The tips in this section are concerned with the techniques and methods we use in the classroom – the pedagogy. We will deal with such issues as presenting patterns, providing practice and giving feedback and correction.

How to teach pronunciation

• 33 Encourage a growth mindset

• 34 Build on what learners already know and feel

Presentation

• 35 Develop a class vocabulary

• 36 Be mindful about drilling

• 37 Focus on the physical

• 38 Encourage cognitive engagement

• 39 Raise awareness of patterns

Practice

• 40 Use communication activities

• 41 Use games and puzzles

• 42 Use drama and role-play

• 43 Use chants and rhymes

Feedback and assessment

• 44 Give informative feedback

• 45 Control your correction reflex

• 46 Assess learners’ progress

• 47 Help learners to deal with misunderstandings

Resources

• 48 Use resources for teachers

• 49 Make your own materials

• 50 Support learner autonomy

33 Encourage a growth mindset

When we see successful people, athletes for example, we see the results – the amazing things they can do – but not the process – the huge amount of effort behind their abilities. As a result, we are tempted to suppose that their success is a consequence of innate talent.

The belief that success is attributable to talent can lead to what psychologist Carol Dweck (see below) calls a fixed mindset. A person with this mindset believes that abilities are fixed: you either have the ability or you don’t. If you fail at something, it simply means you don't have that ability and you might as well give up. There's no point persisting with something you’re no good at because it will always end in failure.

Dweck contrasts the fixed mindset with what she calls a growth mindset. A person with this mindset thinks you can do just about anything if you put enough effort into it. For them, ability is not something fixed, but something which you can acquire through hard work. Trial and error are essential, so failures are a natural part of growth.

It's obvious which mindset will be more productive when it comes to pronunciation teaching and learning. Acquiring new articulation habits involves experimentation, and experiments are bound to have mixed results.