Como você integra o ensino de pronúncia com outras habilidades linguísticas e áreas de conteúdo?

As an accent reduction ESL instructor for many years, I have found that most adult ESL students have had pronunciation classes before but the instructors always focused on teaching the segmentals, vowel and consonant sounds. My students were always surprised the learn that the bigger features of speech, suprasegmentals, syllable stress, stressing content words not structure words, thought groups, etc., really make more of a difference in being understood as an ESL speaker. Students need to be taught suprasegmentals and learn how to hear them in the speech of native speakers. They need to record their voices reading sentences, dialogs, etc., imitating native speakers. Then they need to learn how to monitor their own pronunciation.

In my Spanish classroom I think its helpful to make my students aware that vowels in English are short and the mouth is more closed when we pronounce them whereas in Spanish vowels are longer and more open. Our brains subconsciously associate the sound with the movement of the mouth muscles when we create these sounds so its important in the beginning stages to practice the pronunciation in isolation and exaggerate the sounds so your brain makes the association with a new sound that will become more automatic with time and practice and this will greatly improve the accent.

When it comes to any language we know it should be perceived as a whole structure formed by different skills. All of them are interconnected. For example, students need pronunciation exercises not only to improve their speaking skills but also to train their listening ability. Pronunciation can be included in many parts of a lesson. Also we should understand these activities are an integral component of vocabulary exercises. Making pronunciation work in our classes as part of our class routine will help students perceive it as a common practice and a necessary element of learning a language. It depends on us to integrate appealing activities where students can participate and exchange ideas as a part of an open learning process.

Yes! As a Spanish teacher and someone who learned Spanish as a second language, for this reason I find listening to music with the repetitive nature so helpful. In addition to this learning a second language is more of a subconscious process and our brains are designed to acquire accent and pronunciation implicitly. I realized this when I lived in Argentina and after a few weeks I could naturally produce the soft d in Spanish whereas in the beginning I was trying to pronounce it softer and I couldn't.

Clients respond best to modelling, where I simply repeat what they have said, correcting the pronunciation, and they will often naturally repeat after me, with the corrected pronunciation. We don't focus on eliminating "accent" but rather speaking clearly enough for there to be no doubt about the meaning.

Adult learners need to be allowed to decide for themselves whether they want to improve their pronunciation. If they do, they can be given support and feedback but often it takes time as they have to unlearn bad habits to replace them with new.

Make pronunciation fun! Warm up with tongue twisters, then have a friendly competition in a "challenge corner." Take speaking practice outside for a real-world touch. Turn it into a detective game—spot and fix pronunciation mistakes. After speaking tasks, let learners be coaches, helping peers. This makes pronunciation practice lively and interactive! 🗣️🌟

Communication is the most important aspect of speaking and pronunciation has to be integrated into any speaking activity in lessons to help our learners become comprehensible. Drilling and repetition is great, but helping learners understand how the sounds are made, with both mouth shape, and tongue position, and how these may vary from their mother tongue can increase comprehension and intelligibility.

I tend to do reading in groups; each person gets a turn to read. We note down the new vocabulary and how to pronounce writing the key/trickier sounds in phonetics or with a picture of another word they already know how to say so that the sound is linked. For example, howl - i would underline ‘owl’ and draw a picture of an owl under it associating the new word with a known sounds. Spoon - underline the oo and draw a picture of a cow with a speech bubble etc. we then talk about/recall other words with the same sound pattern and one that are spelt similarly but pronounced differently. 10-15mins activity that corrects multiple pieces of pronunciation.

Combine reading and pronunciation for a fun adventure! Discuss interesting words before reading and predict pronunciation patterns. Play reading games, like a scavenger hunt for sounds. Make it a friendly competition for entertainment and learning. Try a "pronunciation book club." Read silently, then discuss and mimic pronunciation in pairs or groups. Turn reading into lively discussions and pronunciation parties. After reading, celebrate! Share pronunciation insights through peer feedback or reflections. Merging reading and pronunciation makes a complete language experience! 📖🗣️✨

Reading has so many possibilities to discover different aspects of pronunciation, not just pronouncing individual words, but understanding how they work in the sentence, to convey meaning. One of my favourite activities is to get the class to go round and read one WORD each, for a couple of sentences. We then analyse how it sounds: it sounds ridiculous, right? Because there's no flow. So we can then analyse what makes the sentence flow and in small groups the learners can assess which words would be stressed, which would be connected and then try reading out a couple of sentences as a group. As an extra challenge: can they work together to read the sentences with more meaning, even just saying one word each?

