2. Produce the English phonemes in a way that is
comprehensible and acceptable to native and non-
native speakers.
Formulate pedagogical criteria for the teaching
of pronunciation in communicative contexts.
Apply strategies for learning and teaching
pronunciation

3. Avoid misunderstandings (Wong, 1993).
First aspect of the language you notice when you listen to someone
(Bygate, 1987, Gutiérrez, 2005).
One of the most difficult aspects of English to acquire, that needs
constant assistance and monitoring from the teacher (Morley 1994;
Fraser 2000).
More than teaching a set of patterns in the classroom, it implies the
design of tasks that enhance students’ awareness on the use of learning
strategies (Cárdenas, 2012).

4. /prə'nʌnsi'eɪʃən/
Phonemes
Consonant
Vowels
s
Voiced Voiceless Single Diphthongs

5. /prə'nʌnsi'eɪʃən/
Suprasegmental
features
Intonation Stress Connected speech
Word stress Sentence stress Assimilation, elis
ion, linking, intru
sion, juncture, co
ntractions

6.  Intonation
◦ Tones- tonic syllables and tone units
◦ Grammar and intonation
◦ Attitude and intonation
◦ Discourse and intonation
 Word and sentence stress
◦ Rules of word stress
◦ Levels of stress
◦ Sentences: stress timing and syllable timing
◦ Sentence stress and tonic syllables
◦ Sentence stress and weak forms

7.  Connected speech
◦ Assimilation
◦ Elision
◦ Linking and intrusion
◦ Juncture
◦ Contractions

8. Input
Practice
Noticing
Feedback
Production

9. LEARNING PRONUNCIATION STRATEGIES
Deliberate actions and thoughts that are consciously
employed, often in logical sequence, for learning and gaining
greater control over the use of various aspects of
pronunciation (Pawlak , 2010).

10.  / ə gru:p əv frɒgs wər trævlɪŋ tru: ði gʊdz
, ən tu: ɒv ðem fel ɪntu ə di:p həʊl /
 / wen ði ʌðər frɒgs səʊ haʊ dɪp ðə həʊl wəz
, ðeɪ təʊld ðə tu: frɒgs ðət ðeɪ wər əz gʊd əz
ded , ðət ɪt wəz betər fər ðəm tu: steɪ deər./

11.  More detailed and systematic listening, a
critical process that provides an opportunity
for learners to focus on their L2 production at
the segment, syllable, word, phrase level.
(Ingels, 2011)

12.  Learners review their own transcripts, looking
for nontarget features, and annotate (mark)
corrections directly on the transcript in a
contrasting color. During this transcript
correction process, learners refer to a
checklist to remind them of the pronunciation
features they should monitor.

13.  Practice has been cited as an effective
strategy and one of the more frequently used
(Chamot & Kupper, 1989; Cohen et al., 1995;
W. B. Dickerson, 1989; Sardegna, 2009).

14.  Transcription may be completed by the
learner or the teacher, and learners may
transcribe their own speech or that of NSs.
(Clennell, 1999).

15. ITEM PERCENTAGE
FIRST PARTIAL 20%
SECOND PARTIAL 20%
THIRD PARTIAL 30%
PORTFOLIO 20%
ACTIVITIES 10%

16. Students
• Be on time
• Hand in assignments on time
• Be prepared with your information
• Participate in class
• Do not use cellphones in class
• Do not eat in class
Teacher
• Be on time
• Be prepared with lessons
• Provide feedback on time
• Provide advising sessions

17.  identification of • rehearsed scenes
content and function
words • minimal pairs
 use of limericks • dialogues
 role-plays • mirrors
 dictation
 reading aloud • tongue twisters
 phonemes • crossing out silent letters
 karaoke • drilling exercises
 grouping
• listening exercises

19. cathedral police jeans been

20. stUdent sUgar spOOn Uniform

21. cArpet glAss sUnday drAnk

22. CHarisma CHarity CHaracter CHemical

23. Get Gear Giant Gift

24. THough THousand THis THen

25. THought THeft THeater THough

26. oCean uSually confuSion measure

27. enGineer SHoe reviSion aGe

28. machiNe aNswer thiNk siNce

29. • /rɪ'vɪ__ən/
• /'edʒə‘__eɪʃən /
• /'nɑ:lɪ__ /
• /ˈ ___ʌndər/
• /'kʌl__ər/
• /ˈ__ rekfəst/
• /'ækwə'zɪ__ən /
• /‘__ɑ:klət /
• /'eɪn__ənt/

30.  /‘__ɔ:rtʃn̩ətli /
 /'læ__gwɪdʒ/
 /'ædvərtaɪ__ɪŋ /
 /'læ__tər /
 /kləʊ__z/
 /kən'klu:__ən/
 /'grænˈf :__ər /
ɑ
 /'kæ__uəl/

31.  http://www.photransedit.com/Online/Text2P
honetics.aspx
 http://yt-subs.appspot.com/
 http://www.uiowa.edu/~acadtech/phonetics/
english/frameset.html
 http://www.eyespeakenglish.com/en/product
s/demo_us/index.php

32.  Kelly, Gerald. How to Teach Pronunciation.
Longman, 2000. 154 pp.
 New Headway Pronunciation Intermediate
 IPA(International Phonetic Alphabet)
 Monolingual English dictionary
 http://www1.voanews.com/english/news/
 http://www.wordreference.com
 http://plataforma.utp.edu.co/course/view.php?id=36
6
 http://dictionary.cambridge.org/
 http://www.pronuncian.com/assess.aspx
 http://davidbrett.uniss.it/phonology/aspects_of_con
nected_speech_inde.htm
 http://www.uiowa.edu/~acadtech/phonetics/

33.  http://pronunciationii.blogspot.com/
 clauditacar@utp.edu.co