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Warming up and activating mind, body and emotions in pronunciation instruction

Journal Article


Abstract


  • Integrating pronunciation instruction into L2 lessons can be an area which teachers

    can find challenging and students, anxiety-inducing. Preparing students with an

    effective, quick warm-up can help by enhancing both physical and emotional

    connections and readiness prior to instruction. This article describes three warm-up

    techniques used in L2 classrooms. Drawing on a haptic approach to pronunciation

    teaching (one making strategic use of gesture and touch), the warm-ups focus on

    engaging students' attention, activating and releasing muscle groups, and moderating

    their inhibitions. For the moderately kinaesthetic instructor, the routines can be done

    as is, as presented on the linked videos, or tailored more to pronunciation issues

    relevant to a specific set of students. Suggestions for alternative types of warm-ups and

    further integration into pronunciation instruction are provided.

Publication Date


  • 2020

Citation


  • Playsted, S., Burri, M., & Acton, W. (2020). Warming up and activating mind, body and emotions in pronunciation instruction. TESOLANZ Journal, 28, 49-55. Retrieved from https://www.tesolanz.org.nz/publications/tesolanz-journal/volume-28-2020/

Web Of Science Accession Number


Start Page


  • 49

End Page


  • 55

Volume


  • 28

Issue


Place Of Publication


Abstract


  • Integrating pronunciation instruction into L2 lessons can be an area which teachers

    can find challenging and students, anxiety-inducing. Preparing students with an

    effective, quick warm-up can help by enhancing both physical and emotional

    connections and readiness prior to instruction. This article describes three warm-up

    techniques used in L2 classrooms. Drawing on a haptic approach to pronunciation

    teaching (one making strategic use of gesture and touch), the warm-ups focus on

    engaging students' attention, activating and releasing muscle groups, and moderating

    their inhibitions. For the moderately kinaesthetic instructor, the routines can be done

    as is, as presented on the linked videos, or tailored more to pronunciation issues

    relevant to a specific set of students. Suggestions for alternative types of warm-ups and

    further integration into pronunciation instruction are provided.

Publication Date


  • 2020

Citation


  • Playsted, S., Burri, M., & Acton, W. (2020). Warming up and activating mind, body and emotions in pronunciation instruction. TESOLANZ Journal, 28, 49-55. Retrieved from https://www.tesolanz.org.nz/publications/tesolanz-journal/volume-28-2020/

Web Of Science Accession Number


Start Page


  • 49

End Page


  • 55

Volume


  • 28

Issue


Place Of Publication