Introduction

Starting from the smallest units of language that impact on meaning, i.e. the sounds of the language, this unit, and those that immediately follow it, focus on phonology, the linguistic system that underpins the teaching of pronunciation. This unit introduces the general area of phonology by establishing some basic terminology and raising some of the key pedagogical issues involved.

Tasks

1 Basic terminology

Match the term with its definition:

2 The organs of speech

The starting point in a description of the phonological system is the identification of the organs of speech. Identify the following organs of speech in the diagram:

• • tongue

• • lips

• • hard palate

• • soft palate

• • teeth

• • vocal cords and glottis

• • alveolar ridge

• • nasal cavity

• • larynx

3 Attitudes to pronunciation teaching

Before looking at the phonological systems in more detail, you might like to consider some of the issues that English teachers have had to address over the years. On the basis of your experience as either a learner or a teacher, what is your opinion on these issues?

0 = strongly disagree 5 = strongly agree

• a Teaching pronunciation requires a knowledge of phonology rather than of phonetics.

• 0 1 2 3 4 5

• b The best models for teaching pronunciation are either RP (Received Pronunciation: the prestige accent of British English) or GA (General American).

• 0 1 2 3 4 5

• c Adult learners of English are unlikely to achieve native-like proficiency with regard to pronunciation.

• 0 1 2 3 4 5

• d The primary goal of pronunciation teaching should be accent reduction.

• 0 1 2 3 4 5