AUTONOMOUS PRONUNCIATION LEARNING

WITH YOUNGER LEARNERS

by Chris Kunz – info@angliaexams.com

Abstract: Variety as well as Learner Autonomy should be main issues underpinning the
planning and organisation of all language lessons.

Differentiation, distinguishability and discrimination are crucial in the design of sustainable

pronunciation tasks and task series, which should bridge the gap between correcting oneself
as we are told and being able to realise when self reformulation should take place.

Teachers should be responsible for the organisation, delivery and outcome of the learner´s
language, in and outside the classroom, and ongoing feedback should be the foundation for
success in the production of the target form.

Join Chris Kunz for this interactive workshop and walk out a revamped pronunciation
specialist!

To start off,…

When can someone be regarded as autonomous?

• Learner autonomy equals……………………………………………………………

As a result,…

• Language teaching is now seen as………………………………………………..

• The learner should now be………………………………………………………….

Let’s also define: (the) young learner

…………………………………………………………………………………………………………….

…………………………………………………………………………………………………………….

Join us
 Six Principles of (Young) Learner Autonomy

Autonomy means moving the focus from …………………………………………….........

Autonomy affords maximum possible influence to the learners…………………............

Autonomy encourages and needs peer support and cooperation……………………….

Autonomy means making use of self/peer assessment…………………………….........

Autonomy requires and ensures 100% differentiation…………………………………….

Autonomy can only be practised with student logbooks which are………………………

Frank Lacey

Two key questions

How demanding is the Role of the Teacher within the context of autonomous learning?

………………………………………………………………………………………………......

How can the outside world be brought into the autonomous classroom?

…………………………………………………………………………………………………..

Pronunciation | Current Debate 1

Teaching ………………………………. vs Teaching ………………………………………

Your own notes: ………………………………………………………………………………

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..

Pronunciation | Current Debate 2

The accuracy-fluency continuum

accuracy fluency

 Types of Pronunciation Teaching approaches

 The degree of phonemic analysis that teachers provide learners with

Join us
Your own notes: ………………………………………………………………………………………...

…………………………………………………………………………………………………………….

…………………………………………………………………………………………………………….

…………………………………………………………………………………………………………….

………………………………………………………………………………………………………….....

…………………………………………………………………………………………………………….

The Primary Purpose of Language is ……………………………………………………………..

Why the Threshold now?

The Context where we teach




Pronunciation Teaching Goal




Join us
 Current Trend

…………………………………………………………………………………………………………….

…………………………………………………………………………………………………………….

…………………………………………………………………………………………………………….

Four Maxims

…
…
…
…

Spanish Problem Areas

Consonants Vowels

Clusters & sequences Intonation

Join us
  Practice or Consciousness-Raising?

Knowledge is power, power to …

Thank you!
Chris Kunz

Join us