Communicative-cognitive framework for teaching pronunciation: description and analysis, listening discrimination, controlled practice, guided practice, communicative practice¶

Theory · All theories
Evidence · no claims cited

Description¶

Celce-Murcia, Brinton, and Goodwin (1996), as presented in the digest, propose a framework supporting a communicative-cognitive approach to teaching pronunciation. A planning stage identifies learners' needs, pedagogical priorities, and teachers' readiness; the teaching stage structures lessons through description and analysis of the target feature, listening discrimination activities, controlled practice and feedback, guided practice and feedback, and communicative practice and feedback, moving learners from awareness to free communicative use.

Design Implications¶

Context¶

Requirements¶

• A planning stage to identify learners' needs, pedagogical priorities, and teachers' readiness to teach pronunciation.

Constraints¶

Target Learners¶

• adult ESL learners

Target Learning Objectives¶

• production and self-monitoring of targeted pronunciation features

Claims¶

Related Theories¶

• Segmentals and suprasegmentals: two groups of language features involved in pronunciation
• Dual-focus approach to pronunciation instruction combining simultaneous attention to form and communicative intent
• MacIntyre et al.'s willingness-to-communicate (WTC) model as a framework linking pronunciation and affective variables

Examples¶

• Word-stress lesson pattern: model correct and incorrect stress, discriminate, clap stress patterns, peer-mark dialogues, present orally with self-monitoring criteria
• Use multisensory exercises (throats, mirrors, kazoos, rubber bands, sound associations, finger counts) to help learners comprehend pronunciation features
• Eight-strategy pattern for overcoming ESL pronunciation challenges within the CLT framework

Key Sources¶

• Florez, MaryAnn Cunningham. (1998). Improving Adult ESL Learners' Pronunciation Skills. ERIC Digest. National Clearinghouse for ESL Literacy Education. https://eric.ed.gov/?id=ED427553