From potential words to actual words: A pronunciation-integrated teaching model to facilitate productive oral vocabulary development
English Australia Journal
Facilitating the transformation of vocabulary from receptive to productive can be challenging for second language (L2) teachers. Although some studies have focused on understanding activities that promote productive vocabulary in written modes (e.g., Teng & Xu, 2022), little is known about the effect of activities on productive vocabulary in spoken modes. To fill this gap, this paper presents an innovative pronunciation-integrated teaching model to facilitate productive oral vocabulary development. Pronunciation training and vocabulary teaching are typically seen as distinct areas of teaching English as a Second Language; yet, in the context of developing productive vocabulary to be used in speaking, they are highly complementary. Therefore, the innovativeness of the model presented here is the integration of pronunciation training into vocabulary-focused. The teaching model is helpful because it provides teachers with a practical guide for the creation of activities that can be used for classroom teaching of productive oral vocabulary.
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