Reading Aloud in the pronunciation syllabus

PG BULLETIN

Universidad Metropolitana de Cs de la Educación

Lugar: Santiago; Año: 2006 p. 13 - 13

1514-4801

s a component of the oral communicative competence (Brazil et al 1980), reading aloud becomes a particularly important tool in activities such as academic or scientific presentations, oral reports and speeches, typical of educational contexts at university level. On this basis, at the School of Languages, prospective EFL licentiates, translators and teachers receive training in reading aloud as part of a three-year program in English pronunciation implemented during the first three years of instruction. This training is carried out from two main perspectives: 1) the theory of orientation in reading aloud (Brazil et al 1980) and 2) the view that prosodic features are resources that play a fundamental role in the organization of oral discourse (Barr 1990, Brazil 1997, Brazil et al 1980, Brown et al 1980, Brown and Yule 1983, Couper-Kuhlen 1986, Halliday 1985, Hidalgo Navarro 1997, Wichman 2000, Yule 1980). Information obtained through surveys of opinion and through the ass