This works with students Who are older or at least less shy. In my experience, if it doesn’t hinder the communication I won’t correct, unless the student asks me to

While working on reading comprehension with my students, I draw their attention to pronunciation features such as linking, reduction, and intonation. I ensure that my students read passages aloud and focus on fluency and rhythm.

Again; I think perfect pronunciation is very difficult to achieve and as long as we’re understanding each other, go for it. I only correct a student if they ask me to or if it’s a word that has a completely different meaning.

Blend writing and pronunciation for a creative journey! Start by brainstorming sound-rich words, creating a "word melody" to explore language's musical side. In writing, become pronunciation composers. Use symbols or recordings to capture sentence rhythm. It turns writing into a lively composition, where pronunciation is the story's heartbeat. After writing, have a "pronunciation reading party." Share written creations aloud to celebrate linguistic expression. Encourage learners to be pronunciation editors. Listen to recordings, identify areas for improvement, adding a reflective layer to writing. Fusing writing with pronunciation turns language creation into an expressive adventure! 📝🗣️🎶

Writing and pronunciation are interconnected, as learners must bridge their oral and written skills in English. To integrate pronunciation with writing activities, start by teaching or reviewing English spelling patterns and rules before learners write a text. Encourage learners to check word pronunciations using dictionaries or online tools, and to utilize phonetic symbols or transcription. Provide feedback by having learners read their text aloud to you or the class, or by listening to a recording of their text and comparing it to their written version.

Como, em vários casos na língua inglesa, muitas palavras são escritas de uma forma e pronunciadas de outra forma. Como e em português, todas as vogais são pronunciadas, de forma aberta ou fechada, e as consoantes também são pronunciadas, para um iniciante que está aprendendo inglês, terá algum tipo de dificuldade, então costumo sempre explicar e mostrar quais letras não são pronunciadas e peço para repetir a pronúncia algumas vezes, em alguns casos, eu escrevo em português como se pronuncia determina palavra em inglês.

Grammar and pronunciation are interconnected, as accurate pronunciation is essential for using grammatical structures correctly. To integrate pronunciation with grammar activities, first teach or review the pronunciation features associated with the target grammatical structures. Then, have learners practice these structures while focusing on their pronunciation. Provide feedback by having learners identify and correct pronunciation errors in themselves or peers, or by recording and reviewing their use of the target structures to assess and improve their pronunciation.

Jazz up grammar and pronunciation! Add "pronunciation notes" to lessons for a musical touch. Before exercises, create a catchy preview to set the tone. Turn grammar into a play. Make sentence construction a game with challenges like "grammar karaoke." It reinforces rules and turns grammar into a performance. Let learners be grammar detectives. Have them spot and fix pronunciation glitches while practicing. Adding a detective hat makes it a fun exploration of rules and sounds. After the grammar jam, host a "pronunciation grammar party." Learners share sentences with correct pronunciation, turning it into a celebration of language precision. By blending grammar and pronunciation, we create a harmonious learning experience! 🎵📚🗣️

Grammar and pronunciation go hand in hand and I fully believe that students will benefit from learning the spoken pronunciation of grammar structures. For example, contractions are used by fluent speakers all the time; learning 'I'm' rather than 'I am' will increase comprehension and their ability to communicate. This even includes more advanced contractions that are spoken, but never written, such as 'I wouldn't've thought that!'

I usually tie every pronunciation lesson to grammar concepts. For example, when teaching verb tense, I focus on how pronunciation changes with different verb forms (e.g., "talk" vs. "talked").

When focusing on specific grammatical structures, such as past tense forms or subject-verb agreements, teachers can simultaneously emphasise the pronunciation of these elements. For instance, when teaching the regular past tense verbs ending in -ed, educators can highlight the different pronunciations: /t/, /d/, and /ɪd/, linking the phonetic aspects directly to the grammatical form. Activities like role-plays or sentence-building games can emphasise correct pronunciation while allowing students to apply grammatical rules in context. Additionally, using songs, poems, or dialogues that exemplify particular grammatical structures encourages learners to practice both pronunciation and grammar in an enjoyable manner.

