Integrating the teaching of speaking and pronunciation in an ESL class for adults

Santa Rosa

Encuentro; Primer Encuentro Regional Pampeano de Profesores y Estudiantes Universitarios de Inglés; 2016

All aspects of language interrelate and intertwine, thus, it is paramount that this integration be taken to the ESL class, simultaneously offering foreign language learners the opportunity to ?build their own learning through experience, interaction and reflection? (Vygotsky, 1978, 1979). It is undeniable that acquiring oral proficiency is a crucial part of second language learning (Kayi, 2006), as it is essential to support further oral communication. However, mastering speaking represents a real challenge for learners, since it is a productive skill that consists of producing systematic verbal utterances to convey meaning that takes place in real time, without the possibility of editing or revising the message (Bailey, 2005). Furthermore, pronunciation performance comes into play whenever oral production is carried out, given that unintelligibility or consistent errors may cause misunderstandings in communication or even prevent speakers from getting their message across. Regarding this, empirical evidence shows that pronunciation teaching is often neglected in the ESL class, and, when it does take place, it is usually reactive rather than planned. Features of pronunciation should be regarded as ?integral to language analysis and lesson planning? (Kelly, 2000, p. 13). Hence, in this study we present sequences of sample activities that combine training in the speaking skills with pronunciation activities (perception and production activities) which focus on different features at the segmental and suprasegmental levels. Our pedagogic proposal has been designed contemplating the heterogeneous nature of adult classes in terms of language level, learning styles and personal circumstances of ESL learners, and it follows the principles within the framework of the communicative approach to language teaching. In accordance with this approach, the activities described are purpose-driven, properly graded and contextualized, and they aim at fostering interaction and students? motivation, while developing speaking and pronunciation skills.