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1、WhentoTeachPronunciationGloriaPoedjosoedarmoHowlongshouldapronunciationactivitylast? Pronunciationshouldneverbethemainpointofawholelesson.Ingeneral,pronunciationfeaturesthatareimportantinproducingaparticulargrammaticalformorsetofvocabularyitemsshouldbeincorporatedintoalessonwh
2、ichhasthatformorthoseitemsasitsfocus.So,forexample,ifyou'reteachingthepasttense,youmightwanttoincludesomepronunciationpracticeonfinalclusterswith–tor–d. Howlongshouldtheactivitylast?Ingeneral,notmorethan5or10minutesatthemost. Whenshouldpronunciationpracticecomeinalesson? There
3、isnofixedruleaboutthis.Tosomeextentitdependsonwhetherthefocusonpronunciationisincidental–i.e.correctingapronunciationerroronthespotwhenitmightleadtomisunderstanding–oraplannedactivitywhichisinconjunctionwithfocusonalinguisticformorasetofvocabulary. Forsomekindsofpronunciationf
4、eatures,youmaywanttoholdoffpracticinguntilyou'resurethatyourstudentsarehavingtroublewiththem.Ontheotherhand,ifyou'reteachingthepasttense,youmightwanttostartoffwithpracticeinpronouncingfinalclusterswith–tor–d. Pronunciationpracticeshouldprobablycomemorefrequentlyincourseswheres
5、tudentsarejustbeginningtostudythelanguagethaninonesformoreproficientstudents.Atthebeginningleveritisprobablyagoodideatosystematicallycoverallfeaturesofpronunciationwhicharepotentialproblems.However,again,thisshouldnotbedoneasthefocusofanylesson.Eachpotentialproblemshouldbedeal
6、twithinconnectionwiththeintroductionofmeaningfulunits–wordsandgrammaticalstructures–whichcontainthisfeature. Pronunciationactivitiesformoreproficientstudentsshouldnearlyalwaysbeworkedintoalessonwithsomeotherfocus,suchasteachingclusterswitht-andd-inconnectionwiths-orz-inconnect
7、ionwithpracticingcountandnon-countnouns,singularandplural. Teachingsuprasegentalfeatures,suchastheplacementofsentencestress,canbedoneinconnectionwithteachingselectionandorganisationofinformationinoralpresentations.Thiswouldalsoprobablybemoreappropriateformoreadvancedstudents.A
8、talowerlevel,someintroductiontosuprasegmentalfeaturescanbegiv
