Aprender Inglês
Let me address the teacher?s own speech in greater detail. This is an important factor to consider in answering our main question about which pronunciation we should teach our students. It is not so simple to say, for example, that standard American English should be taught in ESL programs in the U.S. It is also not so simple to say, for example, that British English (RP) should be the norm in EFL programs in Russia.
- The Queen's English Or The Received Pronunciation
Received Pronunciation, often abbreviated to RP, is an accent of spoken English. Unlike other UK accents, it's identified not so much with a particular region as with a particular social group, although it has connections with the accent of Southern...
- How To Understand Native English Speakers
My students often complain to me that native English speakers speak too fast. They say that movies and TV shows seem too difficult to understand, and this causes them to get discouraged.The truth is, native speakers can be difficult to understand,...
- Myth #7"studying Pronunciation Is Not Important"
© Tomasz P. Szynalski, Antimoon.com Many language learners assume their pronunciation is good enough because their teacher doesn't correct them too often or because other students can understand them. Fact:Those learners are often dead wrong ? for...
- Myth #5: "you Are A Foreigner, Therefore You Will Always Have A Foreign Accent"
© Tomasz P. Szynalski, Antimoon.com This line is often used to discourage language learners from studying pronunciation seriously. You didn't grow up in an English-speaking country, so why bother trying to get your English vowels right? It is related...
- Myth #2: "the Best Way To Learn A Foreign Language Is To Speak It"
© Tomasz P. Szynalski, Antimoon.com This is probably the most frequently repeated piece of advice for language learners. You will hear it from teachers, webmasters of ESL sites, and people in the Antimoon Forum (e.g. see Jeff Hook's posts in this...
Aprender Inglês
Which Pronunciation Should We Teach Our Students? [Part Two]
By Jennifer
Let me address the teacher?s own speech in greater detail. This is an important factor to consider in answering our main question about which pronunciation we should teach our students. It is not so simple to say, for example, that standard American English should be taught in ESL programs in the U.S. It is also not so simple to say, for example, that British English (RP) should be the norm in EFL programs in Russia.
Why? In the case of ESL, not all teachers speak the standard form of English in that country. In the U.S., for instance, a person from Texas and a person from New Jersey can have very different accents. In the case of EFL, there is often increased diversity among teachers. At one school alone, there may be native and non-native speakers, and the native speakers may all be from different countries: Ireland, Wales, Canada, the U.S., and more.
In the face of such variation among teachers, how can consistency be achieved? I stated that consistent models are needed for learners to establish a solid pronunciation base. Let me take this idea further now that we are considering the realities of ESL and EFL programs. There does not have to be only one form of English taught at one school, but within a single classroom pronunciation instruction should be limited to one form of English. Consistency is created by the teacher. The teacher?s own speech needs to be natural and consistent.
Let me first address native speakers teaching in the classroom. I can comment more boldly on this group, since it is the one I belong to. I believe there is a danger if teacher tries to change his or her natural pronunciation to conform to a standard form of English. It is my opinion that the effort to produce speech sounds and patterns that radically go against one?s native speech can lead to an inconsistent model for students. A teacher who speaks a regional or cultural dialect (e.g., Boston English) should speak clearly yet in a way that is natural and authentic. This teacher should also make students aware that his or her speech varies from the standard. For the most part, I believe I speak standard American English. However, I am aware that I fall into the group of speakers who pronounce words like cot and caught the same. When I must cover these vowel sounds in a pronunciation lesson, I am careful to note this pattern of mine. I have used audio samples of other speakers to supplement my instruction so that learners could hear the two distinct sounds.
Both as EFL and ESL teachers, native speakers should strive for consistency. Even when native speakers find themselves in an EFL setting, and their form of English is not the one generally preferred in that country, I would argue that it is best to continue speaking with their native pronunciation and not try to adopt another accent. For example, when I taught English in Russia, I made no attempt to adopt a British accent, though British English was often favored there. My Russian students heard my North American flapped Ts, hard Rs, and everything else considered standard in that form of English. I should note that most students came to me with previous study of English, so a pronunciation base was already in place. If they spoke to me with sounds and patterns more typical of British English, I allowed it. I only corrected their pronunciation when clarity was lacking.
In the case of teachers who are non-native speakers, I can comment with much less authority. My experience is secondhand: I have observed foreigners in the ESL setting who taught pronunciation lessons competently and effectively. My conclusion for this group of teachers would be that solid training, especially when followed by full immersion in a particular form of English, provides a pronunciation base that non-native speakers can rely on while teaching. Whether the setting be EFL or ESL, the need for consistency is just as strong for the non-native speaker. In fact, this need is coupled with a second one: the need for an accurate assessment of one?s own accent. For non-natives who are aware of a lack of accuracy in their own pronunciation (e.g., with a particular vowel sound), recorded materials can supplement and increase the consistency of instruction.
