Clear Speech Student's Book

Pronunciation and Listening Comprehension in North American English

Author: Judy B. Gilbert

Publisher: Cambridge University Press

ISBN:

Category: Foreign Language Study

Page: 192

View: 228

Teacher's resource includes notes and tips, answer keys and audio scripts, diagnostic tests and unit quizzes.

Clear Speech Teacher's Resource and Assessment Book

Pronunciation and Listening Comprehension in North American English

Author: Judy B. Gilbert

Publisher: Cambridge University Press

ISBN:

Category: Foreign Language Study

Page: 120

View: 433

Teacher's resource includes notes and tips, answer keys and audio scripts, diagnostic tests and unit quizzes.

Clear Speech Teacher's Resource Book

Pronunciation and Listening Comprehension in American English

Author: Judy B. Gilbert

Publisher: Cambridge University Press

ISBN:

Category: Foreign Language Study

Page: 128

View: 112

3 class audio CD's ; teacher's resource manual with accompanying audio CD ; student's book with accompanying audio CD.

Clear Speech from the Start Teacher's Resource and Assessment Book

Basic Pronunciation and Listening Comprehension in North American English

Author: Judy B. Gilbert

Publisher: Cambridge University Press

ISBN:

Category: Foreign Language Study

Page: 119

View: 688

Provides students with practice in pronunciation and listening comprehension from individual sounds to stretches of continuous speech. Gives a practical approach to the intonation, stress, and rhythm of Norrh American English.

Pronunciation and Phonetics

A Practical Guide for English Language Teachers

Author: Adam Brown

Publisher: Routledge

ISBN:

Category: Foreign Language Study

Page: 312

View: 769

This engaging, succinct text is an introduction to both phonetics and phonology as applied to the teaching of pronunciation to English language learners. Section 1 selectively covers the main areas of phonetics and phonology, without going into any area in more depth than the average English language teacher requires or that the average English language teacher trainee can handle. Section 2 focuses on practical issues related to learners and how they learn languages, and what represents good practice in terms of classroom activities for pronunciation—including aspects such as targets, motivation and priorities. The chapters end with activities to help the reader understand concepts. Section 3 provides innovative sample activities which put into practice the theoretical points covered in the first two sections, answers to the various exercises, recommended further reading (both print and non-print), a glossary of technical phonetic terms, and a bibliography of works on pronunciation teaching. The text is accompanied by a Companion Website with audio recordings of model pronunciations and audio material relating to the activities.

Pronunciation Myths

Applying Second Language Research to Classroom Teaching

Author: Linda Grant

Publisher: University of Michigan Press

ISBN:

Category: Education

Page: 264

View: 882

This volume was conceived as a "best practices" resource for pronunciation and speaking teachers in the way that Vocabulary Myths by Keith S. Folse is one for reading and vocabulary teachers. Like others in the Myths series, this book combines research with good pedagogical practices. The book opens with a Prologue by Linda Grant (author of the Well Said textbook series), which reviews the last four decades of pronunciation teaching, the differences between accent and intelligibility, the rudiments of the English sound system, and other factors related to the ways that pronunciation is learned and taught. The myths challenged in this book are: § Once you’ve been speaking a second language for years, it’s too late to change your pronunciation. (Derwing and Munro) § Pronunciation instruction is not appropriate for beginning-level learners. (Zielinski and Yates) § Pronunciation teaching has to establish in the minds of language learners a set of distinct consonant and vowel sounds. (Field) § Intonation is hard to teach. (Gilbert) § Students would make better progress if they just practiced more. (Grant) § Accent reduction and pronunciation instruction are the same thing. (Thomson) § Teacher training programs provide adequate preparation in how to teach pronunciation (Murphy). The book concludes with an Epilogue by Donna M. Brinton, who synthesizes some of the best practices explored in the volume.