11/18/15 Alison McGregor, Ph.D.
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- Mervyn Parrish
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2 OVERVIEW:! Instructional Building Blocks: A Teacher s Journey! Building Blocks in the Curriculum: A Learner s Journey! TED Talks: Building Blocks of Intonation Training
3 German French Spanish Mandarin
4 Conscious knowledge facilitates pronunciation learning.
5 Teacher Cognition Definition: The unobservable cognitive dimension of teaching what teachers know, believe, and think. (Borg, 2003)
6 EXPLORATION 1 Take a minute to explore your cognitive (and affective) dimension of teaching pronunciation. When you hear pronunciation pronunciation teaching & learning, or pronunciation instruction, what comes to your mind?
7 Teacher Building Blocks Teacher Cognition Teacher Training & Research
8 Course Building Blocks Textbook & Curriculum Guide Student Factors Technology/ Lab/ Classroom
9 Pre-Course Building Blocks Teacher Cognition Teacher Training & Research Textbook & Curriculum Guide Student Factors Technology/ Lab/ Classroom
10 Planning Building Blocks Technology CMS-CANVAS Set Up Syllabus Design/Lesson Plans Pre-Assessment Phonological Needs Student Beliefs, Needs & Interests
11 During Course Building Blocks Practice/ Activities Explicit Instruction Strategies Themes/ Context Feedback
12 Pre-Course Textbook & Curriculum Guide Student Factors Technology/ Lab/ Classroom Teacher Training & Research Teacher Cognition Planning Syllabus Design Technology Pre- Assessment During Course Themes/ Context Explicit Instruction Strategies Feedback Practice/ Activities
13 Pre-Course EXPLORATION 2 Textbook & Curriculum Guide Student Factors Technology/ Lab/ Classroom Teacher Training & Research Teacher Cognition Planning Syllabus Design Technology Pre- Assessment Which build or block your pronunciation instruction? During Course Themes/ Context Explicit Instruction Strategies Feedback Practice/ Activities
14 Creating A Learner s Journey: Integrating Building Blocks of Pronunciation into a Curriculum
15 Language Awareness Methodology
16 FEATURES OF LANGUAGE AWARENESS METHODOLOGY: (BORG, 1994) Involve learners in. 1. an ongoing investigation of language as a dynamic phenomenon (rather than fixed facts) 2. talking analytically about language 3. exploration and discovery 4. the develop learners knowledge of understanding language + learning skills to promote learner autonomy 5. both the cognitive and the affective level
17 PRONUNCIATION AWARENESS METHODOLOGY: Involve learners in. 1. an ongoing investigation of pronunciation as a dynamic phenomenon (rather than fixed facts) 2. talking analytically about pronunciation 3. exploration and discovery of pronunciation features 4. the develop learners knowledge of understanding pronunciation + learning skills to promote learner autonomy for pronunciation improvement 5. both the cognitive and the affective level
18 Pronunciation Awareness Methodology
19 15-week Semester: Building Blocks of Pronunciation Training Weeks%!!!!!!!!!!!!!!!!!!!!!!!! Activities% 1! 2! 3! 4! 5! 6! 7! 8! 9! 10! 11! 12! 13! 14! 15! Awareness!raising! x" x!! x! x! x!!!!!!!!!! Goal!Setting!! x! x!!!! x!!!!!!!! x! Explicit!Knowledge! x!! x! x! x! x! x!! x!!!!!!! Compare!&!Contrast!! x!! x! x!!! x! x!!! x!!!! Guided!Practice!!! x! x!! x!! x! x!!! x!!!! Strategy!Choosing!!! x! x! x!! x!!! x!!!!! x! Monitoring!!!!!! x! x! x!! x! x!! x!!!!!!!!! Reflecting! x!! x! x! x! x! x!!! x! x!! x!! x!
