teaching pronunciation going beyond the “th” sound
TRANSCRIPT
Teaching Pronunciation
Going beyond the “th” sound
Sharing Experiences
A little about my experience What experience have you had with teaching
pronunciation? If you haven't taught it before, why not?
In your view, what are your students' biggest pronunciation problems?
“A Thick Foreign Accent”
http://www.youtube.com/watch?v=HfYIr-Sjmlo&feature=related
Pronunciation Myths
Myth #1: Learning the pronunciation of English means learning how to pronounce the individual vowel and consonant sounds.
Myth #2: It is difficult, if not impossible, for students to hear and pronounce some sounds, such as the difference between the vowel sound in ship and the vowel sound in sheep. Therefore, it is useless to spend time on pronunciation.
Myth #3: Nonnative speakers of English cannot teach pronunciation.
Myth #4: Pronunciation instruction is boring. (Wong, 1993, http://exchanges.state.gov/englishteaching/forum-journal.html)
Fact #1
There is much more to teaching pronunciation than individual sounds. What else is there? (Ideas?)
Segmentals vs. Suprasegmentals
Segmentals vowels consonants
Suprasegmentals stress rhythm (stress-timed
vs. syllable-timed) intonation pausing (thought
groups) linking
Fact #2Yes, some learners may never learn to hear or
produce some individual sounds. But...
Students can at least be aware
Pronunciation is again, much more than individual sounds
Pronunciation is eye-opening and ear-opening! It improves listening, and can improve
students' vocabulary, spelling and grammar.
Fact #3Non-native speakers can be better
pronunciation teachers than native speakers. Why?
You know the needs and difficulties of your learners intimately
You can help your learners focus on intelligibility
You can provide an attainable model
Fact #4
Pronunciation can be the most fun part of class!
Some General Guidelines
1. Listen first whenever possible The spoken form of the language is primary We don't always know the real sound of words Students need examples, preferably real examples in
context
2. Mark up the text
3. Add an action
Individual Sounds
It can be helpful to use some sort of sound transcription system—IPA, British Council, Simplified American, or simply the dictionary (online dictionaries are particularly useful).
Build students' self-awareness. Let them say it and feel it. Mirrors and lollipops can help.
Have students touch their throats to feel voicing. A piece of paper or a tissue can be great for aspiration. Websites with video and animation can help students see
up close or inside the mouth http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html
The Color Vowel Chart
Gives students the basic “menu” of vowel sounds and lets students start to make distinctions
A good introduction is the activity on the website
It helps students learn stress too: the color of the word is the sound of the stressed syllable
http://www.colorvowelchart.org/
Stress and Rhythm
Mark stress and unstress Say a word and throw the ball on the stressed
syllable, (i.e. fruits and vegetables) Rubber bands Tap, clap, lean, bend your knees, move your head,
etc. Slap your thighs and raise your hands for the
stress (good for long words)
Expanding Sentences
KIDS PLAY BALL.
DOGS CHASE CATS.
PEOPLE PLANT TREES.
Identifying Stress
Stress Pattern Activity
Form groups with the same stress pattern. If you have a single word, you are the team captain. All other students in the group will have phrases or sentences.
Intonation
Mark intonation with arrows or lines Hum or use a kazoo—separate the segmentals
from the suprasegmentals Students should trace the pattern in the air with
their hands or pencils
Intonation Activity
Jazz Chants
Walk the Rhythm
See handouts
Pronouncing Punctuation
See “Dear Jack” handouts
Further Resources
Miller, S. F. (2007). Targeting Pronunciation. Boston: Heinle.
Gilbert, J. B. (2001). Clear Speech from the Start. New York: Cambridge UP.
Hancock, M. (2003). English Pronunciation in Use. Cambridge: Cambridge UP.
Avery, P. & Erlich, S. (1992). Teaching American English Pronunciation. Oxford: Oxford UP.