Learning the pronunciation of a new word can be so beneficial when helping others understand what you're saying. Having the right vowel sound as well as the stress on the correct syllable can be the difference between having a good conversation with someone or getting totally confused. Getting your language comprehensible allows communication which builds confidence. Therefore, it's essential that as teachers we encourage our learners to understand the pronunciation of new words. This can be through mimicking us, or copying videos, or thinking about how the mouth and tongue move around the sounds.

Mispronunciation can affect meaning (or grammatical function) Sounds can be taught by: listening; 3D models; airflow, tongue & lip descriptions; use of mirrors/video cameras to compare with accurate models; minimal pairs such as "run" & "ran" or "knee" & "me". Try the site 'Youglish' for a large bank of examples of the words in connected speech or 'Tophonetics' for IPA transcriptions. There is much more to pronunciation than just specific sounds. Sentence stress, stress shift, timing, linking, intonation and strong & weak forms play extremely important roles in accurate pronunciation. (Unfortunately these LinkedIn responses are limited to 750 characters!)

Learning new vocabulary, and correct pronunciation are vital aspects in learning a language. Modeling or mimicking the teacher is useful as students can train their mouth movement in order to produce the correct sound. Students can also be encouraged to practice pronunciation in front of the mirror. Balanced feedback is essentially encouraging and progressive...

Integrating pronunciation teaching with other language skills and content areas can be highly effective in reinforcing learning and making it more engaging. When I am introducing new vocabulary, I include pronunciation practice. I also use activities like word stress exercises, minimal pair drills, or tongue twisters to help learners focus on correct pronunciation while learning new words.

By integrating pronunciation teaching with other language skills and content areas, we can create a holistic learning experience that reinforces pronunciation in various contexts and makes it more relevant and enjoyable for students. I intentionally integrate pronunciation practice into content-based lessons on topics like science, history, or literature. I encourage my students to discuss these topics while paying attention to pronunciation.

I find that the challenge with teaching pronunciation is the massive variables. I’ve had most success by: 1 - helping learners with awareness of L1 interference. E.g. Once SE Asian English learners become aware that they often miss final consonants, it becomes an area for them to focus on. 2 - using listening texts to help students ‘notice’ pronunciation areas. E.g. the way consonants change or intrude in connected speech. 3 - being flexible with accuracy. There are so many accents, dialects and Englishes that we can’t really pin down wrongs or rights. We can measure how well pronunciation impacts on communication though. And if successful communication has been achieved, job done!

Much of pronunciation is muscle memory. Like playing guitar or swinging a golf club, little micro-movements will determine success, and the more students can practice and train these muscles (in the case of English, the muscles in the tongue, jaw, and lips) with exercises like tongue twisters, reciting text with a cork between their teeth, or exaggerating pronunciation in the mirror, the better their mouth muscles will perform when they need to speak to a native English speaker or give a presentation. Also, many students spend their weekends (understandably) speaking their own language to friends and family, and their mouth muscles get rusty over the 2 day break. Encourage them to spend at least a bit of time speaking English out loud!

Uma vez, atendi uma moça que não conseguia, de forma alguma, repetir os sons quando eu dizia algo em inglês e coisa piorou quando ela tinha de ler algumas frases. Eu dizia palavra por palavra várias vezes e, mesmo assim, ela não conseguia. Infelizmente, nesses casos, eu não sei o que fazer. Sugeri a ela que procurasse uma fonoaudióloga que pudesse ajudá-la. Só não sei dizer se ela fez isso.

Students of all ages watch the News and cartoons in English. Found pronunciation is learned from watching & listening. Another different approach is having students read comic books. The pictures help with the story. If comic books are too expensive, the Sunday ‘funnies’ from the newspaper will do. I found my students like these different activities!

I’d add that integrating pronunciation practice with real-life context makes learning more engaging. Encourage learners to use new words and sounds in everyday conversations or role-plays to reinforce their pronunciation skills in a practical setting.