Teach English in Leichi XiAng - Anqing Shi

Pronunciation Problems in the Far EastThere is a constant need for extra pronunciation enrichment with teaching english as a second language in the Far East as the commerce of world trade and business grows on a daily basis. Even in a simple conversation with a co-worker or a short visit to the shopping center to communicate not only to the vendor, but the vendee. Communication with the english language in the multi-media market whether it is on the phone, at work, shopping centers, grocery stores, business transactions, or any social setting, a person from a foreign country consists of at least 50% of the American population. Due to the increase in population with Far Eastern people in America that will work and live, posses a strong need for extra training in pronunciation to enhance their living experience with the english speaking country that they live in. "Rivers (1968) contended the difficulty of non-native speakers is barely due to their lack of vocabulary and grammar, but primarily because of the sounds they produce are incorrect, the intonation and the pitch seem strange." [www.ccsenet.org/elt english Language Teaching Vol. 4, No. 1; March 2011]. Pronunciation is different than grammar and vocabulary in that it is the sound that is produced for the listener to comprehend and understand. In the Far East the largest problem associated with pronunciation is mainly with the sound of the 'r' letter. For example in the typical sentence "Can I have some fried rice?" or "Can I have some flied lice?". Reading the correct sentence "Can I have some fried rice?" and speaking the sentence are two different stories. The 'r' sound does not exist in the eastern culture sounds and the formation of the anatomy of the positioning of the tongue is not a common feeling for the person learning this sound. Due to the nature of the usage of the 'r' in many words in the english language, there can be a problem with the learning process. The on-going problem of the unconscious culture referred habits of Far Eastern peoples can be solved by reprogramming and thorough teaching in new ways of hearing, new habits and new ways of using speech organs to be intelligently understood by others. english teachers should be aware of this especially during the advanced stages of the teaching level to set aside certain students who have the habits ingrained. Special pronunciation classes within the class studies, a separate class, or one-on-one tutoring may be necessary to focus on de-programming of these sounds and particular habits. With American english teachers, there also may be a problem with interest in the teaching of the pronunciation due to the lack of education in the earlier years. Most Americans are notable of not having the phonetics class at an early age as it was not available after the later part of 1960's due to the political influence of the NEA (National Education Association). [NEA - Trojan Horse in American Education by Samuel L. Blumenfeld 1984]. The lack of enthusiasm and interest with further extending proper teaching methods can pose a problem with english teachers for foreign students. To solve the problem of pronunciation issues with both the student and the teacher, there are ample resources available on-line and notable courses for the teachers taught at the Universities in certain countries while they are on location and also during their certification process. Simple methods in the classroom setting utilizing diagrams and physical pictures of the placement of the tongue with drilling can be used with added exercises and activities. Teachers are often given extra training for this area and students have more accessibility for more resources. The most important issue lies with the enthusiasm of the teacher ultimately being the key to successful and proper teaching of pronunciation in the Far East.