Northwest Samar State University

San Jorge Campus

San Jorge, Samar
COLLEGE OF EDUCATION

DISCUSSANT : GARCIA, CRISTINA C.

: ORCALES, REBECA S.
: VASQUEZ, CELESTE CLEO C.
COURSE AND YEAR: BEED-3B
SEMESTER : SECOND SEMESTER
INSTRUCTOR : DARYL P. CASIANO
TOPIC : COMMUNICATIVE APPROACH

TEACHING PRONUNCIATION
Below are techniques and practice, materials (as cited in Murcia, Brinton, and
Goodwin, 1996) in teaching pronunciation which have been used traditionally
and continues to be utilized in speaking classes.

1. LISTEN AND IMITATELearners listen to a model provided by the teacher

and then repeat or imitate it.
2. PHONETIC TRAININGArticulatory descriptions, articulatory diagrams, and
a phonetic alphabet are used.
3. MINIMAL PAIR DRILLSthese provide practice on problematic sounds in
the target language through listening discrimination and spoken practice.
Drills begin with word level then move to sentence-level.
4. CONTEXTUALIZED MINIMAL PAIRSthe teacher established the setting or
context then key vocabulary is presented. Students provide meaningful
response to sentence stem.
5. VISUAL AIDSthese materials are used to cue production of focus sounds.
6. TONGUE TWISTERS
7. DEVELOPMENTAL APPROXIMATION DRILLSSecond language speakers
take after the steps that English-speaking children follow in acquiring
certain sounds.
8. PRACTICE OF VOWEL SHIFTS RELATED BY AFFIXATION
Vowel Shift: mime (long i) mimic (short i)
 Sentence context: Street mimes often mimic the gestures of
passersby.
Stress shift: PHOtograph photography

Sentence context: I can tell from these photographs that you are
very good at photography.

9. Reading aloud/recitationPassages and scripts are used for students to

practice and then read aloud focusing on stress, timing, and intonation.
10. Recording of learners productionPlayback allows for giving of
feedback and self-evaluation.