1. Men or Man? Teaching Pronunciation Giving Instructions

2. Certified Teacher – U.S.A 10 yrs. teaching experience  5 yrs. U.S.  5 yrs. South Korea MRes- Educational and Social Research Assistant Professor of English at Gimcheon University EPIK/ TaLK Teacher Trainer KOTESOL Presenter Corporate English Daniel Moonasar Who am I?

3. Objective Objective: To provide participants with: 1.Issues in teaching pronunciation 2.Discuss techniques 3.Sample activities 4.Shared activities

4. Problems with Pronunciation 1.What problems do you and your students have with pronunciation? 2.Write down some problems. 3.Wait 4.Make groups of 4 5.Share your problems with each other

5. Common Problems: Problems with Pronunciation

6. 1.What problems do you have teaching pronunciation? 2.Write down some of your problems. 3.Wait. 4.Make groups of 4. 5.Share your problems with each other.

7. Common Problems: Problems with Pronunciation

8. Issues Teaching Pronunciation 1.Over emphasis on “native like” pronunciation 2.Native language  second language 3.Precision vs. intelligibility 4.Various methods 5.Age/ grade level

9. Issues Teaching Pronunciation 1.Over emphasis on “native like” pronunciation  Perceptions of “perfect English”  Means to measure and rank speakers  Who are they speaking to?

10. Issues Teaching Pronunciation 2. Native language  second language  L1 vs. L2  How sounds are formed.  Where does it come from?  Muscle memory

11. Issues Teaching Pronunciation 3. Precision vs. intelligibility  Loss of intelligibility  Incorrect stresses, rhythm, & intonation  Speed and over-enunciation  Imitation

12. Issues Teaching Pronunciation 4. Various Methods  Dozens of phonetic alphabets  Encompassing vs. detailed  Testing vs. real life

13. Issues Teaching Pronunciation 5. Age/ Grade Level  Typically el. 4 th grade – m. 1 st  From feeling to technical

14. Issues Teaching Pronunciation 1.Over emphasis on “native like” pronunciation 2.Native language  second language 3.Precision vs. intelligibility 4.Various methods

15. Teaching Pronunciation What are the traditional focuses on teaching pronunciation? 1.Sounds (phonemes, phonics) 2.Rhythm and stress (articulation) 3.Flow of speech (intonation) 4.Accent *many of the following activities overlap focuses. *There are no “magic” techniques”

16. Teaching Pronunciation 1.Sounds (phonemes, phonics) Sorting Activities Students are given words and must find the different pronunciations. Students create posters for others to read and practice Give presentations on it

17. Teaching Pronunciation 2. Rhythm and stress (articulation) Pronunciation audio journals Students record and upload readings. Students can listen to pronunciations. Give students feedback  Edmodo  Kakao groups  Facebook  Youtube

18. Teaching Pronunciation 2. Rhythm and stress (articulation) Voice recognition apps  Kakao  Google Translate  Google Search  Dragon suite Students can read and try to have the app reproduce the reading. Time constrictions so there is no typing.

19. Teaching Pronunciation 3 +4. Rhythm and stress + flow Singing/ Chanting/ Jazz Chanting Have students use their favorite songs 노래방 time – students spin for songs- reading/ pronunciation. Have students use vocabulary words to make chants Have student record chants, edit them to music.

20. Teaching Pronunciation 3 +4. Rhythm and stress + flow Intonation pattern charts Low Medium High Very High Johnis wearing a red shirt to- day.

21. Sharing Activity What has worked for you? 1.Think about techniques or activities that have worked for you. 2.Share them in your group. 3.Then we’ll share together.

22. Closing and Questions My email address: moonasard@gmail.com