English Pronunciation Teaching at College with the Globalization and Nativization of English

Influenced by the trend of globalization and nativization of English,the dominant status of native speakers in English language teaching have been challenged. T he nativeness principle has been shifted to the intelligibility principle,w hich guides the selection of pronunciation models in the college English classrooms.Although it is still inappropriate to thoroughly abandon the native speaker model in a short time,teachers need to embrace the new paradigm of intelligibility and then to raise the learners' aw areness of their local value and w ider context.

Differences between English and Chinese Syllables and Its Inspiration on English Pronunciation Teaching

English and Chinese belong to different linguistic systems, so English and Chinese syllables, as the basic linguistic structure, own great differences in syllable structure, syllabification, syllable function as well as liaison. Chinese English learners are apt to have the negative transfer in English pronunciation acquisition under the influence of their mother tongue-Chinese. Therefore, only the repeated imitation and practice on the ground of theoretical contrasts and analyses can help learners speak perfect English.

IPA Cardinal Vowels and the English Pronunciation Teaching in China

In pronunciation teaching, learners may have difficulty when there is a ＂gap＂ in the phonemic system between L1 （the first or native language） and L2 （the second or foreign language）. In such a case, they tend to use their native language sounds in speaking the foreign language. Since some Chinese and English vowel sounds are easy to be confused, applying IPA cardinal vowels in the teaching of English pronunciation will help Chinese learners identify the difference between an English vowel sound and a Chinese vowel sound and thus enables them to make intelligible English speech sounds.

Intelligibility or Native-like Proficiency--What Should Be the Priorities of English Pronunciation Teaching？

Pronunciation plays an important role in English language teaching. This essay reviews literature on English pronunciation teaching and English as a Lingua Franca. Through examining the priorities in English pronunciation teaching, teachers' and students' attitudes towards intelligibility and native-like proficiency, as well as the value of adhering to a language standard, the author provides rational reasons for choosing intelligibility rather than native-like proficiency as the priority of English pronunciation teaching.

Phonics Methods on EFL Learners’Pronunciation: A Comparative Case Study

This study investigates the effectiveness of the International Phonetic Alphabet and the Phonics method on the pronunciation of English learners aged 15 to 17 at the lower-intermediate level.The result of this study shows that the International Phonetic Alphabet group achieved slightly higher scores on average pronunciation intelligibility and mispronounced ten times fewer words than the phonics group.The outcome of this study supports the theory of Lingua Franca Core(LFC)that some features of pronunciation are not as important as others and mispronouncing them does not influence overall intelligibility.

Implementing explicit pronunciation instruction: The case of a nonnative English-speaking teacher (Ⅰ)

Studies in second language teacher cognition(SLTC)of pronunciation teachers have increased in the last 10 years,due mainly to the fact that the decisions teachers make about explicit instruction are critical for the development of second language(L2)pronunciation in learners.Although recent research has indicated that nonnative-speaking teachers(NNSTs)can be as effective as native-speaking teachers(NSTs)in pronunciation instruction,and that their training needs resemble those of NSTs,the way NNSTs implement L2 pronunciation instruction has not been studied extensively.This is important to understand given the number of NNsTs of English worldwide at present,and because of the potential benefits of nonnative-speaking pronunciation teaching models in general.In this study,I analysed the way an experienced NNST implemented explicit pronunciation instruction in a context of English as a foreign language(EFL)to understand both his actual teaching practices and the rationale behind such practices.Using a framework of knowledge base of language teaching,this study demonstrates how factors such as previous teaching and learning experiences,teaching context,and L2 learner characteristics shaped and guided the techniques the teacher implemented in class.These results are discussed in terms of implications for pronunciation teaching and teacher training purposes.

TOWARDS MORE EFFECTIVE PRONUNCIATION TEACHING

While pronunciation instruction is going through somerevolutionary change in the international TESL field,mostteachers in China still keep to the traditional approach,which isbelieved to give priority to the wrong aspects of pronunciation.This paper aims to help teachers update theoretical knowledgeand beliefs about pronunciation teaching and,through areasonable integration of various findings,search for ways toimprove the effectiveness of pronunciation teaching at thetertiary level in China.

THE TEACHING OF PRONUNCIATION TO CHINESE LEARNERS OF ENGLISH

English pronunciation is being unduly neglected or even ignored in some of our colleges anduniversities.Its role and necessity are not yet generally realized,and English phonetic courses areusually left to chance or given no place in our teaching or learning.The result is as Baker(1982,pl)states:‘advanced students find that they can improve all aspects of their proficiency in English excepttheir pronunciation,and mistakes which have been repeated for years are impossible to eradicate.’The long-term solution to this problem,I would suggest,is to have a compulsory phonetic coursebccause an active command of pronunciation will help promote the entire learning process.

IMPROVING ENGLISH PRONUNCIATION AND INTONATION TEACHING IN CHINA

In terms of creativity, variety, and success in a pronunciation and intonation practice class are concerned, this paper has laid great emphasis on the creation of a relaxed classroom atmosphere based on friendly and cooperative relationships. Based on a few of the ideas that result from second language acquisition research and that have implications for pronunciation and intonation practice class, this paper has suggested some communicative classroom techniques which contribute to desired learning outcomes.

A REVIEW OF HOW TO TEACH PRONUNCIATION BY GERALD KELLY

This book is a guide to the theory of pronunciation and to the practical skills required in its teaching. It offers a summary of the key features of pronunciation, an overview of approaches and techniques in the teaching of pronunciation, and analysis of key topics such as vowels, consonants, stress, and intonation, with a variety of sample lessons for each topic. It is an easily accessible resource book that has incorporated new pedagogic and phonetic theories. This book is especially appropriate for Chinese teachers of English, as there is a general feeling of doubt among them as to how to teach English pronunciation.

An Empirical Study on the Intelligibility of Spoken by Chinese University Students

This paper reports an empirical study on the intelligibility of English spoken by Chinese University students, aiming to identify the factors that hamper intelligibility and suggest the pedagogical priorities in pronunciation teaching. The participants were 45 university sophomores, whose recorded data were transcribed and evaluated correspondingly by 45 educated listeners from 22 different countries. The results reveal that although the speakers＇ English may have strong accents, it is intelligible to international listeners to a great extent. Phonological problems that hamper intelligibility are vowel length and quality, simplification of diphthongs, voiced and voiceless plosives, dental fricative, word ending nasals, consonant clusters as well as stress, rhythm and intonation.