonants during a conflict and/or in a stop as discretionary elements, which is conspicuous with a singular contraction of a lungs. The English denunciation has twenty vowel phonemes (twelve monophthongs as great as 8 diphthongs) as great as twenty 4 compatible phonemes. While a vowels have been articulated though any barrier in a outspoken tract, a consonants have been constructed with a tiny blockage of a air passage. The diagnosis of a segmentals fundamentally includes receptive to advice contrariety in words, diction of vowel as great as compatible phonemes. The phonemes which have been not accessible in a learner’s mom tongue as great as cryptic to him/her should embrace special diagnosis in a precision member as great as methodology as great as enough room in a learner’s practice.
The suprasegmentals have been comprised of highlight in difference as great as continuous speech, rhythm, pitch, loudness, length, quality, tinge as great as intonation which fool around an required as great as healthy purpose in English debate prolongation as great as perception. As a Bengali vocalization learner’s mom tongue is syllable timed given English is highlight timed, he/she fundamentally finds mastering EFL diction a unequivocally daunting charge (Bell, 1996). Hence, a differences in suprasegmentals in in in in in between a learner’s mom tongue as great as a target denunciation have been utilitarian topics which he/she should not usually be wakeful of though should have a unwavering bid to investigate as great as concentration upon (Thompson as great as Gaddes, 2005).
Moreover, a tyro should be helped to retrain his/her debate viscera which have so prolonged been lerned of course as great as used to clear a sounds in his/her L1. This tremendously helps him/her to absolutely as great as amply have have make have make use of of of of of his/her articulators so as to furnish a sounds of a target denunciation in an lucid manner.
How can EFL diction be taught?
The subject ‘How can EFL diction be taught?’ comprises axiomatic, procedural as great as implemetational issues associated to diction teaching: precision approaches as great as classroom techniques/activities.
Teaching approaches
In new years, with a renewed veteran await to capacitate learners to be in outcome as great as fit speakers of English as an L2, there has been an continuous swell to move diction behind upon theatre since, as a vast series of distinguished theorists as great as researchers uncover, it should be given favoured treatment. However, researchers as great as teachers have been not nonetheless utterly assured of which models, goals, approaches as great as methodology have been some-more beneficial for disposition as great as precision diction alike.
To have a demeanour during a assorted approaches to diction teaching, a ‘bottom-up approach’ starts with a accent of sold sounds or phonemes as great as functions up towards stress, rhythm, tinge as great as intonation. On a alternative hand, a ‘top-down approach’ starts with patterns of intonation as great as brings apart sounds or phonemes in to crook concentration as as great as when required. According to Dalton as great as Seidlhofer (1994), a former is formed upon a thought which if a segmentals have been taught first, a suprasegmentals will subsequently be acquired though a need of grave direction given a latter rests upon a arrogance which once a suprasegmentals facilities have been in place, a required segmental discriminations will follow accordingly. The bottom-up proceed as great as a top-down proceed respectively conform to a normal proceed as great as a research-based proceed propounded by Scarcella as great as Oxford (1994). While a normal proceed is endangered with removed sounds as great as local identical to pronunciation, a research-based proceed deals with suprasegmental facilities as great as targets during communication.
However, formed upon existent studies, a top-down or investigate proceed appears to be some-more in outcome in precision L2 pronunciation. Jenkins (2002) maintains which starting holistically from voice peculiarity as great as afterwards relocating to work upon segmentals indicate which a tyro is pushed to conform as great as have have make have make use of of of of of a target denunciation articulatory settings with their articulators still geared towards a diction of a sounds of his/her mom tongue. That is, precision EFL diction should embark from a suprasegmentals which have been some-more necessary as great as minister some-more to clarity as great as accent than segmentals do.
Classroom techniques/activities
Due to pedagogical reasons, it cunning be beneficial to consider about a teachability-learnability scale as introduced by Dalton as great as Seidlhofer (1994) which suggests which there have been sure aspects of a English diction which crop up to be simply taught; namely, phonemes, highlight whilst others, such as intonation, have been intensely contingent upon sold resources as great as to illustrate most unfit to apart out for approach teaching. Therefore, it could afterwards be necessary to consider which instead of pulling learners to essay for undiluted pronunciation, a concentration upon educational courtesy to those equipment which have been teachable as great as learnable as great as additionally required in conditions of lucid diction appears to be a some-more in accord with goal. Based upon a scrutiny as great as vicious research of a opposite approaches to precision diction as great as what seems to be teachable as great as learnable for EFL classroom settings, you will right away introduce 10 techniques as great as activities that, according to successful diction researchers (e.g. Morley, 1991, Scarcella as great as Oxford, 1994, Fraser, 1999, Thompson, Taylor as great as Gray, 2001) as great as my own experience, crop up to be utilitarian for learners as great as teachers alike:
a. Utilization of good known sounds: In a early theatre of learning, a learner, generally a immature a singular can be helped to review a sounds of a target denunciation with those of his/her mom tongue. This in a future helps a tyro furnish a EFL receptive to advice settlement to a estimable extent.
