The History and Scope of Pronunciation Teaching

1. Analytic - linguistic approach

1.1. Phonetical alphabet

1.2. Articulatory descriptions

1.3. Chart of vocal apparatus

1.4. Listening - Imitation - Production

1.5. Sounds and rhythms of target language

2. Intuitive-imitative approach

2.1. listen and imitate the rhythms and sounds

2.2. without intervention or explication

3. Grammar Translation and Reading- bassed approaches.

3.1. Pronunciation is irrelevant

3.2. Communication in te target language is not primary.

4. Direct Method (1800)

4.1. Intuition and imitation

4.2. Students imitate a model

5. Naturalistic Methods

5.1. Comprehension methods

5.2. Total physical response

5.3. Natural approach

6. Audiolingual and Oral Approach (1940s - 1950s)

6.1. Pronunciation is important

6.2. phonetics

6.3. Articulation sounds

6.4. Minimal pair drill

6.5. Syntagmatic drills

6.6. Paradigmatic drills

6.7. listening

6.8. Guided oral production

7. Cognitive approach (1960s)

7.1. Grammar and Vocabulary

7.2. Teaching more learnable items

7.3. Grammatical structures and words

8. The Silent Way (1970s)

8.1. Production of sounds and structures

8.2. How words combine in phrases

8.3. Blending - stress- intonation

8.4. focused on sound system

8.5. Gestures what students should do

8.6. Fidel charts

8.7. Words charts

8.8. Colored rods

8.9. Sound-color chart

9. Community Language Learning

9.1. Classrooms proceeds as follows

9.2. Audiotape recorder

9.3. Human computer Technique

10. Communicative Approach (1980s)

10.1. Dominant in language teaching

10.2. Primary purpose of language is communication

10.3. Listening and imitate

10.4. Phonetic training

10.5. Minimal pair drills

10.6. Contextualized minimal pairs

10.7. Visual aids

10.8. Tongue twisters

10.9. Developmental approximation drills

10.10. Practice of vowel shifts and stress shifts related by affixation

10.11. Reading aloud/recitation

10.12. Recordings of learners' production