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Pronunciation

Contributor(s): Material type: TextTextSeries: Language teaching: A scheme for teacher educationPublication details: Oxford Oxford University Press 1994Description: 191pISBN:
  • 0194371972
Subject(s): DDC classification:
  • 421.51/DAL DAL
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Holdings
Item type Current library Collection Call number Status Date due Barcode Item holds
General Books General Books Colombo 421.51/DAL DAL Available

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CB005981
Reference Books Colombo General Stacks CELTA 421.51/DAL Not for loan CB026745
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Enhanced descriptions from Syndetics:

The basic principles and terminology of this important, but sometimes neglected, area are explained in this book. Pronunciation helps teachers to understand and evaluate the materials available to them, and so approach the teaching of pronunciation with more confidence. The book includes over 120 classroom projects which readers can use to develop their pronunciation teaching.

�13.90

Table of contents provided by Syndetics

  • The authors and series editors
  • Introduction
  • Section 1 Explanation
  • 1 The significance of pronunciation
  • 1.1 Pronunciation and identity
  • 1.2 Pronunciation and intelligibility
  • 2 The nature of speech sounds
  • 2.1 Sounds in the body
  • 2.2 Sounds in the mind
  • 3 Connected speech
  • 3.1 Stringing sounds together
  • 3.2 Sound simplifications
  • 4 Stress
  • 4.1 The nature of stress
  • 4.2 The syllable
  • 4.3 Word-stress
  • 4.4 Stress and rhythm
  • 5 Intonation
  • 5.1 The nature of intonation
  • 5.2 The nature of discourse
  • 5.3 Intonation in discourse
  • Section 2 Demonstration
  • 6 Pronunciation teaching
  • 6.1 Relevance
  • 6.2 Approaches to teaching
  • 6.3 Teachability-learnability
  • 7 Focus on intonation
  • 7.1 Intonation teaching: important but (too) difficult?
  • 7.2 Ways into intonation
  • 7.3 Foregrounding
  • 7.4 New information and common ground
  • 7.5 Managing conversation
  • 7.6 Roles, status, and involvement
  • 8 Focus on stress
  • 8.1 Identifying and producing stressed syllables
  • 8.2 Prediction skills for word-stress
  • 8.3 The mystery of stress-time
  • 8.4 Unstress and weak forms
  • 9 Focus on connected speech
  • 9.1 Teaching for perception or teaching for production?
  • 9.2 Assimilation, elision, and linking
  • 10 Focus on sounds
  • 10.1 Ear training and awareness building
  • 10.2 The fundamental problem: communicating vs. noticing
  • 10.3 Innocence vs. sophistication
  • 10.4 Articulatory settings
  • 10.5 Individual sounds
  • 10.6 Conclusion
  • Section 3 Exploration
  • 11 Exploring pronunciation in your own classroombr /
  • Appendix - List of symbols/conventions
  • Glossary
  • Further reading
  • Bibliography

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