INTEGRATING PRONUNCIATION ACTIVITIES IN BRAZILIAN EFL CLASSROOMS

Resumen

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.