Correcting learners' pronunciation mistakes

 

 

 

 

 

 

 

 

 

 

 

 

 

Conclusion

Speaking is so important in my opinion, in acquiring and using a language, and language-competence covers so many aspects. Phonetics, both theory and practice constitute the basis of speaking above all other aspects of language in my opinion. Speaking is a tool of communication. Many teachers, especially if they are new to teaching ESL classes, may be a little intimated by the prospect of having to teach pronunciation. But, just like almost every thing else, if the process is broken down into small manageable steps, the task is not all that daunting. This site is an attempt to do just that- to break the process of teaching pronunciation down into smaller steps.

Why is proper pronunciation important? Because without correct pronunciation- no matter how vast the students vocabulary may be, no matter how well the student understands and uses grammatical rules, no matter what their level of reading or writing skills may be- if they don't use correct pronunciation it may be very difficult for listeners to understand what they say. And that is a huge hindrance to communication. In addition, some research indicates that if a student can not pronounce a word correctly, they may not be able to hear it when spoken by another person either, which furthers hinders communication. The students can then repeat the correct version or tell you what the difference between the two sentences was and why their version was wrong. Because the students don't do much of the work in this way of being corrected, it might not be as good a way of remembering the correction as methods where you give more subtle clues. Its advantages are that it is quick and suits cultures, classes and students that think of elicitation as shirking by the teacher. It can also be more face-saving than asking them for self-correction, as trying to correct themselves risks making even more mistakes. The “right version” could mean the whole sentence or just the correction of the part that was wrong. In the latter case, you can then ask them to put it into the sentence in the right place and repeat the whole thing.

The best way is: while they are talking or reading in class, you shuldn't interrupt them in the middle of the conversation or text. Let them finish first and then you can correct pronunciation mistakes by using those words and phrases frequantly in different ways, making students take part in activities too. Don't directly correct the student who's made a pronuncation mistake. This will cause him/her to lose self confidence and be discouraged.

Students from different languages have different pronunciation difficulties. Not all sounds in the English language are common to other languages. For example, some languages do not have an 'r' sound, so students use a similar sound 'l' instead. So when a students says "What a lovely libbon", the native English is totally confused. Or maybe in a student's native tongue there is no distinction between 'b' and 'p'. Just imagine the misunderstanding that will result if a teachers says "I need to be on that bus" and the student hears "I need to pee on that bus".

When teaching pronunciation, teachers are giving feedback to their student about how they are saying things. This feedback includes what the problem is and what they need to do to correct it. This feedback may include where to place the tongue in the mouth to say particular words, or how the lips should be formed, or the action of the tongue when saying specific sounds. One of the most difficult parts of learning to speak English is the correct pronunciation of plural nouns and verbs. Many of these words simply add a suffix such as "s," "es" or "ed" to the original word, and this can be challenging for many English as a Second Language, or ESL, students to pronounce. The key to improving pronunciation of plurals is consistent practice and correction combined with listening.

Mastering proper pronunciation is not just a matter of learning individual sounds. Many students can hear and make the different sounds for all the vowels and consonants in English. Unfortunately, they also have to contend with the sound changes that occur with different letter combinations resulting from linking or reduction of vowels and consonants, not to mention stress, pitch, and intonation differences between their native tongue and English.

That's basically all there is to teaching pronunciation- giving feedback and ensuring that the student uses the feedback to improve their speaking skills. That along with providing adequate practice to the students to hear the sounds and practice making the sounds. Remember (as some research implies) if a student can't say a sound, they won't be able to hear it either.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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