Design of a teaching pronunciation course for teachers Design of a teaching pronunciation course for teachers of English from the South-East Asian region.of English from the South-East Asian region.

Defence International Training Centre Melbourne

o Cross cultural awareness training

o English language training o Teacher training

Role: to enhance the training provided in Australia to South-East Asian and South Pacific defence force personnel

Current Teacher Training Courses

o Initial teacher training (MELT)

o Advanced teacher training (ETDC)

Need for the new course

o Few progress from MELT to ETDCo Recent increase in proficiency issues –

including pronunciationo Lack of confidence as models and as

teachers of pronunciation o Vicious circle

Pathways

Introducing some of the teachers

video\Interviews.wmv

Aims of theTeaching Pronunciation* Course

1. (Re-)Mobilise teachers’ own pronunciation development

SHORT TERM

2. Develop confidence and motivation

o making decisions re pronunciation teachingo using a range of (easy) techniqueso integrating more pronunciation work into existing lessonso encouraging learners to pay more attention to pronunciation

o To improve the pronunciation – and therefore communicative ability – of potential defence training participants …

o To increase the pool of potential defence training participants

o To improve the pronunciation of future teachers of English

o And so on…

video\ShoppingList.wmv

Aims of the Teaching Pronunciation* Course

LONG TERM

Guiding principles

o Practicality/cost-effectivenesso English as a lingua francao Communicative valueo Evidence from research – explicit vs implicito Achievability – teachers/teaching context

video\Channa2.wmv video\Channa1.wmv

Challenges

1. Teacher proficiency 2. Teacher awareness3. Different L1s → some differences in

pronunciation difficulties especially re tone and non-tone languages

4. Context of training ≠ context of teaching o multilingual vs monolingualo teaching resources

video\ShoppingList.wmvvideo\Stress.wmvvideo\Mulyono1.wmvvideo\Channa1.wmv

Course details

o DITC, Melbourne o 6 weeks full time (38 hours/week)o 18 participantso MELT graduateso Cambodia, Laos, Thailand, Vietnam, Malaysia, Indonesiao 3 instructorso Textbook: Kelly, G. 2000 How to Teach Pronunciation

Pearson Longman

Learning Outcomes

o Make principled decisions about pronunciation teaching (within a lesson or series of lessons)

o Teach English sounds (phonemes) effectivelyo Teach English word stress effectivelyo Teach sentence stress and intonation

(suprasegmental features) effectivelyo Teach features of connected speech in

English effectivelyo Teach pronunciation in an integrated manner

Example of a Learning OutcomeLEARNING OUTCOME 4To teach sentence stress and intonation (suprasegmental

features) effectively

To identify • patterns of strength or weakness in their own and their

students’ stress and intonation - receptive as well as productive

• priorities …• useful knowledge …• appropriate metalanguage …• resources and techniques … – both proactive and remedial• learner difficulties … in existing lessons/materials• learner strategies for developing confidence …

To apply…

Focus on integration into any course

LEARNING OUTCOME 6To teach pronunciation in an integrated manner

o to identify the various aspects of pronunciation relevant to particular lessons relating to receptive as well as productive skills

o to identify a range of techniques to help learners with more than one aspect of pronunciation in a lesson in relation to receptive as well as productive skills

o to apply a range of techniques to help learners with more than one aspect of pronunciation in a lesson relating to receptive as well productive skills

Week 1

1 0800–0850 h

2 0855-0945 h

3 1005-1055 h

4 1100-1150 h

5 1300–1350 h

6 1355-1445 h

7 1500-1550 h

8 1555–1650 h

Mon

Introduction to the course

Sounds 1 Word endings CLO1 LO2

Principles 1 Teaching aims CLO1 LO1

Intro to the IRC and SAC

Assessment overview

Tue

Sounds 2 Consonants – place and manner CLO1 LO2

Sounds 3 Consonants – diagnostic workshop CLO1 LO2

Integrated approach 1 Issues in vocabulary lessons CLO1 LO6

Set up MT 1 Includes plan requirements Includes intro to DVD camera

Wed

Sounds 4 Consonants – teaching techniques CLO1 LO2

Sounds 5 Consonants –published materials CLO1 LO2

Principles 2 Determining Priorities CLO1 LO1

Set up Portfolio Assessment task

Independent study

Thu

Sounds 6 Vowels and diphthongs CLO1 LO2

Sounds 7 Vowels and diphthongs CLO1 LO2

GO consultation preparation for MicroTeaching 1

SPORT CTO2

Fri

MicroTeaching 1 3 groups 6 x 15 mins CLO1 LO1 LO2

MicroTeaching 1 Group feedback CLO1 LO1 LO2

Week review and set up MT2

Timetabling

Assessment - questions

Major IssueStandard level of performance or

individual development?

o Micro teaching – peers – isolated aspects?o Micro- teaching – migrant volunteers – validity?o Portfolio – related to own contexto Quiz – background issues

Course evaluation

• Short term

• Long term

video\Sack_E.wmv

References

o Fraser, H. 2006 ‘Helping teachers help students with pronunciation: A cognitive approach’ Prospect 1/21 p 80-96

o Fraser, H. 2010 ‘Cognitive theory as a tool for teaching second language pronunciation’ in De Knop et al. (eds) Fostering language teaching efficiency through cognitive linguistics. Berlin: Mouton de Gruyter

o Kenworthy, J. 1987 Teaching English Pronunciation London: Longman