Dane szczegółowe książki
Language Teaching. A Scheme for Teacher Education: Pronunciation / Dalton, Christiane; Seidlhofer, Barbara
Tytuł
Language Teaching. A Scheme for Teacher Education: Pronunciation
Tytuł oryginału
Language Teaching. A Scheme for Teacher Education : Pronunciation
Wydawnictwo
Oxford: Oxford University Press, 1994
ISBN
194371972
Spis treści
pokaż spis treści
The authors and series editors
Introduction
Section One: Explanation
1 The significance of pronunciation
1.1 Pronunciation and identity
1.2 Pronunciation and intelligibility
2 The nature of speech sounds
2.1 Sounds in the body
2.2 Sounds in the mind
3 Connected speech
3.1 Stringing sounds together
3.2 Sound simplifications
4 Stress
4.1 The nature of stress
4.2 The syllable
4.3 Word-stress
4.4 Stress and rhythm
5 Intonation
5.1 The nature of intonation
5.2 The nature of discourse
5.3 Intonation in discourse
Section Two: Demonstration
6 Pronunciation teaching
6.1 Relevance
6.2 Approaches to teaching
6.3 Teachability-learnability
Contents
VI
7 Focus on intonation 75
7.1 Intonation teaching: important but (too) difficult? 75
7.2 Ways into intonation 77
7.3 Foregrounding 81
7.4 New information and common ground 83
7.5 Managing conversation 87
7.6 Roles, status, and involvement 92
8 Focus on stress 97
8.1 Identifying and producing stressed syllables 97
8.2 Prediction skills for word-stress 100
8.3 The mystery of stress-time 105
8.4 Unstress and weak forms 110
9 Focus on connected speech 114
9.1 Teaching for perception or teaching for production? 114
9.2 Assimilation, elision, and linking 116
10 Focus on sounds 125
10.1 Ear training and awareness building 125
135
139
143
150
153
172
174
180
182
190
10.2 The fundamental problem: communicating vs. noticing 130
10.3 Innocence vs. sophistication
10.4 Articulatory settings
10.5 Individual sounds
10.6 Conclusion
Section Three: Exploration
11 Exploring pronunciation in your own classroom
Appendix List of symbols/conventions
Glossary
Further reading
Bibliography
Index
Introduction
Section One: Explanation
1 The significance of pronunciation
1.1 Pronunciation and identity
1.2 Pronunciation and intelligibility
2 The nature of speech sounds
2.1 Sounds in the body
2.2 Sounds in the mind
3 Connected speech
3.1 Stringing sounds together
3.2 Sound simplifications
4 Stress
4.1 The nature of stress
4.2 The syllable
4.3 Word-stress
4.4 Stress and rhythm
5 Intonation
5.1 The nature of intonation
5.2 The nature of discourse
5.3 Intonation in discourse
Section Two: Demonstration
6 Pronunciation teaching
6.1 Relevance
6.2 Approaches to teaching
6.3 Teachability-learnability
Contents
VI
7 Focus on intonation 75
7.1 Intonation teaching: important but (too) difficult? 75
7.2 Ways into intonation 77
7.3 Foregrounding 81
7.4 New information and common ground 83
7.5 Managing conversation 87
7.6 Roles, status, and involvement 92
8 Focus on stress 97
8.1 Identifying and producing stressed syllables 97
8.2 Prediction skills for word-stress 100
8.3 The mystery of stress-time 105
8.4 Unstress and weak forms 110
9 Focus on connected speech 114
9.1 Teaching for perception or teaching for production? 114
9.2 Assimilation, elision, and linking 116
10 Focus on sounds 125
10.1 Ear training and awareness building 125
135
139
143
150
153
172
174
180
182
190
10.2 The fundamental problem: communicating vs. noticing 130
10.3 Innocence vs. sophistication
10.4 Articulatory settings
10.5 Individual sounds
10.6 Conclusion
Section Three: Exploration
11 Exploring pronunciation in your own classroom
Appendix List of symbols/conventions
Glossary
Further reading
Bibliography
Index