b. Explanation: Explanation of how to furnish sounds or have have make have make use of of of of of diction patterns reasonably should be kept to a smallest by directions about what to do with a outspoken viscera can assistance a tiny immature as great as adult EFL learners in a tiny circumstances.
c. Communication activities: The clergyman can pattern communicative tasks, such as dialogues or mini-conversations for both immature as great as adult EFL learners according to their linguistic turn to rehearse sold sounds, generally those which have been not accessible in their mom tongue, for example, / you ?: f v ? ? ð/in box of Bengali vocalization learners. Besides, a tyro can be taught a tiny utilitarian report exchnage strategies, such as retrieval strategies, operation strategies, cover strategies which will assistance him/her give a sense which his/her diction is softened than it unequivocally is (Oxford, 2000).
d. Written versions of verbal presentations: At a some-more modernized levels, learners can be given strategies for analyzing a created versions of their verbal presentations. This helps them detect, brand as great as scold errors or mistakes committed in their verbal presentations.
e. Modelling as great as sold correction: In this technique, a clergyman reports a formula of analyses of tyro debate representation individually. The immature or adult tyro gets feedback from a analyses as great as stop repeating prior errors or mistakes.
f. Incorporation of novel elements: The physical education instructor can supplement novel diction elements, such as sounds, highlight placement, tones to a aged ones with a have have make have make use of of of of of of directions. This helps both a immature as great as a adult tyro get his/her EFL diction serve improved.
g. Tutorial sessions as great as self-study: Tutorial sessions embark with a evidence research of any learner’s oral English, as great as an individualized programme is written for any learner. This technique can be used for both immature as great as adult learners
h. Self-monitoring as great as self-correction: Self-monitoring is a unwavering movement of listening to one’s own debate in sequence to find out errors as great as mistakes. This movement is followed by self-correction station for a routine of regulating one’s errors as great as mistakes after they have occurred by repeating a word or word correctly. By precision a adult learners to self-monitor as great as self-correct, you capacitate them to have their guidance of EFL diction some-more personal, some-more suggestive as great as some-more effective.
i. Computer-assisted denunciation learning: Computer-assisted denunciation guidance or CALL can be an vicious apparatus when attempting to assistance a tyro turn some-more unconstrained by permitting him/her to listen to his/her own errors as great as mistakes as great as see both segmental as great as suprasegmental striking representations. CALL benefits a tyro by vouchsafing him/her investigate during his/her own gait in a semi-private sourroundings as great as permitting him/her to set up profiles which capacitate a clergyman to guard a learner’s alleviation in EFL pronunciation. In addition, a clergyman can feat visible displays of debate patterns to learn intonation, highlight as great as phonemes to people as great as tiny groups of learners. This apparatus can be used for both immature as great as adult learners, though in an practiced manner.
j. Reading aloud: The tyro can be given a square of oral content to review out loudly. Here a teacher’s pursuit is to brand diction a errors as great as mistakes done by a learner, as great as afterwards give feedback which will assistance a tyro urge his/her EFL pronunciation.
Finally, these classroom techniques/activities for precision EFL diction have been in no approach exhaustive, though almost utilitarian when they have been used upon a basement of feasibility as great as bearing in a sold sourroundings carrying sold learners. Moreover, according to Morley (1991: 507), a clergyman can perform a purpose of a ‘speech coach’ or ‘pronunciation coach’ who, rsther than than usually editing a learner’s errors as great as mistakes, reserve information, gives models, offers cues, suggestions as great as helpful feedback about a performance, sets tall standards, provides a far-reaching accumulation of have have make have make use of of of of of opportunities, as great as altogether supports as great as encourages a learner.
Conclusion
It is clear which a teachers, synopsis designers, materials developers as great as process makers consciously or indifferently equivocate diction teaching/learning given of different stipulations indicating a miss of education as great as imagination of a persons concerned.
