Ict integration bodes well for effective and responsive pronunciation learning and teaching – part 2

Thứ năm - 31/07/2014 04:06
III. Final thoughts and recommendations
In short, when teaching consonants, teachers should always integrate pronunciation aspects into lesson planning and language analysis, aimed at raising students’ general awareness (Kelly, 2000). Of all effective methods of helping students to have a good command of pronunciation in the classroom, drilling, or the repetition of sounds, seems useful in giving learners the opportunity to practice the correct movement of their speech organs for themselves by eyewitnessing the native speakers’ demonstrations in Pronunciation Power learning software. Besides, using learner-friendly explanations of the movements visually can be effective in helping students master how sounds are produced slowly but steadily.
Additionally, today’s intelligible pronunciation is part and parcel of communicative competence (Morley, 1991). It is recommended that instructors of English need to bear in mind that the goal of pronunciation has long been shifted f-rom the command of perfectly accurate pronunciation to the more realistic goals of fostering functional intelligibility, communicability, increased self-confidence, the development of speech monitoring capability and speech modification strategies for use beyond the classroom . At the same time, learners should be informed of the fact that a good pronunciation is likely to bring them closer to the native accent of English, provide them with confidence to communicate, and give them more knowledge of how the language works. According to Gilakjani (2012), instructors of English can help students by highlighting elements, such as sounds, syllables, stress and intonation. Teachers can also actively encourage students’ actual production, build pronunciation awareness, practice through classes, repeatedly monitor their own pronunciation and practice their speaking skills as much as possible in and outside the classroom (Gilakjani, 2012). There exist numerous techniques for students to practice pronunciation, each of which possesses its own merits. As far as pronunciation instruction in Vietnamese context is concerned, it can additionally be recommended that:
-   Teachers are supposed to make use of some funny and relaxing methods when teaching pronunciation so that learners will not hesitate to engage in class activities.
-   Teachers should have well-equipped or well-informed knowledge in recent technologies and be comfortable in applying those while teaching pronunciation. For instance, applying audio-visual aids will certainly help students improve their pronunciation.
-   Teachers are advised to introduce IPA symbols accurately in language classroom so that students can learn how to pronounce new words without teachers’ help.
-   Teachers should speak slowly, loudly and clearly in pronunciation class and they have to make sure that their language is standard and understandable. Therefore, students can improve their pronunciation only by listening to their teachers carefully.
IV. Conclusion
All in all, it is widely acknowledged that one of the best ways to acquire a language is to dynamically participate in interactive and authentic environments and computer technologies and the Internet are considered efficient tools for aiding such approach to language acquisition (Wang, 2005). Accordingly, students are more likely to play an active role of recipients of information and knowledge so as to further enhance such fruitful class activies as discussing issues, exchanging views, exploring ideas, solving problems and developing critical thinking skills with their peers (Lavin, Korte, & Davies). Incontestably, the speaker’s self image and sense of accomplishment is closely bound to understanding and being understood and it is obvious that teachers endeavor to establish a stronger link between pronunciation and communication so that learners’ motivation in effective communication with native speakers can be increased substantially. To this end, pronunciation must be brought to a new level of intelligibility and learners’ awareness of its potential as a tool for making their language not only easier to understand but also more effective in future communication and performance, must be further encouraged (Gilakjani, 2012). Also pivotal, the goal of integrating and implementing IT in classroom instructions is to help students surpass their academic hassles, helping facilitate positive changes in the classroom and making students more IT-literate and responsive in their learning trajectory (Ezziane, 2007) so as to accomlish their desired learning goals.

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Gilakjani, A. P. (2012). Goals of English Pronunciation Instruction. International Journal of Language Teaching and Research, 1(1), 4-8.
Kelly, G. (2000). How to Teach Pronunciation: Pearson Education Limited.
Lane, L. (2010). Tips for Teaching Pronunciation - A practical approach: Pearson Education ESL.
Lavin, A. M., Korte, L., & Davies, T. L. (2011). The impact of classroom technology on student behavior. Journal of Technology Research, 1-13.
Mills, S. C. (2006). Using the Internet for Active Teaching and Learning: Pearson Education, Inc.
Morley, J. (1991). The Pronunciation Component in Teaching English to Speakers of Other Languages. TESOL Quarterly, 25(3), 481-520.
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Wang, L. (2005). The Advantages of Using Techonology in Second Language Education. T.H.E. Journal, 32(10), 38-42.
Wheeler, S. (2000). The Role of Teacher in the Use of ICT. Paper presented at the National Czech Teachers Conference University of Western Bohemia, Czech Republic.

Tác giả bài viết: Bui Le Minh, Hanoi University

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