by Adrian Underhill | Jan 8, 2020 | 2. The Physicality of Pronunciation & Proprioception, 5. Question & Answer; General Issues, Pron questions from teachers doing the Trinity Diploma
Today’s pronunciation methodology fails in several respects: It is over reliant on repetition, it treats pronunciation as a cognitive (rather than physical) activity, and it is linear rather than holistic. This is why pronunciation is not and cannot be integrated into...
by Adrian Underhill | Aug 31, 2019 | 8. Teacher Training Courses & Conferences
Thank you to everyone who participated in my programmes this summer. It’s been a great pleasure to work with you and to develop these educational practices. Here are some dates for the future: SEPT – DEC 2019 5 – 7 Sept Civitavecchia, Rome. AISLI DoS Days...
by Adrian Underhill | Jan 4, 2019 | 4. Connected Speech & Comfortable Intelligibility, 5. Question & Answer; General Issues, Pron questions from teachers doing the Trinity Diploma
“…Active listening is something I have always brought to my learners’ awareness. It requires that I highlight the sounds and their connected relevance in a phrase or sentence (and such aspects as catenation, elision, intrusion, assimilation) – this is...
by Adrian Underhill | Dec 8, 2018 | 2. The Physicality of Pronunciation & Proprioception, 3. How to use the Sound Foundations Chart, 5. Question & Answer; General Issues, Pron questions from teachers doing the Trinity Diploma
Another question from teachers on the Diploma programme at Oxford TEFL (click for info) The short answer? Don’t teach the symbols, but help learners discover the sounds. And when they are able to say a sound close to the target sound, you can point at the sound on the...
by Adrian Underhill | Dec 3, 2018 | 3. How to use the Sound Foundations Chart, 4. Connected Speech & Comfortable Intelligibility, 5. Question & Answer; General Issues, Pron questions from teachers doing the Trinity Diploma
Two questions from teachers on the current Diploma programme at Oxford TEFL (click for info) Q1 Is there room for diversity in terms of the idea of the ‘right ‘or ‘correct ‘pronunciation? Q2 What if teachers, even having decided a pronunciation...
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