SORU: ?
Trainee Teacher:
- How can effective pronunciation teaching be
measured?
Teacher:
- We can easily notice through what the learners are
able to achieve, such as the ability to understand and
be understood in the communicative situations they
face.
Trainee Teacher:
- I see. What I also want to know is who is better
equipped to teach pronunciation: a non-native English
teacher who speaks the first language of his or her
learners or a native English teacher who doesn’t?
Teacher:
- ----
Trainee Teacher:
- So, the way we teach can determine our competence
to a great extent.
Which of the following completes the given
dialogue?
.
|
Many learners express a desire for native-like pronunciation, but studies show it's almost impossible even if they live in an English-speaking country. |
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A non-native teacher would perhaps have a worse accent and be less likely to teach pronunciation as well as a better equipped native English teacher. |
|
Assessing learners' pronunciation would be best achieved by native speakers while non-native teachers could be better at testing grammar. |
|
Since no specific accent is dominant or somehow better than the others, neither teachers nor learners need to sound like highly competent native speakers. |
|
Native speakers have long been valued as ideal language teachers, but having knowledge in various instruction techniques is sometimes more important than being a native speaker. |