Monday, November 27, 2017

Teaching the Pronunciation of English: Focus on Whole Courses

Announcement

Teaching the Pronunciation of English

Focus on Whole Courses
Michigan Teacher Training
John Murphy, Editor

Description from the above webpage

This volume fills a gap by introducing readers to whole courses focused on teaching the pronunciation of English as a second, foreign, or international language. This collection is designed to support more effective pronunciation teaching in as many language classrooms in as many different parts of the world as possible and to serve as a core text in an ESOL teacher development course dedicated to preparing pronunciation teachers.

Teaching the Pronunciation of English illustrates that pronunciation teaching is compatible with communicative, task-based, post-method, and technology-mediated approaches to language teaching.  This theme permeates the volume as a whole and is well represented in Chapters 3-12, which are dedicated to specialist-teachers’ firsthand depictions of pronunciation-centered courses.  Each of these ten chapters features a set of innovative teaching strategies and contemporary course design structures developed by the chapter contributor(s).

To prepare readers to more fully appreciate the substance and quality of Chapters 3-12, the volume’s two initial chapters are more foundational.  Chapters 1 and 2 provide an overview of core topics language teachers need to know about to become pronunciation teachers:  the suprasegmentals (thought groups, prominence, word stress, intonation, and pitch jumps) and the English consonants and vowel sounds.

CONTENTS
Introduction and Background to Pronunciation Teaching 1
Part 1: What Teachers Need to Know about Phonology 30
Chapter 1
Suprasegmentals: Thought Groups, Prominence, Word Stress, Intonation, 31
and Pitch Jumps
John Murphy
Chapter 2
Segmentals: Phonemes, Allophones, Vowel Sounds, Consonants, and 70
Squeeze Zones
John Murphy
Part 2: Descriptions of Whole Courses 107
Chapter 3
Pronunciation and Communication for Graduate Student Researchers 108
and Conference Presenters
Carolyn Samuel
Chapter 4
Oral Communication for International Graduate Students and 130
Teaching Assistants
Veronica G. Sardegna & Alison McGregor
Chapter 5
A University-Based Online “Pronunciation Tutor” 155
Edna F. Lima & John M. Levis
Chapter 6
Phonology Applied: Developing the Oral Communication Skills of 176
L1 and L2 Speakers
Graeme Couper
Chapter 7
Advanced English Pronunciation for Undergraduate and Graduate 197
Students
Lynn Henrichsen
Chapter 8
Small Group Tutoring in ESL Pronunciation for Pre-Professional 218
Undergraduates
Christina Michaud & Marnie Reed
Chapter 9
Teaching the Pronunciation of English as a Lingua Franca 239
in England and in Spain
Laura Patsko & Robin Walker
Chapter 10
A Haptic Pronunciation Course for First-Year ESL College Students 262
Nathan Kielstra (with William Acton)
Chapter 11
The Color Vowel Chart: Teaching Pronunciation to Beginning-Level 285
Adults
Karen Taylor de Caballero & Claire Schneider
Chapter 12
Teaching Prosody to ESL Middle Schoolers: Pre-Teens and Teens 307
Tamara Jones
Epilogue: Where Do We Go from Here?

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