The Principles and Applications of the Audio-lingual Pronunciation Rehabilitation Model in Foreign Language Teacher Education

Abstract

In remedial pronunciation instruction in teacher education, the scarcity of pronunciation teaching and pronunciation rehabilitation methods lasting a class hour to handle the fossilized mistakes is a fundamental problem in teacher education. To remedy this case, the Audioarticulation Model (AAM) is designed by the author of this article for occupational or academic purposes to meet the urgent needs of the trainees and the teachers-on-the job in the area of teacher training in an atmosphere of pronunciation-rich classroom during forty to fifty minute lasting class hours, and is addressed to non-native teachers of English or novice teacher trainees, who are in need of correcting or self-monitoring their fossilized pronunciation errors on the „core sounds‟ (Jenkins,1998; Acton, 1991; Brown, 1991) of the English language. „Core sounds‟ are segmental sounds of the target language that lead the learners to pronunciation hardships in forms of articulation errors. Such an effort to improve is professionally required because faulty pronunciation obscures intelligibility (Pennington, 1996:120). It is hoped that the AAM will greatly correct and enhance the pronunciation potentials of novice non-native English teachers and trainees.

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