A Contrastive Approach to the Teaching of Pronunciation in ESL Classes.

Autor/in	Pollock, Seymour
Titel	A Contrastive Approach to the Teaching of Pronunciation in ESL Classes.
Quelle	(1988), (12 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Techniques; Comparative Analysis; Contrastive Linguistics; English (Second Language); Phonology; Poetry; Pronunciation Instruction; Second Language Instruction; Semantics; Spanish; Suprasegmentals + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Linguistics; Kontrastive Linguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Fonologie; Lyrik; Poesie; Ausspracheübung; Fremdsprachenunterricht; Semantik; Spanisch
Abstract	Research in contrastive linguistics suggests that in the teaching of English pronunciation to native speakers of Spanish, it is important for teachers to consider the aspects of each language expressed through different suprasegmentals, or prosodic features. What is often stated at the syntactic and/or lexical levels in Spanish is expressed in English only at the phonological level. In addition to awareness of sounds occurring in one language that are lacking in the other, phonemically distinct sounds in one language that are only phonetic variants in the other, and differences in patterns of phonological occurrence, teachers must add a heightened awareness of the consequences of the prosodic features of phonology. It is in this area that many lexico-semantic elements of one language find their semantic equivalents in the other. In pronunciation instruction, as much attention should be paid to the prosodics of phonology as to the general sound characterization of pronunciation. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01