by Ivana Duckinoska More often than not, we hear about pronunciation being marginalized in the EFL classroom and we tend to blame the time-constraints and packed curriculum for that. I …
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Training a new generation of Pronthusiasts
Notes on Viktor Carrasquero’s webinar about Ideas for fostering phonological awareness in the Early Years class by Ana Paula Biazon Rocha and Viktor Carrasquero In last month’s PronSIG’s webinar, Viktor …
When to teach pronunciation?
by Ana Paula Biazon Rocha If researchers and experts in English pronunciation and pronunciation pedagogy were asked the question posed in the title, I guess most of them, if not …
Dimensions of Pronunciation Work
PronSIG highlights some of the key ideas Mark Hancock shared on his Q&A session.
How should we correct pronunciation mistakes?
by Ana Paula Biazon Rocha When teaching pronunciation, one of the many questions that may arise is how and when to correct our learners’ pronunciation mistakes. We certainly don’t want …
A ‘pronunciation lab’ to go, please!
In the pronunciation classroom, technology is definitely our friend. In our new blog post, find some of our reflections on Stella Palavecino’s recent “/læb/ bites” webinar, and about the art and science of creating purposeful, technology-mediated learning tasks.
Listen, but let’s work on how we repeat it!
by Ana Paula Biazon Rocha The most conventional approach to pronunciation teaching is listen and repeat, where teachers provide learners with a model, such as their own, an audio track, …
Mindfulness as a springboard for pronunciation work
Can we foster mindfulness as we teach pronunciation?
Read this post to find out more.
Using your hands to teach pronunciation?!
Why not use our hands to help students ‘visualise’ the articulation of sounds and some pronunciation features?
Read this post to find out more.