The objective of this paper is to shed light on the diverse functions and influencing factors of pronunciation in teaching English in German-speaking countries. Drawing upon the works of experts like Holger Schmitt and Yoshida, we delve into the functions of pronunciation that include not just ensuring communication and averting negative stereotypes, but also approaching native-like pronunciation as an art form. Moreover, we discuss the wide array of factors that can impact pronunciation. These encompass the learner's first language, their motivation, personality, and aptitude, the methods and quality of instruction, and exposure to the target language. Biological factors such as age and sex may also play a role, although these are still under debate.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Common hurdles in English pronunciation for German speakers and possible solutions
- Differences in phonemic inventory
- Differences in phonological rules
- Suprasegmental differences
- Other differences
- Ways to incorporate pronunciation teaching in the classroom
- Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper aims to explore common hurdles encountered by German-speaking learners of English in acquiring proper pronunciation. It analyzes specific linguistic differences between German and English, providing insights into the challenges faced by learners and offering potential solutions for overcoming them.
- The importance of pronunciation in successful English communication
- Differences in phonemic inventory between German and English
- Challenges posed by differences in phonological rules
- Strategies for teaching pronunciation effectively to German-speaking learners
- The impact of pronunciation on perception and social stereotypes
Zusammenfassung der Kapitel (Chapter Summaries)
The introduction highlights the significance of pronunciation in English language learning, emphasizing its role in effective communication and understanding. It underscores the common challenges faced by teachers in integrating pronunciation instruction due to time constraints and students' often-limited interest in this area.
Chapter 2 delves into the specific pronunciation hurdles faced by German speakers learning English. It focuses on differences in the phonemic inventory of both languages, outlining the challenges presented by sounds that exist in English but not in German, such as the dental fricatives [θ] and [ð], the labial-velar approximant [w], and the trap vowel.
Chapter 2 further examines differences in phonological rules between German and English. It explores phenomena like final obstruent devoicing and vowel weakening, illustrating how German speakers' L1 phonological rules may transfer to English, potentially leading to errors in pronunciation.
Schlüsselwörter (Keywords)
This paper explores key concepts such as phonemic inventory, phonological rules, final obstruent devoicing, vowel weakening, German-speaking learners of English, pronunciation instruction, and communication.
- Arbeit zitieren
- Marie Will (Autor:in), 2021, Pronunciation Teaching. Common hurdles and their solutions in German-speaking learners of English, München, GRIN Verlag, https://www.hausarbeiten.de/document/1368695
