20384281
Description
Mind Map by Hannia Palacios, updated more than 1 year ago
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Created by Hannia Palacios
over 4 years ago
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Designing pronunciation instruction for a
specific group of learners
- When the instructor has the opportunity and flexibility to tailor
instruction to a specific group of Learners, there are some steps
to guide the teacher of pronunciation.
- Step one: find out who your learner's are and
what they need
- Step two: find language that is relevant to your
learners to use as practice material
- Step three: use these samples of authentic language to illustrate
and practice specific pronunciation features
- Step four: provide frequent and sustained choral repetition
with body movement
- Step five: give learners a chance to practice similar language in
less-control activities
- Step six: record learner's speech for feedback
and review
- Step six: record learner's speech for feedback
and review
- Step five: give learners a chance to practice similar language in
less-control activities
- Step four: provide frequent and sustained choral repetition
with body movement
- Step three: use these samples of authentic language to illustrate
and practice specific pronunciation features
- Step two: find language that is relevant to your
learners to use as practice material
- Step one: find out who your learner's are and
what they need
- Diagnostic evaluation
- Diagnostic evaluation of pronunciation is a
means of determining a learner's level of
proficiency usually for the purposes of
screening or placement
- Diagnostic tests of listening discrimination should test
learner's ability to distinguish both segmental and
suprasegmental features
- Consonants and Vowels
- the teacher can use minimal pair
discrimination exercises
- the teacher can use minimal pair
discrimination exercises
- word Stress
- the teacher can ask Learners to choose the
correct stress patterns for words or sentences
in a text being read aloud
- the teacher can ask Learners to choose the
correct stress patterns for words or sentences
in a text being read aloud
- Prominance
- these can be the same as the ones
used for word stress
- these can be the same as the ones
used for word stress
- Intonation
- the learner could be asked to determine whether the utterance has
final rising or falling intonation the learner could be asked to identify
which intonation counter reflects what they hear
- the learner could be asked to determine whether the utterance has
final rising or falling intonation the learner could be asked to identify
which intonation counter reflects what they hear
- Reduced Speech
- the teacher could use a cloze passage in which commonly
reduced and unstressed words have been deleted
- the teacher could use a cloze passage in which commonly
reduced and unstressed words have been deleted
- Consonants and Vowels
- Diagnostic tests of listening discrimination should test
learner's ability to distinguish both segmental and
suprasegmental features
- Diagnostic evaluation of pronunciation is a
means of determining a learner's level of
proficiency usually for the purposes of
screening or placement
- Formal oral-proficiency testing instruments
- TOEFL IBT Speaking
- International English Language Testing System
- Versant or Phone Pass
- Interagency Language Toundtable (ILR) Oral
Proficiency Interview (OPI) Rating Scale
- American Council on the Teaching of Foreign Languages (ACTFL)
Proficiency Interview and ACTFL Proficiency Guidelines
- UCLA Test of Oral Proficiency
(TOP) for International
Teaching Assistants
- TOEFL IBT Speaking
- Ongoing Evaluation with Feedback
- Purpose
- Determine the progress of Students
- Provide informal feedback
individually
- Determine the progress of Students
- Self-monitoring and correction
- Self-monitor
- Self-correct
- Contract Learning
- Covert Rehearsal
- Self-monitor
- Peer Feedback
- Minimal pair work
- Minimal pair work
- Teacher feedback and correction
- Purpose
- Classroom Testing
- Tests of perception
- Tests of production
- Tests of phonetic knowledge
- Tests of perception
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