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The problem is even greater for foreign learners who have difficulty with the English /r/, anyway.

6. Finally, do not be afraid to teach phonics. Many ESL students, convinced that English is totally unsystematic, will welcome the order suggested by these rules. Just a few rules which work most of the time will eliminate some of the guesswork involved in learning to read English.

What is essential to retain from these studies and pedagogical implications is that, though rather unsystematic, English pronunciation does have more order than appears at first sight-and-sound. For example, pipe is immediately recognized by a native speaker of English meeting the word for the first time as being pronounced paip, whereas pip can only be pip, the reason for the difference being that the second /p/ in pipe is immediately followed by a vowel; so would it be with bane and ban, pane and pan, die or dye and did, slime and slim, fine and fin, etc.

There are three essential steps in teaching to make sounds. Students must be able to:

2. Identify it, i.e. distinguish it from any other.

3. Produce it (Finocchiaro & Bonomo, 1973, p. 76).

Two questions arise when considering teaching phonics to EFL learners. One: Do they need it to learn to communicate efficiently and effectively in English at whatever level of interest they have? (Passing State examinations, transacting international business, doing library research, travelling as tourists, watching American sitcoms). Two: Is phonics instruction for all EFL students?

Gunderson (1991) is of the opinion that "Phonics instruction is not for all ESL students. Indeed, only those with limited fluency in English and with a history of literacy training are able to cope with training in phonics. These activities require students to operate on language in a different manner from" traditional school teaching/learning methodologies (p. 84).

English spelling is not known for its regularity. The phonics ...

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PHONEME AND GRAPHEME CORRESPONDENCE. (2000, January 01). In Retrieved 07:19, November 25, 2015, from
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