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

2. 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

3. Current Teacher Training Courses oInitial teacher training (MELT) o Advanced teacher training (ETDC)

4. Need for the new course oFew progress from MELT to ETDC oRecent increase in proficiency issues – including pronunciation oLack of confidence as models and as teachers of pronunciation oVicious circle

6. Pathways

7. Introducing some of the teachers video\Interviews.wmv

8. Aims of theTeaching Pronunciation* Course 1.(Re-)Mobilise teachers’ own pronunciation development SHORT TERM 2. Develop confidence and motivation o making decisions re pronunciation teaching o using a range of (easy) techniques o integrating more pronunciation work into existing lessons o encouraging learners to pay more attention to pronunciation

9. oTo improve the pronunciation – and therefore communicative ability – of potential defence training participants … oTo increase the pool of potential defence training participants oTo improve the pronunciation of future teachers of English oAnd so on… video\ShoppingList.wmv Aims of the Teaching Pronunciation* Course LONG TERM

10. Guiding principles oPracticality/cost-effectiveness oEnglish as a lingua franca oCommunicative value oEvidence from research – explicit vs implicit oAchievability – teachers/teaching context video\Channa2.wmv video\Channa1.wmv

11. Challenges 1.Teacher proficiency 2.Teacher awareness 3.Different L1s → some differences in pronunciation difficulties especially re tone and non-tone languages 4.Context of training ≠ context of teaching omultilingual vs monolingual oteaching resources video\ShoppingList.wmv video\Stress.wmv video\Mulyono1.wmv video\Channa1.wmv

12. Course details o DITC, Melbourne o 6 weeks full time (38 hours/week) o 18 participants o MELT graduates o Cambodia, Laos, Thailand, Vietnam, Malaysia, Indonesia o 3 instructors o Textbook: Kelly, G. 2000 How to Teach Pronunciation Pearson Longman

13. Learning Outcomes oMake principled decisions about pronunciation teaching (within a lesson or series of lessons) oTeach English sounds (phonemes) effectively oTeach English word stress effectively oTeach sentence stress and intonation (suprasegmental features) effectively oTeach features of connected speech in English effectively oTeach pronunciation in an integrated manner

14. Example of a Learning Outcome LEARNING OUTCOME 4 To 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…

15. Focus on integration into any course LEARNING OUTCOME 6 To teach pronunciation in an integrated manner oto identify the various aspects of pronunciation relevant to particular lessons relating to receptive as well as productive skills oto 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 oto 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

16. Timetabling

17. Assessment - questions Major Issue Standard level of performance or individual development? o Micro teaching – peers – isolated aspects? o Micro- teaching – migrant volunteers – validity? o Portfolio – related to own context o Quiz – background issues

18. Course evaluation Short term Long term video\Sack_E.wmv

19. References oFraser, H. 2006 ‘Helping teachers help students with pronunciation: A cognitive approach’ Prospect 1/21 p 80-96 oFraser, 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 oKenworthy, J. 1987 Teaching English Pronunciation London: Longman