Task-Based Pronunciation Teaching: A State-of-the-art Perspective
Title
Task-Based Pronunciation Teaching: A State-of-the-art Perspective
Task-Based Pronunciation Teaching: A State-of-the-art Perspective
Keywords: teaching English pronunciation, task based instruction
Authors
Pedro Luchini
Universidad Nacional de Mar del Plata, Argentina
luchini@copetel.com.ar
Pedro Luchini
Universidad Nacional de Mar del Plata, Argentina
luchini@copetel.com.ar
Bio Data
Pedro L. Luchini holds an MA in ELT and Applied Linguistics, King’s College, University of London. Head of the Language Department at the Mar del Plata Community College (MDPCC), and CADS (private school), Argentina. Holder of Language and Grammar II at a Translator course, MDPCC. Currently working for the chairs of Phonetics and Phonology II and Language IV at Teacher Training College, Universidad Nacional de Mar del Plata, Argentina. 1997: Ex- Fulbright Scholar, Spanish instructor at College of DuPage, Illinois, USA. 2003: Taught EFL at Shanghai Normal University, China. Phone: 54-223-479-9611
Abstract
The purpose of this paper is to critically analyze what some pronunciation teachers are currently doing in some Asian contexts and, in view of their contribution to the profession and their results obtained, propose a state-of-the-art methodology for teaching English pronunciation founded upon the combination of fluency- with accuracy-focused tasks.
The purpose of this paper is to critically analyze what some pronunciation teachers are currently doing in some Asian contexts and, in view of their contribution to the profession and their results obtained, propose a state-of-the-art methodology for teaching English pronunciation founded upon the combination of fluency- with accuracy-focused tasks.
[private]
See pages: 191-202
[/private]Category: Main Editions, Volume 7 Issue 4
