4. INTEGRATED
INTELLIGIBLE
COMMUNICATIVE
RECEPTIVE
ACCENT
R.P.
CONTEXT
EIL (English as an Int’l
Lang)
TEACHABLE
Source: CELTA Unit 37 Reflection
5. FAQ 1: Should native-speaker-
like pronunciation be the goal?
The perfection trap
vs.
Listener-friendly
pronunciation
6. FAQ 2: What if there isn’t
enough time?
PRIORITIZE
FOCUS ON IMPACT
7. FAQ 3: Why do we
neglect pronunciation? R
E
W
• Unengaging
A
• Discouraging DISCOURSE
INTONATION
R
• Too technical
D
• Impractical
I
N
G
8. FAQ 4: Children vs. Adults
“Teaching an old dog new
tricks depends not so
much on the age of the
dog and its brain, as on
the perceived usefulness of
the trick.”
9. FAQ 5: Can’t we learn as we
go along?
Many fossilize
pronunciation before
reaching the threshold of
intelligibility.
10. FAQ 6: Can “non-natives”
teach pronunciation?
Non-natives Natives
• Unaware of difficulties
• Lack confidence
• Take aspects as timing
• First hand experience
and pitch for granted
• Achievable target
• Hurry over important
matters
13. Which concepts do this
definitions explain?
???? ????
The knowledge we have of a The ability to use the language
language in order to produce meaningfully for a range of
sentences, the knowledge of the purposes and functions
building blocks of sentences and depending on the setting and the
how sentences are formed. participants, despite limitations.
15. Classroom Activities
Fluency Accuracy
•Reflect on natural use of •Reflect on classroom use of
language language
•Focus on achieving •Focus on the formation of
communication correct examples of language
•Require meaningful use of •Practice language out of
language context
•Require the use of •Practice small samples of
communication strategies language
•Produce language that may •Control choice of language
not be predictable
•Seek to link language use to •Do not require meaningful
context communication
16. Is group work a fluency task?
Compare the following activities
• Which is Fluency and which
accuracy?
• Can you add some ideas/ examples
of your own?
17. Other types of activities
• Task-completion
(games, puzzles, map-reading)
• Information-gathering
(surveys, interviews)
• Opinion-sharing
(ranking, putting in order)
• Information-transfer
(read info and draw a graph)
• Reasoning-gap
(working out a timetable for a given
company structure)
18. The push for authenticity
• More motivating
• Not graded
• May be a burden
19. 8 major changes!!!
Thank you CLT
1. Learner autonomy
2. The social nature of learning
(cooperative learning)
3. Curricular integration
4. Focus on meaning
5. Diversity (learning styles)
6. Thinking skills
7. Alternative assessment
8. Teachers as co-learners
20. Homework
• Apply the following:
1. There is a gap between receptive and
productive competence
2. Fluency may have progressed at the
expense of complexity
3. Learners have a limited vocabulary range
4. Language production may be adequate
but often lacks the characteristics of
natural speech
5. There are persistent, fossilized language
errors
21. • And the following
PEAK
STRESS
FOCUS WORD
THOUGHT GROUP
22. To prepare a lesson based on
either of these sources of input
• Article from The Guardian
http://www.guardian.co.uk/higher-education-
network/blog/2011/nov/29/universities-uk-students-global-graduates
• You tube video
http://www.youtube.com/watch?v=KUmZp8pR1uc
• Text from CAE ELT coursebook
