Suggestions for Beautifying the Pronunciation of Efl Learners in Higher Education
Suggestions for Beautifying the Pronunciation of EFL Learners in Higher Education
Hasan Zainnuri, S.Pd. mawapres_uns@yahoo.com English Education Department of Postgraduate
Sebelas Maret University, Surakarta
Abstract
This paper firstly stresses that the importance of the spoken form of the language and for that reason foreign language learners should have correct and accurate pronunciation. It summarizes the background of pronunciation teaching, emphasizes the need for incorporating pronunciation into foreign language classes owing to regarding pronunciation as a key to gaining full communicative competence. Most of the people learning a foreign language encounter some problems of pronunciation of the new language, owing to some contributory factors. This paper consists of the presentation of the factors affecting the pronunciation of
EFL learners in Indonesia in language learning and teaching process and also it suggests some necessary techniques for the solution of these factors. Some suggestions are also given for how these techniques should be applied for.
Key words: foreign language, accurate pronunciation, EFL, higher education
A. Introduction
One of the general objectives in the foreign language teaching, maybe the most important one, is to teach the learners to speak the target language accurately and intelligibly since to learn a language also means to produce the sounds, utterances, and the words properly and correctly rather than being able to communicate with the people in the target language community. To reach this goal, speaking activities should be done at every stage of the foreign language teaching process. It must be borne in mind that listening and speaking go hand-in-hand in foreign language teaching because speech is very important medium through which communication is achieved. That’s to say, language is primarily speech and it is more basic to language than the written form (Larsen-Freeman, 2000: 44).
According to
Hasan Zainnuri, S.Pd. mawapres_uns@yahoo.com English Education Department of Postgraduate
Sebelas Maret University, Surakarta
Abstract
This paper firstly stresses that the importance of the spoken form of the language and for that reason foreign language learners should have correct and accurate pronunciation. It summarizes the background of pronunciation teaching, emphasizes the need for incorporating pronunciation into foreign language classes owing to regarding pronunciation as a key to gaining full communicative competence. Most of the people learning a foreign language encounter some problems of pronunciation of the new language, owing to some contributory factors. This paper consists of the presentation of the factors affecting the pronunciation of
EFL learners in Indonesia in language learning and teaching process and also it suggests some necessary techniques for the solution of these factors. Some suggestions are also given for how these techniques should be applied for.
Key words: foreign language, accurate pronunciation, EFL, higher education
A. Introduction
One of the general objectives in the foreign language teaching, maybe the most important one, is to teach the learners to speak the target language accurately and intelligibly since to learn a language also means to produce the sounds, utterances, and the words properly and correctly rather than being able to communicate with the people in the target language community. To reach this goal, speaking activities should be done at every stage of the foreign language teaching process. It must be borne in mind that listening and speaking go hand-in-hand in foreign language teaching because speech is very important medium through which communication is achieved. That’s to say, language is primarily speech and it is more basic to language than the written form (Larsen-Freeman, 2000: 44).
According to
References: Avery, P. and Susan Ehrlich. 1987. Preliminary Considerations in the Teaching of Pronunciation Avery, P. and Susan Ehrlich. 1992. The Teaching American English Pronunciation. Oxford: Oxford University Press. Baker, Ann and Goldstein, Sharon. 1990. Pronunciation Pairs. Cambridge: Cambridge University Press. Brown, D.H. 1997. Principles of Language Learning and Teaching. (3rd ed.) New Jersey: Prentice Hall Regents. Celce-Murcia, Donald M. Brinton & Janet M. Goodwin. 1996. Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Languages Dalton, C. and Barbara Seidlhofer. 1994. Pronunciation. Oxford: Oxford University Press. Demirezen, M. 1986. Phonemics and Phonology. Ankara: Bizim Buro. Hubbard et al. 1983. A Training Course for TEFL. Oxford: Oxford University Press. Krashen, S. D. 1988. Second Language Acquisition and Second Language Learning. New York: Prentice Hall Regents. Krashen, S. D. 1988. Principles and Practice in Second Language Acquisition. New York: Prentice Hall Regents. Kenworthy, J. 1987. Teaching English Pronunciation. London: Longman. Knowles, G. 1987. Patterns of Spoken English: An Introduction to English Phonetics. Larsen-Freeman, D. 2000. Techniques and Principles in Language Teaching. Oxford: Oxford University Press. Rochmis, L. and D. Doob. 1970. Speech Therapy. New York: The John Day Company. Scarcella, R. & Oxford, R. L. 1994. Second Language Pronunciation: State of the Art in Instruction Zainnuri, Hasan. 2011. A Thesis: The Effectiveness of Using TELL ME MORE Communication® to Improve Students’ Pronunciation Skill (An Experimental Study on The Tenth Grade Students at SMA Negeri 7 Surakarta in The Academic Year of 20102011).