It is imperative as facilitators to ensure that
At the end of a session, learners are able to communicate effectively in the target language.
Learners are able to understand spoken targeted language.
Learners know the correct pronunciation to avoid misunderstanding due to wrong pronunciation.
o Pronunciation of words like “idle” and “ideal” would change the entire meaning of the conversation.
Learners should be aware of the patterns of stress, intonation, and speech in the targeted language.
o “I didn’t say she eloped” would be an example wherein when stressed on different words, the meaning of the entire sentence changes.
o Similarly, during casual conversation “what are you going to do?” might become “whaddaya gonna do?”
Learner’s native language always interferes with the targeted language so an effort be made to bond the two languages to benefit the learner.
o In Sanskrit, “brother” is called “bhrata” and in urdu, “better” is called “behettar”.
o /p/ is aspirated in English but not in Spanish, so when a Spanish speaker pronounces ‘pig’ without a puff of air on the /p/, an American may hear ‘big’ instead.