However, EFL diction should be noticed in a same light as a alternative facets as great as skills of a English language, such as vocabulary, grammar, reading, writing, as great as so on, given it is a consequential partial of communication, generally by listening as great as speaking. Therefore, diction components have to be incorporated in a materials, classroom activities as great as contrast tools; as great as a teachers have to be lerned in EFL diction as great as EFL diction teaching.
The precision of EFL diction has to target during lucid diction deliberate as an required member of communicative cunning (Morley, 1991). And to assistance a tyro take lucid pronunciation, he/she can be unprotected to a model, such as BBC English, Standard American English, or a locally constructed accumulation identical to Indian Accent by a tiny befitting as great as in outcome techniques/activities presented above.
References
Anecdote. Antimoon.com. Retrieved May 21, 2007 from http://www.antimoon.com/how/pronuncwhy.htm
Bell, M. (1996). Teaching diction as great as intonation to EFL learners in Korea. Retrieved upon fourteen October, 2004, from http://www.geocities.com/Athens/Acropolis/9583/PRONUN.html
Celce-Muria, M. (1987). Teaching diction as communication. In J. Morley (Ed.), Current Perspectives upon Pronunciation (pp.5-12). Washington, D. C.: TESOL.
Cheng, F. (1998). The Teaching of Pronunciation to Chinese Students of English. English Teaching Forum, Jan-Mar, 1998, 37-39.
Crystal, D. (1995). The Cambridge Encyclopedia of a English Language. Cambridge: Cambridge University press.
Dalton, D. (2002). Some techniques for precision pronunciation. Retrieved May 1, 2002, from http://iteslj.org/Techniques/Dalton_Pronunciation.html
Dalton, C. & Seidlhofer, B. (1994). Pronunciation. Oxford: Oxford University Press.
Fraser, H. (1999). ESL diction teaching: could it be some-more effective? Australian Language Matters, 7 (4). Retrieved upon 9 November, 2004, from http://www-personal,une.edu.au/~hfraser/docs/HFLanguageMatters.pdf
Gilbert, J. (1984). Clear Speech: Pronunciation as great as Listening Comprehension in American English. Teacher’s primer as great as answer key. Cambridge: Cambridge University Press.
Gilbert, J. (1995). Pronunciation practices as an assist to listening comprehension. In D. J. Mendelson as great as J. Rubin (Eds.), A Guide for a Teaching of Second Language Learning (pp. 97-111). San Diego: Dominic Press.
Jenkins, J. (2002). The Phonology of English as an International Language. Oxford: Oxford University Press.
Kenworthy, J. (1987). Teaching English pronunciation. England: Longman.
Lin, H., Fan, C. & Chen, C. (1995). Teaching Pronunciation in a Learner-Centered Classroom. (ERIC Document Reproduction Service No. ED393292)
Macaulay, R. (1988). RR RIP. Applied Linguistics,9(2).
Morley, J. (1991). The diction member in precision English to speakers of alternative languages. TESOL Quarterly, twenty-five (3), 481-520.
Nooteboom, S. (1983). Is debate prolongation tranquil by debate perception? In outpost basement Broecke et al. (Eds.), Sound Structure (pp. 153-194). Dordrecht: Foris.
Oxford, R. L. (2000). Communication strategies. In M. Byram (ed.), The Routledge Encyclopedia of Language Teaching as great as Learning.
Pennington, M. (1989). Teaching diction from a tip down. RELC Journal, twenty (1), 21-38.
Purcell, E. & Suter, R. (1980). Predictors of diction accuracy: a reexamination. Language Learning, thirty (2), 271-87.
Richards, J. & Rodgers, T. (1986). Approaches as great as Methods in denunciation Teaching. New York: Cambridge University Press.
Robertson, P. (2003). Teaching English diction skills to a Asian learner: a informative complexity or subsumed square of cake? Asian EFL Journal, June. Retrieved upon eighteen August, 2007, from http://www.asian-efl-journal.com/june2003subpr.php
Scarcella, R. & Oxford, R. L. (1994). Second denunciation pronunciation: state of a art in instruction. System, 22(2), 221-230.
Stern, H. H. (1992). Issues as great as Options in Language Teaching. Oxford: Oxford University press.
Tench, P. (1981). Pronunciation Skills. London as great as Basingstoke: Macmillan.
Thompson, T. & Gaddes, M. (2005). The significance of precision diction to adult learners. Asian EFL Journal, February. Retrieved upon 9 August, 2007, from http://www.asian-efl-journal.com/june2003subpr.php
Thompson, S., Taylor, K. & Gray, G. (2001). Pronunciation with an eye upon mixed intelligences. WATESOL Convention Fall 2001. Retrieved upon fifteen December, 2004, from http://www.soundsofenenglish.org/Presentations/WATESOL2001/multipleintelligencesactivities.htm
Varonis, E. & Gass, S. (1982). The comprehensibility of nonnative speech. Studies in Second Language Acquisition, 4, 114-136.
