한국인 언어(영어) 학습자들을 위한 영어 발음 교육 방법을 소개해 드립니다.
Master of Education 공부 시 마이너 논문으로 작성된 내용이며 TESOL 연구 과제에 도움이 될 듯합니다.
Ⅲ. Diagnose the problems in the proficiency of pronunciation
1.Reluctant teachers in the Pronunciation Area of English Class
2.Critical Period Hypotheses
3.Phonological differences between Korean and English
Ⅳ. Recommendation to approach the ideal of the pronunciation class
1.Self-monitoring and Self-correction
2.Teaching pronunciation in a Combination of Segmentals and Suprasegmentals
Ⅴ. Pronunciation under Communicative teaching
1.Shall we watch TV drama?
2.Let us play the non-verbal pronunciation activities
Kim and Margolis (1999, p.89) notes that “the current emphasis of communicative approaches for English language teaching requires special attention on English pronunciation”. ... Korean people who have learned English by grammar translation and reading are used to avoiding learning oral skills like pronunciation and speaking. On the other hand, Kim and Margolis (1999) illustrate, the fact that English teachers should encourage ESL students to improve the in pronunciation skills and Korean students desire to improve their pronunciation.
The acquisition of explicit pronunciation is an essential phonological element in current communicative pedagogy. Although there are some barriers to approaching the articulate oral skills as researchers have mentioned above, success in learning pronunciation can be achieved if teachers and students realize cognitively what they really want to learn and how they can overcome some problematic points. In addition, even if some learner’s pronunciation has fossilized as in the Critical Period Hypothesis,
Bell, M. A. (1996). Teaching pronunciation and intonation to E.F.L. learners in Korea. Master of Applied Linguistics. Sydney, Macquarie University.
Crawford, J. (1996). "pronunciation in the meaning-based classroom." English in Australia, 115.
Fraser, H. (1999). "ESL pronunciation teaching: could it be more effective?" Australian Language Matters. 7(4): 7-8.