Teaching Phonics in the FL Classroom

Teaching Phonics in the FL Classroom.

Source: Hachette Children’s Group

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Text extracted from the book: Temario de oposiciones Inglés-Primaria. Self-learning method. Authors: Mariano Muñoz Pérez & Tomás Navarro-Soto Mínguez

 

TOPIC 9.
DESCRIPTION OF THE ENGLISH PHONOLOGICAL SYSTEM. LEARNING MODELS AND TECHNIQUES. PERCEPTION, DISCRIMINATION, AND PRODUCTION OF SOUNDS, STRESS, RHYTHM AND INTONATION. PHONETIC CORRECTION.

Prior to the analysis of the English phonological system, we should introduce the concept of phonological competence as an important component of the linguistic competence described in the Common European Framework of Reference for Languages (CEFRL, 2001). Broadly speaking, phonological competence refers to the knowledge of, and skill in the perception and production of sounds and prosodic features such as stress, rhythm and intonation.

In more practical terms and taking these concepts to the primary FL classroom, our students should be able to understand basic phonological aspects and produce above the level of what we consider understandable. According to Celce-Murcia and Goodwin (1996), there is a threshold level of pronunciation in English such that if a given non-native speaker’s pronunciation falls below this level, he or she will not be able to communicate orally, no matter how good his or her control of English grammar and vocabulary might be. Thus, the goal of teaching pronunciation to our students is not to make them sound like native speakers of English.
Let us now move on to an analysis of the English phonological system.

 

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