The effect of teaching strategies on the development of segmental features of English language in the English regular course from Eleventh grade of high school “Jesus el Buen Pastor” in the second semester of the academic year 2013
Pronunciation teaching is a prominent factor in foreign language teaching, due to this, students would sound correctly. Moreover, they would pronounce formally and the way they speak will be comprehensible. Because sounds play an important role in spoken language, teachers must attribute proper impo...
| Autores Principales: | Rojas Gómez, Keyla Rosibel, Serrano Toruño, Luisa Amanda |
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| Formato: | Tesis |
| Idioma: | Español Español |
| Publicado: |
2013
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| Acceso en línea: |
http://repositorio.unan.edu.ni/1085/ http://repositorio.unan.edu.ni/1085/1/764.pdf http://repositorio.unan.edu.ni/1085/7/88x31_cc.png |
| Sumario: |
Pronunciation teaching is a prominent factor in foreign language teaching, due to this, students would sound correctly. Moreover, they would pronounce formally and the way they speak will be comprehensible. Because sounds play an important role in spoken language, teachers must attribute proper importance to teaching pronunciation in their classes. In ad-dition, pronunciation teaching is of great importance for successful oral communication to take advantage in the communicative competence. There have been many differences of opinion over the years about the role of pronun-ciation in language teaching and about how best to teach it. The grammar- translation me-thod and reading-based approaches have viewed pronunciation as irrelevant. In the direct method, pronunciation is very important; however, the methodology is very traditional. In the audio-lingual approach, pronunciation is likewise very important and there is a great em-phasis on the traditional notions of pronunciation, minimal pairs, drills and short conversa-tions (Celce Murcia and Goodwin 1991: 136). Oral communication is the primary use of lan-guage and therefore should be central to the mode of instruction. Though pronunciation is not an explicit feature in this mode of instruction, the prominence of pronunciation has been stressed by it (Carey 2002:3). Students can be expected to do well in the pronunciation of English if the pronunciation class is taken out of isolation and becomes an 'integral part of the oral communication' class (Morley 1991:496). Moreover, the goal of pronunciation has changed from the attainment of 'perfect' pronunciation to the more realistic goals of develop-ing functional intelligibility, communicability, increased self-confidence, the development of speech monitoring abilities and speech modification strategies for use beyond the class-room (Morley 1991:500).
The overall aim of these goals is for the learner to develop spoken English that is easy to understand, serves the learner's individual needs, and allows a posi-tive image of himself as a speaker of a foreign language. The learner needs to develop awareness and monitoring skills which will pave the way for learning opportunities outside the classroom environment. |
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