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Objectives of Teaching Pronunciation


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.

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