Pronunciation Instruction for Brazilians:
-
Bringing Theory and Practice Together
Authors: Márcia Zimmer, Rosane Silveira and Ubiratã Kickhöfel Alves
Date Of Publication: Apr 2009
ISBN13: 978-1-4438-0346-5
ISBN: 1-4438-0346-4
Pronunciation Instruction: Bringing Theory and Practice Together presents a discussion of the sources of difficulties which are likely to be faced by Brazilian learners during the process of acquiring English phonetics and phonology, by presenting empirical data garnered from Brazilian studies and by proposing communicative activities aimed at helping speakers of Brazilian Portuguese to overcome their pronunciation difficulties in English.
In Chapter 1, teachers are provided with the most relevant theories concerning cognition and second language acquisition, speech perception/production, as well as the importance of explicit instruction to help learners improve their English pronunciation.
In Chapter 2, the authors report the results of many empirical studies that reveal the main pronunciation difficulties faced by Brazilian learners. Chapter 3 is organized in nine separate units – from Intro to Unit 8 – which can be worked from beginning to end or just by choosing some exercises in the range that is presented within each unit.
Activities are creative and simple, all possible to be applied in many teaching contexts at any school, i.e., no fancy technology is required. The practical part can be used by Brazilian learners of English in the classroom or for self-study, as the book includes an answer key and CD.
Details regarding the sale of the book, authors’ biodata, as well as access to a pdf sample, can be found at the Cambridge Scholars Publishing site:
http://www.c-s-p.org/Flyers/Pronunciation-Instruction-for-Brazilians--Bringing-Theory-and-Practice-Together1-4438-0346-4.htm
|
|
::
PEDAGOGY
Focusing on
grammar pedagogy
Rosely P. Xavier
Teaching English
grammar through newspaper headiines
Felix A. Rodrigues
Using fables
to improve narrative skill
Susana B. Tuero
Educating for
citzenship in the English class
Telma Gimenez
|
|
|
Facing the challenge of
mixed-ability classes
Vivian Magalhães & Vanessa
Amorim
An interdisciplinary project:
Beach cleaning
Angela F. Brognoli, Maria Angélica
B. Marin & Thyrza Pires
Classroom learning suppiemented
with web-based activities
Elaine M. L. Barth
EFL learning strategies:
Teaching beginners
Maria Inèz P. Lucena &
Mailce B. M. Fortkamp
Styles and difficulties in
learning English: The case of UNIOESTE EFL students
Claudia E. Sardo, Lania Costa de
Oliveira & Lara de Fatima Ostroski
The establishment of a language
self-access center: A retrospective
Christine Nicolaides & Vera
Fernandes
Constructing meaning in EFL
listening comprehension
Maria Inez P. Lucena
Writing instruction and its
effects on the development of FL students'writing processes:
Focus on revision
Rosane Silveira
Teachers' decision-making,
planning and beliefs: Reading between the lines"
in the EFL classroom
ElenirV. X. Moura, Samia A. Ferro,
Elvira M. Ganassin & Jussara S. Pereira
Bridging the gap between
theory and practice in the )reign language classroom:
The complementary focus-on-meaning and focus-on-form modes
Gloria Gil
The development of a research
project on pragmatic awareness
Jussara M. Zilles
An overview of the dimensions of EFL
teaching: Towards a critical approach
Viviane M. Heberle & Jose Luiz
Meurer
Theoretical and practical
views of interaction
Maria Adelaide de Freitas
Rethinking the teacher's
role and the process insertion of technology in the classroom
Maria Izabel R. Tognato
New technologies in teaching
and learning English
Denise de Mesquita Correa
Frequent pronunciation errors
of Brazilian learners of English
Barbara 0. Baptista
Reflections on American
culture
Jussara M. Zilles & Rachel
P. da Fontoura
From mission to language
teaching
Rosa Maria Olher
Language teaching as a profession
Jussara 0. Rosa Perin
The lessons of tradition
and the new perspectives teaching and learning foreign
languages
Hilario I. Bohn