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1、1.Pronouncinglanguageisaskill.Everynormalpersonisexpertintheskillofpronouncinghisownlanguage;butfewpeopleareevenmoderatelyproficientatpronouncingforeignlanguages.Nowtherearemanyreasonsforthis,someobvious,someperhapsnotsoobvious.ButIsuggestthatthefundamentalreasonwhypeopleinge
2、neraldonotspeakforeignlanguagesverymuchbetterthantheydoisthattheyfailtograspthetruenatureoftheproblemoflearningtopronounce,andconsequentlyneversetabouttacklingitintherightway.Fartoomanypeoplefailtorealizethatpronouncingaforeignlanguageisaskill-onethatneedscarefultrainingofasp
3、ecialkind,andonethatcannotbeacquiredbyjustleavingittotakecareofitself.Ithinkeventeachersoflanguage,whilerecognizingtheimportanceofagoodaccent,tendtoneglect,intheirpracticalteaching,thebranchofstudyconcernedwithspeakingthelanguage.SothefirstpointIwanttomakeisthatEnglishpronunc
4、iationmustbetaught,theteachershouldbepreparedtodevotesomeofthelessontimetothis;andbyhiswholeattitudetothesubjectshouldgetthestudenttofeelthathereisamatterworthyofreceivinghiscloseattention.So,thereshouldbeoccasionswhenotheraspectsofEnglish,suchasgrammarorspelling,areallowedfo
5、rthemomenttotakesecondplace.Apartfromthisquestionofthetimegiventopronunciation,therearetwootherrequirementsfortheteacher:thefirst,knowledge;thesecond,technique.Itisimportantthattheteachershouldbeinpossessionofthenecessaryinformation.Thiscangenerallybeobtainedfrombooks.Itispos
6、sibletogetfrombookssomeideasofthemechanicsofspeech,andofwhatwecallgeneralphonetictheory.Itisalsopossibleinthiswaytogetaclearmentalpictureoftherelationshipbetweenthesoundsofdifferentlanguages,betweenthespeechhabitsofEnglishpeopleandthose,say,ofyourstudents.Unlesstheteacherhass
7、uchapicture,anycommentshemaymakeonhisstudentspronunciationareunlikelytobeofmuchuse,andlessontimespentonpronunciationmaywellbetimewasted.1.Whatdoesthewriteractuallysayaboutpronouncingforeignlanguages?A.Therearen'tmanypeoplewhoareevenfairproficient.B.Onlyafewpeoplearereallyprof
8、icient.C.ThereareevensomepeoplewhoaremoderatelyproficientD.Nooneisre
