The importance of language awareness in the phonology component of a teacher training programme  

Oleh:

Hyde, Martin

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Awareness (Full Text) vol. 3 no. 3&4 (1994), page 141-150.
Fulltext: 3.3&4.141-150.pdf (668.2KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LAW/3 Non-tandon: tidak ada Tandon: 1

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In this article I set out to discuss the need for a systematic approach to phonology in language teacher training. I begin by outlining the deficiencies inherent in the current 'atomistic' approach to phonology in EFL and suggest that a 'holistic' approach to this area in both teaching and teacher training will enable both learners and teacher trainers to develop a more accurate underst~nding of the sound systems of the English language and how they interrelate with each other. I argue that when we look at the psycholinguistic processes that determine the sounds we utter we should be concerned with top-down processing, from speaker meaning to suprasegmental conside:ations and finally segmental considerations; and that a teaching approach to phonology needs to reflect this sequence of processes. I suggest a procedure fer using this approach in teacher training and provide a sample exercise by W3.y of illustration of the approach. Throughout the article I argue the need for teacher trainers to develop a coherent understanding of, and ability to analyse the English language sound system. This ability I see as a useful applica tion of language awareness in English language teacher education.

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