After spending a few days in Ireland, my students always show their true feelings. Glad when I’m leaving, sad when I’m returning. That is, after all these years I still haven’t been able to show them that English is not a task but a tool to reach their goals. Well, so be it. LET’S WORK!!!
Some students have a real hard time with pronunciation. At first glance, English spelling is totally irregular, making it impossible to guess or read aloud any text or words if you haven’t heard them before.
That’s when I try to show them the phonetic chart. Initially the sounds/letters are weird and confusing but by introducing them in little bits: 3 sounds and symbols at a time, they usually manage to grasp at least some of the concepts on pronunciation.
A strategy that does help is having students read words written in phonetic characters. I also show them the chart and dictate a few words and ask them to write them phonetically. Children will get it fast, while adults will see learning the phonetics system as a gargantuan task to a pointless end. They claim: “Why am I going to learn this “alphabet” if I’m not going to see it ever again?”
From my experience young learners must be introduced to phonetics even before learning the alphabet, if not, when adults the barriers will be too big to be overcome.
I’ve already seen some exercises with phonetics paragraphs, but they’re an unnecessary burden on students, just demotivating them to read a simple sentence. I prefer to work on isolated problem words or sounds.
I show them that Dictionaries, after the entry of a word, present the phonetic pronunciation even if they can just click a button and listen to it.
Phonetics will help students identify the distinct sounds in English from their mother tongue and improve on their pronunciation – not to be able to speak as natives but to be clear and fluent.