One of the most fundamental core aspects in learning a new language is understanding its morphology. Knowing parts of speech and how to use them is one of the most important concepts L2 learners must know in order to create coherent sentences, both in written and oral communication. One would not want, for instance, a student to fail in knowing that ‘an’ typically comes immediately before a noun beginning with a vowel (or vowel sound). Further, for example, the explicit knowledge and use of adjectives often helps to build a student’s creativity with a target language and allows them to express their personality, rather than sounding “robotic” when speaking the L2 (Drugas, 69). Knowing this, one activity I may do more with students is have them describe things ...
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... pronunciation (Wong, 18). In teaching, I believe that correcting incorrect pronunciation may be incredibly important for language learners. Rather than simply repeating a word back to a student, I may write the word on the board and underline the phoneme that the student is pronouncing wrongly – drawing special attention to it. One could even draw a simple anatomical depiction of the oral cavity depicting the location of the tongue for the sound production – this would not require very much explicit knowledge of anatomy other than tongue location. By doing this, a student would be able to realize, concretely, what they are doing wrong rather than hearing simple repetition error-correction, and thus be able to correct it (Lacabex, 502). Teaching phonetics is certainly one aspect I would like to improve in my teaching, and I now believe I have multiple ways to do so.
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