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Pronunciation problems in SpainLearning a foreign language is an extremely complex process. Many are the difficulties for an adult student, in a mother tongue environment, which provides little opportunity for exposure to a foreign language, is facing when trying to acquire the latter, the English language in our case. In regard to pronunciation and intonation, these challenges include different aspects: from the physical, such as adapting the speech organs to produce new sounds to the intellectual, ranging from discriminating distinctive sounds of English to understand and analyze discourse. By learning the English language specifically, the student receives not only sounds different from their own language, but also different rhythm, accent and intonation. Proper training for this learning is to make students acquire new habits of pronunciation. Some difficult are: a) recognize the sounds, b) produce, c) use them appropriately and correctly in their concatenated speech distribution, d) use them properly in their prosody (especially accent, tone, rhythm and intonation), e) concatenate a sequence of sounds. The variables that impede or facilitate the acquisition of a similar pronunciation to a native (near-native pronunciation) are: mother language, age, exposure to foreign language, identity, innate phonetic ability, attitude, motivation and interest in the pronunciation. One of the traditional methods to teach pronunciation and intonation of English as a foreign language is presenting the sentences and correct them through imitation, for example, drills that ranged from isolated sounds to sentences of greater linguistic complexity. Pronunciation is the "physical" language because it is involved in this activity throughout the body, breath, muscles, along the vocal cords and articulator?s movement, as the tongue, lips and palate. This approach is comprehensive, holistic, and allows students to trust their "strengths" and the same time know their own limitations. Some exercises that may help to improve pronunciation for Spanish students could be: Relaxation: in order to create a proper atmosphere in the classroom are suggested relaxing activities aimed at making students relax your whole body, especially the mouth, pharynx, larynx and vocal cords (which play an important role in speech production ), as well as free your mind Dramatization: The main objective of these activities is to practice sounds in context and show moods to improve communication. Physical activity that contributes to the dynamic approach allows students to use not only his voice but his whole body to express spontaneously and creatively. We know that what is learned through the senses becomes real, real. Thus the physical contact: touching, hugging, or patting a fellow leads to better learning of pronunciation as this, as we express is not only intellectual but also physical, visual, auditory, spatial and emotional Phonemic awareness: The objective of this activity is to associate the sounds perceived aurally to other senses, such as visual awareness about the characteristics and specificity of English phonemes and associate the sounds with writing Practice the melody of English: The songs are a great excuse to develop the perception by students of accent, rhythm and intonation English. This type of activity may be highly motivating to achieve correct intonation and pronunciation as students can predict the difficulties to find. Also, many songs can lead to the drama. Thus, the student seeks to rely on their own abilities to know their limitations, to acquire a pronunciation similar to that of a native, and aware that the intonation is a communication tool and therefore plays an important role in communication.