TY  - BOOK
AU  - Dalton,Christiane
AU  - Seidlhofer,Barbara
TI  - Pronunciation
T2  - Language teaching: a scheme for teacher education
SN  - 0194371972
AV  - PE1137 .D35 1994
U1  - 421.52 22
PY  - 1994///
CY  - Oxford, Eng.
PB  - Oxford University Press
KW  - English language
KW  - Pronunciation
N1  - 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
ER  -