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Integrating Pronunciation Into ESL/EFL Classrooms by John M. Levis; Linda Grant is a Arts and Humanities article available to read on EtoBox.

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Hiroko often says "led" when she should say "red." Jasmine sounds like she's speaking too quickly because of an unfamiliar speech rhythm. Pierre seems to emphasize the wrong word in a sentence, making it hard to follow his ideas. ## M ost language teachers are familiar with students such as these and agree that intelligible pronunciation is vital to successful communication. Similarly, most students see pronunciation as an important part of learning to speak, and therefore ask that more class time be devoted to pronunciation. Despite the recognized importance of pronunciation, teachers often remain uncertain about how to incorporate it into the curriculum. Given that most courses emphasize general oral communication over pronunciation (Murphy, 1991), teachers must seek creative ways to integrate pronunciation into speakingoriented classes in a manner clearly related to the oral communication goals of the course. We assume that it is desirable to address pronunciation teaching in the context of speaking (Firth, 1993), and that a speaking-oriented approach serves the communication needs of students more effectively than approaches focusing on either fluency or articulatory goals alon

Who reads Integrating Pronunciation Into ESL/EFL Classrooms?

Author

John M. Levis; Linda Grant

Publisher

Wiley (John Wiley & Sons); Wiley-Blackwell; Wiley (ISSN 1056-7941)

Published

2003

Language

EN

Field

Arts and Humanities (Social Sciences)