Wei, Y, & Zhou, Y. (2002). Insights in to English Pronunciation Problems of Thai students. (ERIC Document Reproduction Service No. ED476746)
Wong, R. (1987). Teaching Pronunciation: Focus upon English Rhythm as great as Intonation. Englewood Cliffs, NJ: Prentice Hall Regents.
Wong, R. (1993). Pronunciation misconceptions as great as facts. English Teaching Forum, Oct.1993, 45-46.
Walker, R. (2001). Pronunciation for general intelligibility. English Teaching Professional, 21, 19-26.
Introduction
Pronunciation is an integrated as great as constituent partial of second/foreign denunciation guidance given it though delay affects learners’ communicative cunning as great as opening to a estimable extent. Notwithstanding, a precision of EFL diction has perceived sundry diagnosis from carrying no room in a fake synopsis as great as a grammar-translation routine to being a principal concentration in a situational synopsis as great as a audio-lingual routine in which significance is put upon a normal notions of pronunciation, minimal pairs, drills as great as mini-conversations. And with a appearance of communicative denunciation precision in a late 1960s (Richards as great as Rodgers, 1986), a purpose of diction in a EFL curriculum proposed confronting questions: possibly a concentration of a programmes as great as a enlightening methods were in outcome or not. Teaching diction until afterwards was ‘viewed as incomprehensible non-communicative drill-and-exercise gambits’ (Morley, 1991: 485-6). However, with a shift from specific linguistic competencies to broader communicative competencies as goals for both a clergyman as great as a tyro (Morley, 1991), a need for a formation of diction with verbal report exchnage is obviously realized.
Until unequivocally recently, a precision of English as a unfamiliar denunciation in many territories of a universe together with Bangladesh would give initial significance upon a celebration of a mass as great as essay skills as great as delegate and/or tiny significance upon listening as great as vocalization skills. But, quite in Bangladesh, given a pass of communicative denunciation precision a couple of years behind to opposite levels of education, generally primary, delegate as great as aloft delegate levels where English is taught as a mandatory subject, a listening as great as vocalization skills have proposed enjoying a tiny arrange of station to a singular side a celebration of a mass as great as essay skills, nonetheless a former ones have been conjunction severely taught nor rigourously tested. That is, it is right away apparently supposed which a learner’s communicative cunning as great as opening is contingent upon his/her authority of all a simple skills of a target denunciation encompassing listening as great as speaking. Though diction is abandoned in a syllabus, member as great as even classroom activities, it does have an inseparable couple to report exchnage by listening as great as vocalization (Gilbert, 1984, Celce-Muria, 1987).
Both as a tyro as great as a teacher-researcher of English as a unfamiliar language, you am wakeful of a syllabuses, materials as great as classroom activities during a primary, delegate as great as tertiary levels in Bangladesh as great as in many alternative EFL settings as well, which unfortunately perceptibly have any room for diction teaching. Therefore, formed upon my believe as great as a series of existent studies in sundry EFL settings, this paper examines as great as addresses 4 vital issues continuous with precision EFL diction to learners during opposite levels.
Firstly, you have explored as great as unclosed a reasons for unknowingly precision pronunciation.
Thirdly, you have attempted to discern a turn or accumulation as great as a aspects of EFL diction which should be taught.
Finally, you have discussed a tiny diction precision approaches as great as advocated a accumulation of techniques/ activities for precision EFL diction in a classroom.
Why is EFL diction precision ignored?
Teaching English diction is still surprisingly as great as shockingly not asked and/or abandoned in many EFL settings together with Bangladesh, nonetheless a listening as great as vocalization skills have been right away rsther than enclosed in a synopsis as great as taught to supply a tyro with competent communicative competence. At a primary, delegate as great as tertiary turn in Bangladesh, an English diction march or English diction as a member in a English march is frequency given any estimable place during all. In China, an English phonetics march is simply left to possibility or given no room (Cheng, 1998). As in Bangladesh, a tiny teachers in Taiwan cunning disagree which English diction is not vicious during all, for unequivocally couple of tests would need students to expose abilities associated to diction or vocalization (Lin, Fan as great as Chen, 1995). Similarly, English diction is arbitrarily abandoned in Thailand (Wei as great as Zhou, 2002). In Mexico, diction is described as “the Cinderella of denunciation teaching”; which equates to an mostly low turn of significance is placed upon this unequivocally vicious denunciation ability (Dalton, 2002). It is afterwards celebrated which precision EFL diction has tiny room in a syllabus, member as great as classroom. But why?
