Pronunciation
and Grammar:
two
sides of the same coin
What does “grammar” mean?
Usually we equate the teaching of
Grammar with the teaching of Syntax. However Grammar is defined
as the total knowledge of a language and as such it is much
more than Syntax. When we talk about grammar, Phonology, Morphology, Semantics,
and Pragmatics also need to be considered. This common equation of grammar = syntax has contributed to the omission of the
teaching and practice of a very important component of the language: Phonology.
Typically, a grammar lesson provides
students with oral and written exercises followed in most cases by a hand-on-
experience in which the new structure is used in a real
communicative situation. Even in this new millennium a pedagogical harmful
trend persists when teaching grammar: students do not get any instruction on
how to pronounce the new structure; in most cases not even a hint! The
truth is that we have separated Grammar and Pronunciation when in fact they are
the two sides of the same coin. The following examples will show us how these
two areas of knowledge need to be taught together.
Much more to learn than word order
Let’s consider that our students are
practicing giving commands or instructions such as “Give her an apple”.
Apparently, if we only consider its structure we can assume that it is quite a
simple utterance which poses almost no difficulties for our students. Its
simplicity may cause that important phonological components may pass unnoticed
for our students while in fact there are plenty to teach in the given phrase if
Phonology is considered. relevant aspects such as the emphasis of content
words: give and apple; the omission of the
sound /h/ in the pronoun her since this sound is linked to the
previous word and the fact that this phrase needs to be pronounced as one piece
and not as four different words according to the linking patterns that
characterize natural speech such as consonant +vowel and vowel +vowel. Also,
our students need to get the right rhythm pattern when saying the phrase which
usually requires practice.
Another example is the teaching of
phrasal verbs which is quite a challenge since teachers spend valuable lesson
time explaining the difference between transitive or intransitive
phrasal verbs or on motivating students to use phrasal verbs when
speaking English, not an easy task for Spanish speakers. However, usually a
basic instruction on how to pronounce phrasal verbs is not given and then our
students do not know if they have to stress the word speak or the preposition up in the following example: Please speak up.
The teaching of pronunciation will
enhance the listening comprehension skills of our students. Once
our students have developed a good understanding of the main features of
the English phonological system they will be able to cope with the
characteristics of natural speech. Going back to our example of
“Give her an
apple,” if our students
are not trained on its correct pronunciation they will not be able to
understand it nor to say it in a natural way.
Should
Grammar and Pronunciation be taught apart?
What is Grammar anyway?
Reference
An Introduction to Language. Victoria Fromkin and Robert Rodman.
Holt, Rinehart and Winston, editors.
Biodata
Maria de La Lama: Master´s Degree in Applied Linguistics and Bachelor´s Degree in Theoretical Linguistics from the University of California; MBA Universidad del Pacífico. Current Director at Centro de Idiomas de la Universidad del Pacífico.
