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different language because in most cases, word pronunciation makes a great deal in bringing our messages across no matter how wide one’s vocabulary is in a certain language.
Sound production is a widely recognized problem and considered to be the most challenging part in learning a second language. Intonation and accentuation are equally challenging but do not give much problems in contrast to sound production because it is the pronunciation of the word correctly that makes one coherent.
Older learners have difficulty in achieving a native-like pronunciation because they have already been used to the accent and intonation of their own tongue. This may be compared to training a plant to follow a bend that the florist desires for it to have a unique design wherein, if it is still young, the plant is easily bent while when it is already of age with its trunk hardened, there would be difficulty in bending it. Thus, if one wants to learn another language, it is best to start while he is still young and is able to develop the communication skills more effectively. Pronunciation should be taught not only in a certain period of time where the lesson is concentrated in sound formation but should be taught in all levels of the teaching process. Correction is more effective when the mistake is brought to light right then and there because the student is most aware of the mistake when he just made it. Whereas, when you let a mistake pass and try to correct it later during a specific pronunciation class, the student tends to forget and deny the mistake he committed. Thus, pronunciation should not be treated separately but should be taught all throughout.
For beginners, I teach pronunciation separately during the first lessons. Of course it would be irrational to be teaching beginners many words that would just confuse them and worst, might scare them. Thus, I introduce my lessons systematically starting with the basic and common sounds and even giving examples to magnify
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