INTEGRATING PRONUNCIATION ACTIVITIES IN BRAZILIAN EFL CLASSROOMS

Autor/innen

  • Vanessa Kosa UCS - PLE

Abstract

Abstract: This paper presents a study on how to work with pronunciation and rhythm with Brazilian students learning English as a foreign language integrating pronunciation activities with the usual contents of a lesson. The Integrative Approach by Chela-Flores (2001) is followed when conducting the action research with eight students in an English private school. Besides, an analysis of teaching course books designed for Brazilians is carried out with the objective of verifying their adequacy in the approach mentioned and helping teachers in integrating pronunciation and rhythm in their classes.

Key words: rhythm; Integrative Approach; pronunciation teaching.

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Veröffentlicht

2012-10-29

Zitationsvorschlag

Kosa, V. (2012). INTEGRATING PRONUNCIATION ACTIVITIES IN BRAZILIAN EFL CLASSROOMS. PLE - Pensar Línguas Estrangeiras, 1(1), 37–55. Abgerufen von https://sou.ucs.br/etc/revistas/index.php/ple/article/view/1433

Ausgabe

Bd. 1 Nr. 1 (2012)

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