Integrating Pronunciation for Fluency in Presentation Skills [electronic resource] / Stephen Hall.
Pronunciation teaching of the segmental aspects needs to be balanced with the inclusion of learner awareness of stress, rhythm, intonation and meaningful production. Yet many formats for pronunciation teaching do not place these skills and an awareness of the suprasegmental features in either a comm...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1997.
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| Subjects: |
MARC
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| 100 | 1 | |a Hall, Stephen. | |
| 245 | 1 | 0 | |a Integrating Pronunciation for Fluency in Presentation Skills |h [electronic resource] / |c Stephen Hall. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1997. | ||
| 300 | |a 14 p. | ||
| 500 | |a ERIC Document Number: ED408856. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (31st, Orlando, FL, March 11-15, 1997). |5 ericd. | ||
| 520 | |a Pronunciation teaching of the segmental aspects needs to be balanced with the inclusion of learner awareness of stress, rhythm, intonation and meaningful production. Yet many formats for pronunciation teaching do not place these skills and an awareness of the suprasegmental features in either a communicative format or a specific speaking situation. Learners' reasons for improving pronunciation may, however, be quite specific. For many ESL and EFL learners skillful pronunciation is linked with effective presentation in an international context of developing globalization. The paper presents a case for the application of pronunciation development to the needs of learners who are undertaking presentation skills courses or speech communication training. A range of pronunciation skills applicable to presentation speaking courses are presented within a framework of integrating accuracy skills with fluency development. Evidence of the importance of the links between suprasegmental awareness and production is discussed. Secondly, the practical application of speech production approaches will be linked to the growing marketplace demand for presentation skills in both EFL and ESL situations. (Author) | ||
| 650 | 0 | 7 | |a Classroom Techniques. |2 ericd. |
| 650 | 1 | 7 | |a English (Second Language) |2 ericd. |
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 650 | 0 | 7 | |a Language Fluency. |2 ericd. |
| 650 | 0 | 7 | |a Mutual Intelligibility. |2 ericd. |
| 650 | 1 | 7 | |a Pronunciation Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Public Speaking. |2 ericd. |
| 650 | 0 | 7 | |a Second Language Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Speech Communication. |2 ericd. |
| 650 | 1 | 7 | |a Speech Skills. |2 ericd. |
| 650 | 1 | 7 | |a Suprasegmentals. |2 ericd. |
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