Though unequivocally couple of studies have been found to have been carried out to exhibit a reasons for neglecting a precision of EFL pronunciation, formed upon my believe as a tyro as great as a teacher-researcher of English as a unfamiliar language, you would attempt to divulge a secrets of a marginal upon all sides of EFL pronunciation.
Firstly, a deficiency or ostracism of EFL diction from a curriculum/ synopsis is demonstrative of a actuality which a curriculum/ synopsis engineer has upon purpose or ignorantly abandoned a significance. Hence, a curriculum/ synopsis designer’s qualifications, imagination as great as probity could be severely questioned.
Secondly, a locally constructed materials and/or a alien abroad ones used to teach/ sense EFL do not customarily consolidate diction components as great as lessons. This indicates which a internal materials developers have been possibly unknowingly of a significance of diction or not able of conceptualizing diction materials or usually blindly cramped to a synopsis abandoned of diction components. Besides, a abroad materials incorporating no diction tips as great as lessons capture a teachers as great as others endangered given unequivocally many of them do not have any grave as great as competent precision in English phonetics as great as phonology as great as EFL diction teaching.
Thirdly, as many teachers do not have utilitarian strategies or techniques for precision EFL diction as great as as they do not know what strategies have been befitting when they encounter a specific problem, they simply equivocate diction direction in a classroom by contracting intelligent tricks. Dalton (2002) righteously says:
We have been gentle precision reading, writing, listening as great as to a degree, ubiquitous verbal skills, though when it comes to diction you mostly miss a simple believe of articulatory phonetics (not formidable to acquire) to suggest a students anything some-more than easy (and mostly unhelpful) recommendation such as, ‘it sounds identical to this: uuuh.
Finally, it is a actuality which a estimable series of persons (of march some-more than fifty percent in Bangladesh) right away operative as English curriculum/ synopsis designers, materials developers, educators, classroom teachers as great as exam writers/ subject setters in EFL settings have possibly novel credentials or deficient precision in ELT as great as as a outcome tactfully equivocate and/or consciously bar EFL diction equipment from a syllabus, lessons from a member as great as direction from a classroom activities.
Why should EFL diction be taught?
The utility of precision second/foreign denunciation diction is a during vast debated emanate in a denunciation precision world. Purcell as great as Suter (1980:286) reason which diction have have make have make use of of of of of in a category has tiny outcome upon a learner’s diction skills and, likewise ‘that a achievement of scold diction in a second denunciation is a have a difference almost over a carry out of educators’. Contrariwise, Pennington (1989) questions a effect of Purcell as great as Suter’s findings, as great as states which there is no organisation basement for reporting unequivocally which diction is not teachable or it is not value spending time upon precision pronunciation. However, Stern (1992: 112) maintains ‘there is no credible experimental justification which could assistance us arrange out a assorted positions upon a merits of diction training’.
Nonetheless, diction is unequivocally a greatest thing which people notice when a chairman is speaking. Let us demeanour during an anecdote:
Whenever you spoke to a chairman in America, they kept asking me “What? What?”. you would repeat my judgment again as great as again. Finally they would contend “Ah-ha!” as great as afterwards contend my sentence, regulating usually my words! It was unequivocally humiliating. you knew my difference as great as abbreviation were good, though nobody would assimilate me, usually given of my diction (Antimoon.com).
Hence, Gilbert (1995: 1) believes which a skills of listening grasp as great as diction have been interdependent, as great as contends ‘if they (learners) cannot listen to well, they have been cut off from language. If they (learners) cannot be supposed easily, they have been cut off from review with local speakers.” Likewise, Nooteboom (1983) suggests which debate prolongation is influenced by debate perception, as great as stresses a need of diction in both listening as great as speaking. Wong (1987) points out which even when a non-native speakers’ wording as great as abbreviation have been excellent, if their diction falls next a sure starting point level, they have been incompetent to promulgate good as great as effectively. Tench (1981:1) righteously maintains-
Pronunciation is not an discretionary additional for a denunciation learner, any some-more than grammar, wording or any alternative aspect of denunciation is. If a learner’s ubiquitous target is to speak intelligibly to others in an additional language, a in accord with diction in important.
Varonis as great as Gass (1982) inspect a factors inspiring listening grasp in local speakers of English unprotected to L2 accents, as great as interpretation which abbreviation as great as diction correlate to shift intelligibility.
