I've been reading the latest postings (thank you, Romina and Regina!), and now I wonder...
What would teaching sound segments systematically mean in practice?
More food for thought!!
3 comentarios:
Anónimo
dijo...
Hi everybody! I think that teaching sound segments systematically means to teach segmentals following a phonology syllabus designed by the teacher of any given course. In this way a teacher can organize the pronunciation instruction according to her own criteria; this may include making decisions in terms of following a traditional order( vowels, dipthongs, consonants)or perhaps presenting sound segments according to dificulty. Another approach may be to begin by presenting in the first place sounds that carry a high functional load(/i/ vs /i:/) if the teacher believes that the inabilitity to distinguish these sounds can have a negative impact at the receptive and productive level of students. To teach sound segments systematically in practice? Well, suppose we decide to follow a traditional order, we make syllabus arrangements to follow a bottom-up order,so we may begin with a limited number of vowel contrasts, then add the full range of vowels and go on with dipthongs, and last but not least we teach consonants. Personally; I tend to follow this systematic and traditional order although I become very interested in the question of beginning with the teaching of consonants that Silvia proposed last class. Thanks everybody for reading! Verónica
I entirely agree with Veronica´s ideas. Teaching segments systematically means teaching following a clearly organized plan. This is very advantageous as it enables the teacher to think of all the aspects of the lessons beforehand, and predict possible problems and solutions. In this approach teacher´s decisions and beliefs are very important, especially when they have to select a criteria for organising the plan.
Thank you, Verónica and Anabela, for your postings! However, I would say you are answering 'in theory' rather than 'in practice'. What about actual classwork? Would such an approach be easy to implement?
3 comentarios:
Hi everybody!
I think that teaching sound segments systematically means to teach segmentals following a phonology syllabus designed by the teacher of any given course. In this way a teacher can organize the pronunciation instruction according to her own criteria; this may include making decisions in terms of following a traditional order( vowels, dipthongs, consonants)or perhaps presenting sound segments according to dificulty. Another approach may be to begin by presenting in the first place sounds that carry a high functional load(/i/ vs /i:/) if the teacher believes that the inabilitity to distinguish these sounds can have a negative impact at the receptive and productive level of students.
To teach sound segments systematically in practice? Well, suppose we decide to follow a traditional order, we make syllabus arrangements to follow a bottom-up order,so we may begin with a limited number of vowel contrasts, then add the full range of vowels and go on with dipthongs, and last but not least we teach consonants. Personally; I tend to follow this systematic and traditional order although I become very interested in the question of beginning with the teaching of consonants that Silvia proposed last class.
Thanks everybody for reading!
Verónica
Hi!!
I entirely agree with Veronica´s ideas. Teaching segments systematically means teaching following a clearly organized plan. This is very advantageous as it enables the teacher to think of all the aspects of the lessons beforehand, and predict possible problems and solutions. In this approach teacher´s decisions and beliefs are very important, especially when they have to select a criteria for organising the plan.
Thanks for reading!!
Anabela
Thank you, Verónica and Anabela, for your postings!
However, I would say you are answering 'in theory' rather than 'in practice'. What about actual classwork? Would such an approach be easy to implement?
Publicar un comentario