ELT teacher, teacher trainer and course book author, John Hughes, shares some classroom ideas for teaching pronunciation in your business English classes ahead of his webinar on 19th February. Register now.
Is there any essential difference between teaching pronunciation in business English and teaching pronunciation on a general English course? In many ways the answer is ‘no’. After all, in any type of ELT classroom we need to work on pronunciation in two ways: firstly, to help students with receptive pronunciation; in other words, to help them recognise features of pronunciation which affect their ability to listen and understand. And secondly, to help students improve their productive or spoken pronunciation; this doesn’t mean that they need to sound like a native speaker but that they are intelligible to a wide range of other people when communicating in English.
However, when we teach pronunciation in business English I do think our approach should be tailored to learners’ business needs and that they should have plenty of time to practice pronunciation for specific events. In addition, your business students can also use pronunciation to make their communication skills more effective. Let’s take a closer look.
Typically on a business English course (especially with one-to-one or small groups) we ask students about their needs for using English. Part of this will include asking them who they need to communicate with in English. If they answer, ‘colleagues working in our China offices’ then we already know that the students will need to listen to recordings of Chinese speakers in class. If, on the other hand, my students make phone-calls to the United Kingdom, then I might spend time focussing on the features of different accents within the UK.
In business English we also have to prepare a student for speaking at particular events; for example, if your student has a meeting in English coming up soon then you can predict the type of language he/she will need to use. You can practice using that language and identify any pronunciation problems that may affect the student’s intelligibility for the other participants. One useful technique is to role play the upcoming situation with the student and record the conversation. Then listen back to the recording and then pick out potential pronunciation difficulties.
Many effective presenters and speakers in the world of business also use pronunciation to make their message more powerful. So in my presentation skills classes I help students to work on stressing certain words and adding pauses for emphasis. Take this example which shows an extract from a presentation in which the stressed words are underlined and the / indicates short pauses between words and phrases. Try reading it aloud as you think the presenter said it:
Now I’d like to present the figures / for our most recent quarter / and / I’d like us to consider / the implications / for the rest of our financial year.
The speaker stresses the content words in the presentation and adds short pauses to break the sentences down. In particular, the separation and stressing of the word ‘and’ in the middle emphasises that the presenter has two distinct aims to the presentation. Having students mark transcripts of their own presentations like this can really add power to their communication.
To consider more of the issues behind teaching pronunciation in business English and to get more classroom ideas for teaching pronunciation in your business English classes, join me for my webinar on 19th February. Register now.
John Hughes is a teacher trainer and course book writer. For Oxford University Press he has co-authored on the Business Result series and the video courses Successful Meetings and Successful Presentations.
27 January 2015 at
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3 February 2015 at
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4 February 2015 at
Nice. Looking forward to the webinar. I spend a lot of time with my students on various prosody concepts, so I particularly like the powerful presentation stuff. I think they’ll enjoy seeing the power of word stress and timing beyond simply being understood. What has your experience been? Does working with students on powerful presentation concepts help them get better with word stress and timing in other situations?
10 February 2015 at
Hi Stuart, I’m sure that as a result of drawing attention to the way we use pronunciation in presentations helps students in other situations. In fact, I’d say having students give presentations in any kind of classroom (not just Business English) has benefits in all sorts of ways. Anyway, see you in the webinar and maybe we can pick up on these issues further.
14 February 2015 at
Reblogged this on Mytutorblog's Blog.
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