•Two
general approaches to the teaching of pronunciation (Kelly,1969) :
•
•(1) An intuitive-imitative approach
(before the later 1800s) depends on the learner’s
ability to listen to and imitate the rhythms and sounds of
the target language without the intervention of any explicit information;
it also presupposes the availability of good models to listen
to, a possibility that has been enhanced by the availability first
of phonograph records, then of tape recorders and language labs
in the mid-twentieth century, and more recently of audio-and videocassettes
and compact discs.
•
•(2) An analytic-linguistic approach
(after the late 1800s) utilizes information and
tools such as a phonetic alphabet, articulatory descriptions,
charts of the vocal apparatus, contrastive information, and
other aids to supplement listening, imitation, and production. It explicitly
informs the learner of and focuses attention of the sounds and
rhythms of the target language.