English Phonetics, Phonology and Spelling for the English Language Teacher
A practical guide to teach English pronunciation, phonology, and spelling.
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- • Build a clear teaching model for English pronunciation, from sounds to spelling.
- • Learn what errors to prioritise, and what can be allowed at different levels.
- • Strengthen understanding of phonetics, phonology, stress, and spelling-to-sound links.
- • Get guidance for common learner difficulties (including connected speech and clusters).
الوصف
This book supports English language teachers (including TESOL pre-service and in-service teachers) and curriculum designers in teaching pronunciation more effectively. Laurie Bauer examines the pronunciation patterns found in English and explains common learner errors, including what must be taught and what can be allowed to pass at different proficiency levels. Part I sets out the phonetic background; Part II develops phonetics in detail, covering consonants, vowels, prosody, phonotactics and syllables; Part III addresses phonology, including sound changes influenced by adjacent sounds, morphophonemics, stress rules and free variation; and Part IV explains English spelling and how to interpret it to reach the appropriate pronunciation. The content can be tailored to classroom needs for beginners and advanced learners alike.
فهرس المحتويات
1 Introduction 2 The phonetic background 3 Consonants 4 Vowels 5 Prosody 6 Phonotactics and syllables 7 Extra advice for teachers 8 Sound changes influenced by adjacent sounds 9 Morphophonemics 10 Stress rules 11 Free variation 12 English spelling 13 Spelling consonants 14 Spelling vowels 15 Names and other difficult words Reading and references Index
معاينة
students competent users of the language being taught. Pronunciation is just
one of those tasks, alongside grammar (morphology and syntax), vocabulary (including collocational material and the connotations of important
words), idioms, pragmatics (how to apologise, how to greet someone, how to
make polite requests, and how to engage in small talk) and more general
skills, which may include guessing in context, reading a new writing system,
carrying on a conversation and things which do not even feel like ‘skills’ such
as improving self-confidence. In every single one of these areas, there is more
to teach than there is room for in the curriculum, and the teacher (to some extent, the curriculum developer) must prioritise – prioritise within each of these
areas and prioritise these areas against each other.
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