Most pronunciation experts would probably agree that pronunciation is something that should be worked with at all levels and ages. However, guides to pronunciation teaching are often created with older learners in mind. Young learners are unlikely to have the same cognitive or vocabulary development as older learners, therefore, we need to adjust our pronunciation teaching to work for them. In this presentation, Mara Haslam reviews some of the research-based principles of language teaching and pronunciation teaching that are relevant for young learners, and also gives examples of activities for both segmental and suprasegmental pronunciation for young learners.

Speaker- Mara Haslam

Mara Haslam has worked as an English teacher and a language-teacher educator since 2002. She has extensive experience in teaching the English language to non-native speakers, but I particularly enjoy teaching pronunciation. Her experiences in the pronunciation classroom fuel her research interests in second-language phonology. She has received an M.A. in Linguistics from the University of Utah in 2004 and a Ph.D. in Linguistics from the University of Utah in 2011. She has worked at Stockholm University since 2012, first at the Department of English and now at the Department of Language Education since 2014.

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