Audio feedback In traditional methods, which have been used for a long time now, teachers have taken the advantage of the audio medium, namely a tape recorder, for a dual purpose. First, for listening to the recorded native- speaker discourse. And second, for taping students and replaying their own production. As a matter of fact, in today’s pronunciation classroom audio feedback still plays a significant role. Most of all, learners are provided with authentic material and unlimited access to native-speaker’s discourse. They can also record written passages and ask teachers for feedback.
Multimedia enhancement One of the major developments in the field of linguistics following the audio medium are video recorders and the use of software. These are an advance over audio tapes in that they provide visual support, which is as important in pronunciation teaching as auditory. Celce-Mauricia (1996) lists also other advantages of multimedia enhancement:
access to a wide variety of native-speaker speech samplings
sheltered practice sessions in which the learner can take risks without stress and fear of error.
opportunity for self-pacing and self-monitoring of progress
an entertaining, game like atmosphere for learning.
As for video recorders, they may serve both as a source of learning material and feedback. Students may not only view a native speakers’ production of speech but can also see and hear themselves if videotaped.
Another innovative technique, which is becoming more and more frequently used in pronunciation teaching, are computer displays. The advantages of this medium include: visual feedback, entertaining, game like quality of programs, a great amount of individual feedback and the opportunity to compare learner’s own production of speech with a native-speaker model. The only limitation of this medium that learners and teachers may come across is the availability of software, since many schools are still not equipped with large enough computer labs to meet users needs