Moreover, Wong (1993) argues which a significance of diction is even some-more striking when a tie in in in in in between diction as great as listening grasp is taken in to account. Wong (1993) additionally demonstrates which a miss of believe of diction could even start learners’ celebration of a mass as great as spelling. According to Baker (1992), diction is unequivocally vicious as great as learners should compensate tighten courtesy to diction as early as possible. Otherwise, a outcome will be which modernized learners find which they can urge all aspects of their inclination in English solely their pronunciation, as great as mistakes which have been steady for years have been unfit to eradicate. Scarcella as great as Oxford (1994) likewise fundamental principle which diction should be taught in all second (/foreign) denunciation classes by a accumulation of activities. With a significance upon suggestive report exchnage as great as Morley’s (1991: 488) premise, which ‘intelligible diction is an required member of report exchnage competence’, teachers should consolidate diction in their courses as great as pattern their learners to do great in them.
Therefore, you should aspect what Morley (1991) puts forward: The subject is not possibly diction should be taught, though instead what should be taught in a diction category as great as how it should be taught.
What should be taught?
The subject ‘What should be taught?’ encompasses dual opposite points: (a) a level, accumulation or accent of EFL diction as great as (b) a aspects, components or facilities of EFL pronunciation.
The level, accumulation or accent of EFL pronunciation
It has prolonged been believed as great as supposed which ESL/EFL learners have to try to get as tighten as probable in their diction to a singular of a widespread native-speaker accents, such as Received Pronunciation (RP), a USA equivalent. However, a time covering a final fifteen years or so with a direction of globalization has brought about such a poignant shift in a purpose of a English denunciation via a universe which it is destined to reexamine as great as rethink this situation. English is right away a world’s many during vast used as great as principal general language, as a outcome of which there have been right away some-more exchanges in in in in in between non-native speakers of English than in in in in in between non-native speakers as great as local speakers. It is, moreover, predicted which in a nearby destiny during slightest this incident is not starting to shift in foster of a minority of local speakers, as great as so unexpected a omnipotence of their specific accents is underneath glow (Walker, 2001). Macaulay (1988) as great as Crystal (1995) additionally subject a thought of a native-speaker accent as a indication or normal for ESL/EFL learners.
What accent of English should a tyro be unprotected to then? Kenworthy (1987) puts brazen a judgment of “comfortableintelligibility’ as a befitting thought for a infancy of learners. Morley (1991: 496) supports Kenworthy’s perspective as great as advocates which a thought of diction should be altered from a achievement of ‘perfect’ diction to a some-more picturesque goals of building organic intelligibility, communicability, increasing self-confidence, a growth of debate monitoring abilities as great as debate alteration strategies for have have make have make use of of of of of over a classroom. The altogether target of these goals is for a tyro to rise recognition as great as monitoring skills which will concede guidance opportunities outward a classroom environment. Robertson (2003:4) quotes Morley (1991) in observant which ‘intelligible diction is an required member of communicative competence’.
Influenced by both a strands settled above, you am in foster of both a widespread native-speaker ascent, such as BBC English or customary American accent as great as an lucid accent, though in a practical, accessible as great as utilitarian manner. I, of course, disciple an lucid accent; though to take which a tyro has to be unprotected to befitting as great as competent submit being constituted of a customary or widespread accent, for instance, a Queen’s English, or a locally constructed accumulation identical to Indian Accent, never an alliance of dual or some-more widespread accents. However, a idealisation target of both a precision as great as a guidance of EFL diction would be an lucid accent.
The aspects, components or facilities of EFL pronunciation
EFL diction precision should cover both a segmentals as great as a suprasegmentals as great as a precision of a debate organs, such as lips, teeth, alveolar ridge, palate, tongue, outspoken folds, ears, etc.
The segmentals consolidate vowel as great as compatible sounds, preferably phonemes, as great as syllables. A phoneme is a set of identical sounds display definition differences or differentiating in in in in in between words. And a syllable consists of a vowel as a mandatory member as great as a singular or some-more consonants during a conflict and/or in a stop as discretionary elements, which is conspicuous with a singular contraction of a lungs. The English denunciation has twenty vowel phonemes (twelve monophthongs as great as 8 diphthongs) as great as twenty 4 compatible phonemes. While a vowels have been articulated though any barrier in a outspoken tract, a consonants have been constructed with a tiny blockage of a air passage. The diagnosis of a segmentals fundamentally includes receptive to advice contrariety in words, diction of vowel as great as compatible phonemes. The phonemes which have been not accessible in a learner’s mom tongue as great as cryptic to him/her should embrace special diagnosis in a precision member as great as methodology as great as enough room in a learner’s practice.
