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Content knowledge and the teaching of English stress, rhythm and intonation to Malaysian learners of English

This paper makes a positive response to the CEFR Companion, which requires learners to speak the target language with appropriate prosodic features defined as stress, rhythm and intonation. When, as in Malaysia, the teaching of English is aligned with the CEFR, teachers are expected to teach prosody...

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Main Author: Mohd. Don, Zuraidah
Format: Article
Language:English
Published: Malaysian English Language Teaching Association 2023
Subjects:
H Social Sciences (General)
Online Access:http://eprints.utm.my/108644/1/ZuraidahMohdDon2023_ContentKnowledgeandtheTeachingofEnglishStress.pdf
http://eprints.utm.my/108644/
http://dx.doi.org/10.52696/FXWR8735
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spelling my.utm.1086442024-11-24T07:01:35Z http://eprints.utm.my/108644/ Content knowledge and the teaching of English stress, rhythm and intonation to Malaysian learners of English Mohd. Don, Zuraidah H Social Sciences (General) This paper makes a positive response to the CEFR Companion, which requires learners to speak the target language with appropriate prosodic features defined as stress, rhythm and intonation. When, as in Malaysia, the teaching of English is aligned with the CEFR, teachers are expected to teach prosody to enable their students to progress, despite the serious practical problem that they may not have the necessary content knowledge. The paper aims to provide teachers with the content knowledge, while leaving to teachers the prerogative to decide what and how to teach in their own classrooms. It outlines some basic prosodic concepts and covers what learners have to do when speaking English other than producing acceptable speech sounds. Although teachers who read up on English prosody may develop greater knowledge and increased awareness of prosodic features, just knowing about these things is not enough, and it is also essential to know how to recognize and produce them. In order to enable learners to acquire appropriate prosodic features, teachers require support at the point of need in the classroom, and the discussion includes suggestions how this can be done with modern technology. Malaysian English Language Teaching Association 2023 Article PeerReviewed application/pdf en http://eprints.utm.my/108644/1/ZuraidahMohdDon2023_ContentKnowledgeandtheTeachingofEnglishStress.pdf Mohd. Don, Zuraidah (2023) Content knowledge and the teaching of English stress, rhythm and intonation to Malaysian learners of English. The English Teacher, 52 (3). pp. 137-149. ISSN 2716-6406 http://dx.doi.org/10.52696/FXWR8735 DOI : 10.52696/FXWR8735
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic H Social Sciences (General)
spellingShingle H Social Sciences (General)
Mohd. Don, Zuraidah
Content knowledge and the teaching of English stress, rhythm and intonation to Malaysian learners of English
description This paper makes a positive response to the CEFR Companion, which requires learners to speak the target language with appropriate prosodic features defined as stress, rhythm and intonation. When, as in Malaysia, the teaching of English is aligned with the CEFR, teachers are expected to teach prosody to enable their students to progress, despite the serious practical problem that they may not have the necessary content knowledge. The paper aims to provide teachers with the content knowledge, while leaving to teachers the prerogative to decide what and how to teach in their own classrooms. It outlines some basic prosodic concepts and covers what learners have to do when speaking English other than producing acceptable speech sounds. Although teachers who read up on English prosody may develop greater knowledge and increased awareness of prosodic features, just knowing about these things is not enough, and it is also essential to know how to recognize and produce them. In order to enable learners to acquire appropriate prosodic features, teachers require support at the point of need in the classroom, and the discussion includes suggestions how this can be done with modern technology.
format Article
author Mohd. Don, Zuraidah
author_facet Mohd. Don, Zuraidah
author_sort Mohd. Don, Zuraidah
title Content knowledge and the teaching of English stress, rhythm and intonation to Malaysian learners of English
title_short Content knowledge and the teaching of English stress, rhythm and intonation to Malaysian learners of English
title_full Content knowledge and the teaching of English stress, rhythm and intonation to Malaysian learners of English
title_fullStr Content knowledge and the teaching of English stress, rhythm and intonation to Malaysian learners of English
title_full_unstemmed Content knowledge and the teaching of English stress, rhythm and intonation to Malaysian learners of English
title_sort content knowledge and the teaching of english stress, rhythm and intonation to malaysian learners of english
publisher Malaysian English Language Teaching Association
publishDate 2023
url http://eprints.utm.my/108644/1/ZuraidahMohdDon2023_ContentKnowledgeandtheTeachingofEnglishStress.pdf
http://eprints.utm.my/108644/
http://dx.doi.org/10.52696/FXWR8735
_version_ 1817841624941592576
score 13.226497

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