Liên hệ
Đăng nhập
Toggle navigation
Trang chủ
Giới thiệu
Giới thiệu chung
Lãnh đạo ban
Sơ đồ tổ chức
Phòng ban chuyên môn
Tin tức
Tin hoạt động đề án
Tin tổng quan giáo dục
Công tác chỉ đạo, điều hành
Bồi dưỡng, tập huấn
Hội nghị, hội thảo, cuộc thi
Hoạt động kiểm tra - đánh giá
Hoạt động hợp tác quốc tế
Ứng dụng CNTT
Phát triển ngoại ngữ cho GDPT
Phát triển ngoại ngữ cho GDĐH
Môi trường dạy - học ngoại ngữ
Bộ, ngành, địa phương và các cơ sở GD
Chương trình học liệu
Chương trình
Tài liệu, học liệu
Ứng dụng CNTT
Văn bản
Văn bản chỉ đạo, điều hành
Văn bản pháp quy
Thông báo
Báo cáo trực tuyến
Quản lý điều hành
E-Office
E-Mail
Chương trình học liệu
Ict integration bodes well for effective and responsive pronunciation learning and teaching – part 2
31-07-2014
Irrefutably, the popularity of information communications technology or ICT has changed almost all aspects of our life for the better and been of especial essence in education. Specifically, classroom instructions have been further facilitated, encouraging teachers to be more flexibly effective in their teaching with a view to thoroughly understanding varied types of leaners and their levels of competence (Mills, 2006). Hence, the relationship between teachers and students can be fostered, which is a substantial incentive for students to be more inclined to remain engaged in task assignment and fulfilment, forming a harmonious and meaningful teaching and learning environment (Wheeler, 2000). This paper is aimed at elucidating the efficacious teaching of some English consonants by using Pronunciation Power in computer-based classroom instructions.
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.
REFERENCES
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996).
Teaching Pronunciation - A reference for Teachers of English to Speakers of Other Languages
: Cambridge University Press.
Ezziane, Z. (2007). Information Technology Literacy: Implications on Teaching and Learning.
Education Technology & Society, 10
(3), 175-191.
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.
Ric-hards, J. C., & Renandya, W. A. (2002).
Methodology in Language Teaching: An Anthology of Current Practice
: Cambridge University Press.
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.
Người đăng:Bui Le Minh, Hanoi University
31-07-2014
Các bài viết gần đây
Cô giáo Quảng Trị 8 năm dạy tiếng Anh miễn phí cho học sinh
(28/11/2019 12:00)
Chung kết Toàn quốc Olympic tiếng Anh chuyên– E4US 2019
(22/11/2019 12:00)
Học tiếng Anh qua chuyên đề bảo vệ môi trường
(18/11/2019 12:00)
Cô giáo 9X dạy tiếng Anh miễn phí cho trẻ em nghèo
(17/11/2019 12:00)
"Cú huých" cho phong trào học ngoại ngữ
(20/11/2019 12:00)
Các bài viết cùng chuyên mục
Bồi dưỡng giáo viên trực tuyến về năng lực ứng dụng CNTT thông qua chương trình TWT của mạng giáo dục Microsoft
(09/12/2014 12:00)
Chương trình tập huấn nghiệp vụ phát triển học liệu mở và ứng dụng CNTT tại Đà Nẵng
(07/11/2014 12:00)
Online tutoring for foreign languages learning - Part 2
(26/10/2014 12:00)
Online tutoring for foreign languages learing - Part 1
(10/10/2014 12:00)
Hướng dẫn học ngoại ngữ trực tuyến - Phần 2
(24/09/2014 12:00)
Tin tiêu điểm
28-11-2019
Cô giáo Quảng Trị 8 năm dạy tiếng Anh miễn phí cho học sinh
Hơn 8 năm qua, một tuần hai buổi, chị Nguyễn Thị Lệ Sương (SN 1979), trú Phường 1, TP Đông Hà lại lên với trung tâm nuôi dạy trẻ em đường phố dạy tiếng Anh cho các em ở đây.
Chung kết Toàn quốc Olympic tiếng Anh chuyên– E4US 2019
"Cú huých" cho phong trào học ngoại ngữ
Tin xem nhiều
Hướng dẫn xây dựng, phát triển môi trường học và sử dụng ngoại ngữ trong các cơ sở giáo...
18-09-2019
Cô giáo dạy tiếng Anh ứng dụng phần mềm thông minh
05-09-2019
Đi tìm giải pháp tạo động lực cho thế hệ trẻ tiếp cận tiếng Anh
26-08-2019
Phát động phong trào học ngoại ngữ trong nhà trường
10-10-2019
Phát động phong trào học ngoại ngữ trong nhà trường
16-10-2019