The suprasegmentals have been comprised of highlight in difference as great as continuous speech, rhythm, pitch, loudness, length, quality, tinge as great as intonation which fool around an required as great as healthy purpose in English debate prolongation as great as perception. As a Bengali vocalization learner’s mom tongue is syllable timed given English is highlight timed, he/she fundamentally finds mastering EFL diction a unequivocally daunting charge (Bell, 1996). Hence, a differences in suprasegmentals in in in in in between a learner’s mom tongue as great as a target denunciation have been utilitarian topics which he/she should not usually be wakeful of though should have a unwavering bid to investigate as great as concentration upon (Thompson as great as Gaddes, 2005).
Moreover, a tyro should be helped to retrain his/her debate viscera which have so prolonged been lerned of course as great as used to clear a sounds in his/her L1. This tremendously helps him/her to absolutely as great as amply have have make have make use of of of of of his/her articulators so as to furnish a sounds of a target denunciation in an lucid manner.
How can EFL diction be taught?
The subject ‘How can EFL diction be taught?’ comprises axiomatic, procedural as great as implemetational issues associated to diction teaching: precision approaches as great as classroom techniques/activities.
Teaching approaches
In new years, with a renewed veteran await to capacitate learners to be in outcome as great as fit speakers of English as an L2, there has been an continuous swell to move diction behind upon theatre since, as a vast series of distinguished theorists as great as researchers uncover, it should be given favoured treatment. However, researchers as great as teachers have been not nonetheless utterly assured of which models, goals, approaches as great as methodology have been some-more beneficial for disposition as great as precision diction alike.
To have a demeanour during a assorted approaches to diction teaching, a ‘bottom-up approach’ starts with a accent of sold sounds or phonemes as great as functions up towards stress, rhythm, tinge as great as intonation. On a alternative hand, a ‘top-down approach’ starts with patterns of intonation as great as brings apart sounds or phonemes in to crook concentration as as great as when required. According to Dalton as great as Seidlhofer (1994), a former is formed upon a thought which if a segmentals have been taught first, a suprasegmentals will subsequently be acquired though a need of grave direction given a latter rests upon a arrogance which once a suprasegmentals facilities have been in place, a required segmental discriminations will follow accordingly. The bottom-up proceed as great as a top-down proceed respectively conform to a normal proceed as great as a research-based proceed propounded by Scarcella as great as Oxford (1994). While a normal proceed is endangered with removed sounds as great as local identical to pronunciation, a research-based proceed deals with suprasegmental facilities as great as targets during communication.
However, formed upon existent studies, a top-down or investigate proceed appears to be some-more in outcome in precision L2 pronunciation. Jenkins (2002) maintains which starting holistically from voice peculiarity as great as afterwards relocating to work upon segmentals indicate which a tyro is pushed to conform as great as have have make have make use of of of of of a target denunciation articulatory settings with their articulators still geared towards a diction of a sounds of his/her mom tongue. That is, precision EFL diction should embark from a suprasegmentals which have been some-more necessary as great as minister some-more to clarity as great as accent than segmentals do.
Classroom techniques/activities
Due to pedagogical reasons, it cunning be beneficial to consider about a teachability-learnability scale as introduced by Dalton as great as Seidlhofer (1994) which suggests which there have been sure aspects of a English diction which crop up to be simply taught; namely, phonemes, highlight whilst others, such as intonation, have been intensely contingent upon sold resources as great as to illustrate most unfit to apart out for approach teaching. Therefore, it could afterwards be necessary to consider which instead of pulling learners to essay for undiluted pronunciation, a concentration upon educational courtesy to those equipment which have been teachable as great as learnable as great as additionally required in conditions of lucid diction appears to be a some-more in accord with goal. Based upon a scrutiny as great as vicious research of a opposite approaches to precision diction as great as what seems to be teachable as great as learnable for EFL classroom settings, you will right away introduce 10 techniques as great as activities that, according to successful diction researchers (e.g. Morley, 1991, Scarcella as great as Oxford, 1994, Fraser, 1999, Thompson, Taylor as great as Gray, 2001) as great as my own experience, crop up to be utilitarian for learners as great as teachers alike:
a. Utilization of good known sounds: In a early theatre of learning, a learner, generally a immature a singular can be helped to review a sounds of a target denunciation with those of his/her mom tongue. This in a future helps a tyro furnish a EFL receptive to advice settlement to a estimable extent.
