Sometimes, giving your learner just one piece of information ("make a vibration") can go a long way in correcting some reoccurring pronunciation problems.

Identifying problems

Books such as Teaching American English Pronunciation ¹ contain information regarding the main errors in common language groups. For example, Japanese learners may have difficulty with the letters R and L. Cantonese and Mandarin learners often have problems pronouncing the W and V. Reference books will be helpful as a starting point and could even be examined before you meet your learner.

Tape recording your learner is also a good idea. The best time to record a speech sample is during a role-play or conversation when your learner is more concerned with the activity she is doing than with the audio recorder. After you have found a good sample, the learner and you can analyze the errors. Concentrate on the errors that are reoccurring and could result in miscommunication. Prioritize the errors and decide together in what order the sounds should be taught.

B: Teaching Pronunciation

Learners should be encouraged to critique their own performance whenever possible. Listening for performance errors, or errors that involve sounds that have already been taught, is an important step in becoming an independent learner.

Individual Sounds

After identifying a problem with which your learner wants help, start collecting materials. Materials that will be beneficial during a pronunciation class include:

• Diagrams of the head (preferably with a side view) demonstrating the sound that you want to teach.
• A small hand mirror (so the learner can see herself while practicing the sound).
• Minimal pairs (when applicable) to contrast the new sound with a previously practiced sound.
• Dialogues, stories, or tongue twisters which feature the designated sound in it.

¹ Peter Avery and Susan Ehrlich, Teaching American English Pronunciation. (Oxford, England:Oxford University Press, 1994.)