Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h24077P13720; Mon, 3 Mar 2003 19:07:07 -0500 (EST) Date: Mon, 3 Mar 2003 19:07:07 -0500 (EST) Message-Id: <20030304000347.56376.qmail@web20101.mail.yahoo.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: Paul Rogers <englishtoday2002@yahoo.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:8725] "comprehension"- "production" - pronunciation X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 2199 Lines: 63 a few points on the discussion on pronunciation: 1. A beginning ESL class usually consists of 15 to 45 people who know no or very little English. So - what does "work on comprehension" mean in this context? 2. Is the class bilingual or monolingual? I teach bilingually, and, as I mentioned, I concentrate on pronunciation drills for at least a month, using explanations and demonstrations of specific sounds. In this way, students learn English faster, I believe, than in other kinds of classes. 3. "research" - I think research is very good, and I guess I can say that, after developing my method over a 12 year period, I have done my research. 4. I think also that an imporant ingredient is the level of confidence a student achieves upon learning to pronounce English fairly well, which serves as a basis for the student to learn more quickly than in non-phonetic based classes. 5. Finally, as I mentioned, I have studied 6 languages to one degree or another, and in each and every case I learned pronunciation first. If the pronunciation of English is more difficult than that of other languages, the it would follow that more pronunciation is needed, not less. But let's look at it another way - when are students supposed to learn and pronounce the alphabet and numbers up to a million? I once substituted for a class of Level 2 students, many of whom knew a lot of English, but - lo and behold, everyone had diffiuclty pronouncing the alphabet and spelling their names!! Paul Rogers But to return to pronunciation. I'd just argue that > for a few weeks, at > least, teachers should work on comprehension as > opposed to production. > Having done that, I believe that explanations of > pronunciation, > pronunciation drills, and reading aloud will be > easier and more effective. > However, I'd be glad to have any scholars out there > save me a trip to the > library and bring me up to date with research > citations that will either > tend to support my view or rebut it. > > Richard Russell > richtiger@cableone.net > > __________________________________________________ Do you Yahoo!? Yahoo! Tax Center - forms, calculators, tips, more http://taxes.yahoo.com/
This archive was generated by hypermail 2b30 : Thu Mar 11 2004 - 12:15:47 EST