Skip to main content
placeholder image

Integrating fluent pronunciation use into content-based ESL instruction: Two case studies

Conference Paper


Download full-text (Open Access)

Abstract


  • This paper examines the teaching practices of two ESL teachers who integrated

    pronunciation instruction into intermediate-level, content/task-based, oral

    communication courses in an Intensive English program. These practices are analysed

    according to five categories of pronunciation instruction: Language Awareness;

    Controlled Practice; Guided Practice, Fluency Development and Free Practice. The

    fourth category, Fluency Development, is defined based on the work of Nation and

    Newton (2009), who list, among several criteria, pressure to perform at greater speeds

    or at least “more smoothly” as central to improving learner fluency. Based on

    classroom observations, interviews with teachers and student questionnaires, the

    degree to which the teachers integrated pronunciation according to each of these five

    categories is investigated. Findings demonstrated that systematic integration of

    pronunciation instruction into content-based curriculum can be problematic in general

    and that specific focus on fluency development seems to receive relatively little

    attention in the classroom. Preliminary recommendations for enhancing systematic

    pronunciation integration and increasing pronunciation fluency development into

    curriculum are provided

    .

Publication Date


  • 2013

Citation


  • Baker, A. (2013). Integrating fluent pronunciation use into content-based ESL instruction: Two case studies. In J. Levis & K. Levelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 245-254). Ames, United States: Iowa State University.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1413&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/414

Start Page


  • 245

End Page


  • 254

Place Of Publication


  • http://jlevis.public.iastate.edu/pslltconference/4th%20Proceedings/Baker%20PSLLT%202012.pdf

Abstract


  • This paper examines the teaching practices of two ESL teachers who integrated

    pronunciation instruction into intermediate-level, content/task-based, oral

    communication courses in an Intensive English program. These practices are analysed

    according to five categories of pronunciation instruction: Language Awareness;

    Controlled Practice; Guided Practice, Fluency Development and Free Practice. The

    fourth category, Fluency Development, is defined based on the work of Nation and

    Newton (2009), who list, among several criteria, pressure to perform at greater speeds

    or at least “more smoothly” as central to improving learner fluency. Based on

    classroom observations, interviews with teachers and student questionnaires, the

    degree to which the teachers integrated pronunciation according to each of these five

    categories is investigated. Findings demonstrated that systematic integration of

    pronunciation instruction into content-based curriculum can be problematic in general

    and that specific focus on fluency development seems to receive relatively little

    attention in the classroom. Preliminary recommendations for enhancing systematic

    pronunciation integration and increasing pronunciation fluency development into

    curriculum are provided

    .

Publication Date


  • 2013

Citation


  • Baker, A. (2013). Integrating fluent pronunciation use into content-based ESL instruction: Two case studies. In J. Levis & K. Levelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 245-254). Ames, United States: Iowa State University.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1413&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/414

Start Page


  • 245

End Page


  • 254

Place Of Publication


  • http://jlevis.public.iastate.edu/pslltconference/4th%20Proceedings/Baker%20PSLLT%202012.pdf