I want to emphasize a final time the need for consistency ? consistency in production. I make this point to teachers and students alike. Be consistent in production, but learn to comprehend varieties of English. From around the world English learners often write to me, asking which accent they should try to master. I have noted that other online teachers give the same advice that I do: We tell students that the ultimate goal is to be understood and not to sound exactly like a native American speaker, a native British speaker, or anyone else. Unless you are training to be an actor or voice artist, accent elimination should not be the goal. Reducing the influence of L1 to achieve clarity in L2 is the goal. Having a foreign accent does not necessarily interfere with communication. Which pronunciation should we teach our students? Clear pronunciation.
Source: http://englishwithjennifer.wordpress.com/2009/12/23/which-pronunciation-should-we-teach-our-students-part-two/
In the face of such variation among teachers, how can consistency be achieved? I stated that consistent models are needed for learners to establish a solid pronunciation base. Let me take this idea further now that we are considering the realities of ESL and EFL programs. There does not have to be only one form of English taught at one school, but within a single classroom pronunciation instruction should be limited to one form of English. Consistency is created by the teacher. The teacher?s own speech needs to be natural and consistent.Let me first address native speakers teaching in the classroom. I can comment more boldly on this group, since it is the one I belong to. I believe there is a danger if teacher tries to change his or her natural pronunciation to conform to a standard form of English. It is my opinion that the effort to produce speech sounds and patterns that radically go against one?s native speech can lead to an inconsistent model for students. A teacher who speaks a regional or cultural dialect (e.g., Boston English) should speak clearly yet in a way that is natural and authentic. This teacher should also make students aware that his or her speech varies from the standard. For the most part, I believe I speak standard American English. However, I am aware that I fall into the group of speakers who pronounce words like cot and caught the same. When I must cover these vowel sounds in a pronunciation lesson, I am careful to note this pattern of mine. I have used audio samples of other speakers to supplement my instruction so that learners could hear the two distinct sounds.
Both as EFL and ESL teachers, native speakers should strive for consistency. Even when native speakers find themselves in an EFL setting, and their form of English is not the one generally preferred in that country, I would argue that it is best to continue speaking with their native pronunciation and not try to adopt another accent. For example, when I taught English in Russia, I made no attempt to adopt a British accent, though British English was often favored there. My Russian students heard my North American flapped Ts, hard Rs, and everything else considered standard in that form of English. I should note that most students came to me with previous study of English, so a pronunciation base was already in place. If they spoke to me with sounds and patterns more typical of British English, I allowed it. I only corrected their pronunciation when clarity was lacking.
In the case of teachers who are non-native speakers, I can comment with much less authority. My experience is secondhand: I have observed foreigners in the ESL setting who taught pronunciation lessons competently and effectively. My conclusion for this group of teachers would be that solid training, especially when followed by full immersion in a particular form of English, provides a pronunciation base that non-native speakers can rely on while teaching. Whether the setting be EFL or ESL, the need for consistency is just as strong for the non-native speaker. In fact, this need is coupled with a second one: the need for an accurate assessment of one?s own accent. For non-natives who are aware of a lack of accuracy in their own pronunciation (e.g., with a particular vowel sound), recorded materials can supplement and increase the consistency of instruction.
I want to emphasize a final time the need for consistency ? consistency in production. I make this point to teachers and students alike. Be consistent in production, but learn to comprehend varieties of English. From around the world English learners often write to me, asking which accent they should try to master. I have noted that other online teachers give the same advice that I do: We tell students that the ultimate goal is to be understood and not to sound exactly like a native American speaker, a native British speaker, or anyone else. Unless you are training to be an actor or voice artist, accent elimination should not be the goal. Reducing the influence of L1 to achieve clarity in L2 is the goal. Having a foreign accent does not necessarily interfere with communication. Which pronunciation should we teach our students? Clear pronunciation.
Source: http://englishwithjennifer.wordpress.com/2009/12/23/which-pronunciation-should-we-teach-our-students-part-two/
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- The Queen's English Or The Received Pronunciation
Received Pronunciation, often abbreviated to RP, is an accent of spoken English. Unlike other UK accents, it's identified not so much with a particular region as with a particular social group, although it has connections with the accent of Southern...
- How To Understand Native English Speakers
My students often complain to me that native English speakers speak too fast. They say that movies and TV shows seem too difficult to understand, and this causes them to get discouraged.The truth is, native speakers can be difficult to understand,...
- Myth #7"studying Pronunciation Is Not Important"
© Tomasz P. Szynalski, Antimoon.com Many language learners assume their pronunciation is good enough because their teacher doesn't correct them too often or because other students can understand them. Fact:Those learners are often dead wrong ? for...
- Myth #5: "you Are A Foreigner, Therefore You Will Always Have A Foreign Accent"
© Tomasz P. Szynalski, Antimoon.com This line is often used to discourage language learners from studying pronunciation seriously. You didn't grow up in an English-speaking country, so why bother trying to get your English vowels right? It is related...
- Myth #2: "the Best Way To Learn A Foreign Language Is To Speak It"
© Tomasz P. Szynalski, Antimoon.com This is probably the most frequently repeated piece of advice for language learners. You will hear it from teachers, webmasters of ESL sites, and people in the Antimoon Forum (e.g. see Jeff Hook's posts in this...