PRONUNCIATION PEDAGOGY

 

PRONUNCIATION PEDAGOGY

 

It is often seen that language teachers have been giving emphasis on the teaching of the grammar and vocabulary more than on teaching of pronunciation. However teaching pronunciation is equally important as other aspects of language. Pronunciation pedagogy has two approaches:

 

1)The intuitive- imitative approach:

 

     The intuitive-imitative approach relies on the learner’s imitation based on heard models of spoken language. It does not therefore involve specific information and teaching about pronunciation.

 

2)The analytic-linguistic approach:

 

    The analytic-linguistic approach, on the other hand, employs various aids such as phonetic symbols and images of speech organs. The two approaches complement rather than exclude each other.

 

 

 REFERENCE:

1.     JUEL HOLEND “TEFL – TEACH ENGLISH ABROAD”. MAXIMO NIVEL. RETRIEVED 8 NOVEMBER 2016.

2.      BALASUBRAMANIAN.TEXT BOOK OF ENGLISH        

         PHONETICS FOR INDIAN STUDENTS, MADRAS:        

         MACMILAN INDIA PRESS, 1981. BANSAI, RK AND J, B,

         HARRISON, SPOKEN ENGLISH FOR INDIA ,ORIENT

         LONGMAN, 1972.