ERIC Number: ED393292
Record Type: RIE
Publication Date: 1995-May-20
Teaching Pronunciation in the Learner-Centered Classroom.
Lin, Hsiang-Pao; And Others
Specific tools and techniques to help students of English as a Second Language overcome pronunciation problems are presented. The selection of problems addressed is based on the frequency and seriousness of errors that many native Chinese-speaking learners produce. Ways to resolve various problems (e.g., missing final consonants, misplaced stress in sentences, misused intonation patterns) are discussed in three ares of pronunciation: sounds; stress and rhythm; and intonation. Individual and class activities for correction of these errors, designed to meet students' different learning styles (auditory, visual, tactile, kinesthetic), are described. Contains 15 references. (Author/MSE)
Descriptors: Chinese, Classroom Techniques, Cognitive Style, English (Second Language), Error Analysis (Language), Foreign Countries, Interference (Language), Intonation, Language Patterns, Language Rhythm, Phonology, Problem Solving, Pronunciation Instruction, Second Language Instruction, Stress (Phonology), Student Centered Curriculum, Two Year Colleges
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the TEFL Conference (12th, Taichung, Taiwan, May 20, 1995).