Pronunciation / Christiane Dalton and Barbara Seidlhofer.
Material type: TextSeries: Language teaching, a scheme for teacher educationPublisher: Oxford, Eng. : Oxford University Press, 1994Description: xii, 191 pages : illustrations ; 25 cmContent type:- text
- unmediated
- volume
- 0194371972
- 9780194371971
- 421.52 22
- PE1137 .D35 1994
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 |
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421.5 ROG The sounds of language : an introduction to phonetics / | 421.5 SYS Systemic phonology : recent studies in English / | 421.507 UND Sound foundations : living phonology / | 421.52 DAL Pronunciation / | 421.52 KRE The bad speller's dictionary / | 421.52 UPT The Oxford dictionary of pronunciation for current English / | 421.52 WAL The mother tongue in New Zealand. |
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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