TESL-0120 - Unit Two Reflection
Unit 2 focused on the decisions that English language
teachers make about whether or not to specifically teach pronunciation to their
students. Harmer (2001) discusses this topic and the strategies that teachers
use to teach pronunciation. She explains that some teachers choose to teach
pronunciation directly by focusing on sounds and intonation in their lessons
while others teach it indirectly by addressing pronunciation errors when they
arise during lessons (Harmer, p. 183).
The decision about how to teach pronunciation
interests me because it has come up during my experience volunteering in an ESL
classroom. My teachers in elementary school specifically focused on
pronunciation so I expected language to be taught similarly in the ESL
classroom. However, meeting the objectives outlined in the Canadian Language
Benchmarks within the areas of developing listening, speaking, reading, and
writing skills have maintained the focus in foundations level classes. As such,
the discussion in the assigned chapter has helped me understand some of the
reasons why teachers choose direct and indirect methods of teaching
pronunciation and how these methods might impact students’ language
acquisition.
Harmer (2001) explains that some English language
teachers choose not to specifically focus on pronunciation because they think
that many students are able to acquire acceptable pronunciation over the course
of their studies without directly focusing on it (p. 183). However, I think that
some students require this type of teaching, particularly when their first
language does not share the same sounds as English. Harmer (2001) states that
students will not be able to produce speech sounds if they cannot distinguish
between them and have difficulty hearing the sounds and features they are asked
to produce (p. 184-185).
This seems consistent with my experience in the ESL
classroom where I have worked one-on-one with a student who has been trying to
learn the alphabet for over a year. After reading the chapter, I have wondered
whether his difficulties are based on trouble hearing the difference between
sounds and pronunciation rather than a lack of knowledge. For an example, I
have gone through the alphabet with him and he will respond the same way to
letters that sound similar. I think that he might benefit from more direct
forms of pronunciation teaching.
Harmer (2001) says that teaching pronunciation
provides students with extra information about spoken English and helps improve
their comprehension and intelligibility. It helps improve speaking skills by making
them aware of different sounds and features (p. 183). Developing listening
skills is also important because students can hear and notice how English is
spoken. Teachers can do so by drawing attention to sounds every time they
appear in conversation (Harmer, p. 185).
I agree with the idea that pronunciation exercise that
include learning letter sounds and diphthongs can help students with developing
their speaking skills. I think that sounds can blend together and make it difficult
for students to differentiate between words and process meaning. As such,
learning about these features of English can show students what to look for and
to hear individual words. Furthermore, specific learning activities that allow
students to focus on these aspects will enable them to practice listening and
speaking skills outside of the classroom.
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