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Pronunciation / Christiane Dalton and Barbara Seidlhofer.

By: Contributor(s): Material type: TextTextSeries: Language teaching, a scheme for teacher educationPublisher: Oxford, Eng. : Oxford University Press, 1994Description: xii, 191 pages : illustrations ; 25 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 0194371972
  • 9780194371971
Subject(s): DDC classification:
  • 421.52 22
LOC classification:
  • PE1137 .D35 1994
Contents:
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 -- 7. Focus on intonation -- 7.1. Intonation teaching: important but (too) difficult? -- 7.2. Ways into intonation -- 7.3. Foregrounding -- 7.4. New information and common ground -- 7.5. Managing conversation -- 7.6. Roles, status, and involvement -- 8. Focus on stress -- 8.1. Identifying and producing stressed syllables -- 8.2. Prediction skills for word-stress -- 8.3. The mystery of stress-time -- 8.4. Unstress and weak forms -- 9. Focus on connected speech -- 9.1. Teaching for perception or teaching for production? -- 9.2. Assimilation, elision, and linking -- 10. Focus on sounds -- 10.1. Ear training and awareness building -- 10.2. The fundamental problem: communicating vs. noticing -- 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.
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Holdings
Item type Current library Call number Copy number Status Date due Barcode
Book City Campus City Campus Main Collection 421.52 DAL (Browse shelf(Opens below)) 1 Available A292445B

Includes bibliographical references (pages 180-188) and index.

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 -- 7. Focus on intonation -- 7.1. Intonation teaching: important but (too) difficult? -- 7.2. Ways into intonation -- 7.3. Foregrounding -- 7.4. New information and common ground -- 7.5. Managing conversation -- 7.6. Roles, status, and involvement -- 8. Focus on stress -- 8.1. Identifying and producing stressed syllables -- 8.2. Prediction skills for word-stress -- 8.3. The mystery of stress-time -- 8.4. Unstress and weak forms -- 9. Focus on connected speech -- 9.1. Teaching for perception or teaching for production? -- 9.2. Assimilation, elision, and linking -- 10. Focus on sounds -- 10.1. Ear training and awareness building -- 10.2. The fundamental problem: communicating vs. noticing -- 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.

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