The chart gives you a pron whiteboard to work things out on. I would use the pron chart simply because it makes the whole process of paying attention to pron more possible and much quicker. saying the words separately, then joined upĤ.For example learners can practise new language: When a student makes a pronunciation improvement, ask her to say it the previous incorrect way, and then immediately in the new way, so that she can feel, see, hear the experience, and knows that she can make the difference, and knows how she does itģ Vary the practice. You don’t have to correct everything.Ģ Be playful. The physicality of pronunciation can help both the noticing and the enjoyment. Look for enjoyment first, and correctness second. How to develop attention to pronunciationġ First off – Enjoy it! Just muck in and enjoy it! Let go of your pronunciation anxiety and your compulsion to correct. In this way pronunciation ‘piggybacks’ on the same bit of practice you are already using to ensure retention of the new language. In this way the necessary practice of new language is enriched simply by adding the dimension of noticing pronunciation. This does not mean they say it more times, or take longer, just that pronunciation is firmly included in the sweep of their attention. For example: whenever the learners practise a new word or phrase, which inevitably involves them saying it a number of times, I would draw their attention to their own pronunciation. I would ensure that attention to pronunciation is present in everything. This is something I would do on all courses, because it takes up no extra time. But then you can still pour a lot of water into the sand! I see vocab as the pebbles, grammar as the sand, and pronunciation as the water that surrounds everything – without taking up more space, or time! So, how can we include pronunciation without taking up time? Here are some ideas: Attention takes no time ![]() If you have a jar full of pebbles, you can still pour a lot of dry sand round the pebbles. Reply: Yes, Business teachers often wonder about the role of pronunciation on their short courses. What aspects of Business English pronunciation would you cover if you were me? Thanks. Question: I teach Business English and my courses are really short (about 12 hours).
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