Language Teaching: Pronunciation by Christiane DaltonLanguage Teaching: Pronunciation by Christiane Dalton

Language Teaching: Pronunciation

byChristiane Dalton, Barbara SeidlhoferEditorC. N. Candlin

Paperback | January 1, 1995

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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 over120 classroom projects which readers can use to develop their pronunciation teaching.
Professor Henry Widdowson is Emeritus Professor of Education, University of London, and has also been Professor of Applied Linguistics at Essex University and Professor of English Linguistics at the University of Vienna. Barbara Seidlhofer has taught German in the UK and currently works as a researcher and Professor in Linguistics and...
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Title:Language Teaching: PronunciationFormat:PaperbackDimensions:206 pages, 9.65 × 6.89 × 0.51 inPublished:January 1, 1995Publisher:Oxford University Press

The following ISBNs are associated with this title:

ISBN - 10:0194371972

ISBN - 13:9780194371971

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Table of Contents

The authors and series editors IntroductionSection One: Explanation1. The significance of pronunciation 1.1 Pronunciation and identity 1.2 Pronunciation and intelligibility2. The nature of speech sounds 2.1 Sounds in the body 2.2 Sounds in the mind3. Connected speech 3.1 Stringing sounds together 3.2 Sound simplifications4. Stress 4.1 The nature of stress 4.2 The syllable 4.3 Word-stress 4.4 Stress and rhythm5. Intonation 5.1 The nature of intonation 5.2 The nature of discourse 5.3 Intonation in discourseSection Two: Demonstration6. Pronunciation teaching 6.1 Relevance 6.2 Approaches to teaching 6.3 Teachability-learnability7. 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 involvement8. 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 forms9. Focus on connected speech 9.1 Teaching for perception or teaching for production? 9.2 Assimilation, elision, and linking10. 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 ConclusionSection Three: Exploration11. Exploring pronunciation in your own classroombr / Appendix - List of symbols/conventions Glossary Further reading Bibliography

Editorial Reviews

'... an essential buy.' - English Teaching Professional