{"id":4181,"date":"2013-09-28T13:00:47","date_gmt":"2013-09-28T13:00:47","guid":{"rendered":"http:\/\/www.eltweekly.com\/elt-newsletter\/?p=4181"},"modified":"2013-09-28T13:00:47","modified_gmt":"2013-09-28T13:00:47","slug":"vol-5-issue-35-article-integrating-pronunciation-into-classroom-activities","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=4181","title":{"rendered":"Vol. 5 Issue 35 \u2013 Article: Integrating pronunciation into classroom activities"},"content":{"rendered":"

ELTWeekly Vol. 5 Issue#35 | September 30, 2013 |\u00a0ISSN 0975-3036<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n

The BBC TeachingEnglish team has published an article titled “Integrating pronunciation into classroom activities”.<\/p>\n

BBC TeachingEnglish team \u00a0team says, “Pronunciation work has traditionally taken a secondary role in language teaching to work on grammar and more recently lexis.<\/p>\n

In my work as a teacher trainer I have been surprised at how often experienced teachers are reluctant to tackle pronunciation issues in class. I can think of at least two reasons why pronunciation tends to be neglected: firstly, the lack of clear guidelines and rules available in course books, and secondly the fact that isolated exercises once a month do not seem to have much of an effect. This is not surprising, however; like all other areas of language teaching, pronunciation needs constant attention for it to have a lasting effect on students, which means integrating it into daily classroom procedures. I find that addressing issues regularly during the language feedback or group correction stage of a lesson helps to focus learners’ attention on its importance and leads to more positive experiences.<\/p>\n