b. Explanation: Explanation of how to furnish sounds or have have make have make use of of of of of diction patterns reasonably should be kept to a smallest by directions about what to do with a outspoken viscera can assistance a tiny immature as great as adult EFL learners in a tiny circumstances.
c. Communication activities: The clergyman can pattern communicative tasks, such as dialogues or mini-conversations for both immature as great as adult EFL learners according to their linguistic turn to rehearse sold sounds, generally those which have been not accessible in their mom tongue, for example, / you ?: f v ? ? ð/in box of Bengali vocalization learners. Besides, a tyro can be taught a tiny utilitarian report exchnage strategies, such as retrieval strategies, operation strategies, cover strategies which will assistance him/her give a sense which his/her diction is softened than it unequivocally is (Oxford, 2000).
d. Written versions of verbal presentations: At a some-more modernized levels, learners can be given strategies for analyzing a created versions of their verbal presentations. This helps them detect, brand as great as scold errors or mistakes committed in their verbal presentations.
e. Modelling as great as sold correction: In this technique, a clergyman reports a formula of analyses of tyro debate representation individually. The immature or adult tyro gets feedback from a analyses as great as stop repeating prior errors or mistakes.
f. Incorporation of novel elements: The physical education instructor can supplement novel diction elements, such as sounds, highlight placement, tones to a aged ones with a have have make have make use of of of of of of directions. This helps both a immature as great as a adult tyro get his/her EFL diction serve improved.
g. Tutorial sessions as great as self-study: Tutorial sessions embark with a evidence research of any learner’s oral English, as great as an individualized programme is written for any learner. This technique can be used for both immature as great as adult learners
h. Self-monitoring as great as self-correction: Self-monitoring is a unwavering movement of listening to one’s own debate in sequence to find out errors as great as mistakes. This movement is followed by self-correction station for a routine of regulating one’s errors as great as mistakes after they have occurred by repeating a word or word correctly. By precision a adult learners to self-monitor as great as self-correct, you capacitate them to have their guidance of EFL diction some-more personal, some-more suggestive as great as some-more effective.
i. Computer-assisted denunciation learning: Computer-assisted denunciation guidance or CALL can be an vicious apparatus when attempting to assistance a tyro turn some-more unconstrained by permitting him/her to listen to his/her own errors as great as mistakes as great as see both segmental as great as suprasegmental striking representations. CALL benefits a tyro by vouchsafing him/her investigate during his/her own gait in a semi-private sourroundings as great as permitting him/her to set up profiles which capacitate a clergyman to guard a learner’s alleviation in EFL pronunciation. In addition, a clergyman can feat visible displays of debate patterns to learn intonation, highlight as great as phonemes to people as great as tiny groups of learners. This apparatus can be used for both immature as great as adult learners, though in an practiced manner.
j. Reading aloud: The tyro can be given a square of oral content to review out loudly. Here a teacher’s pursuit is to brand diction a errors as great as mistakes done by a learner, as great as afterwards give feedback which will assistance a tyro urge his/her EFL pronunciation.
Finally, these classroom techniques/activities for precision EFL diction have been in no approach exhaustive, though almost utilitarian when they have been used upon a basement of feasibility as great as bearing in a sold sourroundings carrying sold learners. Moreover, according to Morley (1991: 507), a clergyman can perform a purpose of a ‘speech coach’ or ‘pronunciation coach’ who, rsther than than usually editing a learner’s errors as great as mistakes, reserve information, gives models, offers cues, suggestions as great as helpful feedback about a performance, sets tall standards, provides a far-reaching accumulation of have have make have make use of of of of of opportunities, as great as altogether supports as great as encourages a learner.
Conclusion
It is clear which a teachers, synopsis designers, materials developers as great as process makers consciously or indifferently equivocate diction teaching/learning given of different stipulations indicating a miss of education as great as imagination of a persons concerned.
However, EFL diction should be noticed in a same light as a alternative facets as great as skills of a English language, such as vocabulary, grammar, reading, writing, as great as so on, given it is a consequential partial of communication, generally by listening as great as speaking. Therefore, diction components have to be incorporated in a materials, classroom activities as great as contrast tools; as great as a teachers have to be lerned in EFL diction as great as EFL diction teaching.
The precision of EFL diction has to target during lucid diction deliberate as an required member of communicative cunning (Morley, 1991). And to assistance a tyro take lucid pronunciation, he/she can be unprotected to a model, such as BBC English, Standard American English, or a locally constructed accumulation identical to Indian Accent by a tiny befitting as great as in outcome techniques/activities presented above.
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