20 Dongyu s Pronunciation Journey Feedback C la s A ct i v it i e s Practice Strategies Goal Setting Motivation Explicit Instruction Awareness Raising R ef l e c ti o n Learner Factors: L1, beliefs, motivations
21 CASE STUDY INQUIRY What factors impacted Donggyu s pronunciation improvement?
22 CASE STUDY ANALYSIS: DATA SOURCES Learner's Journey Collection/Analysis Data Beliefs about challenges Student background survey Awareness Raising Assignments/reflections Pronunciation Goals Explicit knowledge Strategy training & Use Motivation Instructor Feedback Skill development Reflections Assignment1/Initial one-on-one consultation Target activities/reflections/final course questionnaire In-class activities/reflections/trackers/final course questionnaire Reflections/trackers/final course questionnaires Assignments/reflections/trackers/final course questionnaire Recorded activities/top10 list pronunciation project Assignments/trackers/final course questionnaire
23 DONGYU S JOURNEY Korean male Major: Electrical & Computer Engineering ibt speaking: 19 (in 2008) Learner Factors: L1, beliefs, motivations SELF-REPORTED: Pronunciation motivation=100% Pronunciation Challenges = accent, b/v, f/p, l/r
24 DONGYU S JOURNEY Awareness Raising: Asssignment 1 Once I watched my recorded academic introduction, I could clearly see my English speech problems.... I am also having a problem on the fluency. There are many discontinuous points in the sentence and between the sentences. I also found weird intonations. After reviewing my speech, I found out I have much problems on my oral English. I strongly feel that I need to practice English speech. Especially, I will focus on reducing grammar errors and improving fluency.
25 DONGGYU S JOURNEY Student-Selected Goals: Goal Setting: Oneon-One Consultation (Wk3) 1-accuracy of my spoken grammar, 2-fluency, 3-overall pronunciation Instructor-Selected Oral Proficiency Goals 1-spoken grammar, 2-pronunciation, 3-fluency Instructor-Selected Pronunciation Goals 1-mouth position & lip-rounding, 2-intonation 3-field-specific words
26 DONGYU S JOURNEY Top10 list pronunciation project C la s A ct i v it i e s 10 words 7 times/15 weeks Submit, feedback, revise as needed Suprasegmental activity (This I Believe: YoYoMa) Mark thought-groups, stress, intonation Shadow, record-get feedback, reflect 3-Audio journals 3-Video recorded presentations
27 DONGGYU S JOURNEY: TOP10 LIST Completed 7-Top10 pronunciation lists C la s A ct i v it Top10_v1 (wk4) Revised Top10_1a (wk5) Top 10 List_v6 (wk12) Instructor Feedback Top10_v1FB i e s Practice Strategies Feedback
28 C la s A ct i v it y DONGGYU S JOURNEY: YOYOMA SHADOW ACTIVITY Explicit Instruction/ Declarative Knowledge Practice Strategy Feedback: 1-5 rubric Reflection: What did you learn/practice/ realize? When I recorded YoYoMa, I focused on the thought group and I ve got 4 score on the thought group. But now, I need to focus on stress and rhythm. I thought I pronounced stressed syllables long and high pitch, however, my pronunciations of stressed syllables were not long and high enough to catch. Next record I will focus on the stress and rhythm as well as the thought group.
29 PRACTICE BEHAVIORS AT-HOME/OUT OF CLASS Practice Strategy: At Home 23 of 28 tracker entries (avg. 13-minutes) creating audio journals Target Task: Focus on fluency spoken grammar
30 DONGGYU S JOURNEY Practice Strategy: At Home Student-Selected Goals: Goal Setting 1-accuracy of my spoken grammar, 2-fluency, 3-overall pronunciation Instructor-Selected Oral Proficiency Goals 1-spoken grammar, 2-pronunciation, 3-fluency
31 DONGGYU S JOURNEY Motivation 1. Do you want to improve your English pronunciation? If so, why? I needed to focus on the other English skill, not pronunciation 2. Have your motivations to improve changed as a result of taking this course? If so, describe how/why they changed? Recording audio journal 3. What activities increased the amount of time you spent on pronunciation at home? As I mentioned it, during recording, since I figured out my problems, it has increased my motivations. 4. How motivated were you to work on your pronunciation during the course? I can see other students improvements. That stimulated me to work on.
32 Donggy's Journey audio journals Practice Strategy: At Home stressed syllables were not long and high enough to catch Explicit Instruction/ Declarative Knowledge Reflection Next record I will focus on the stress and rhythm as well as the thought group. 2-fluency vs. 2-pronunciation Goal Setting Motivation 100% I needed to focus on the other English skill, not pronunciation accent, b/v, f/p, l/r Learner Factors Awareness Raising I also found weird intonations I will focus on reducing grammar errors and improving fluency.
33 DONGGYU S IMPROVEMENTS Features S3 %Change 2.59 Pre-Intonation 52 Post-Intonation 48 Intonation 4 Pre-Primary Stress 45 Post-Primary Stress 65 Primary Stress 16 Pre-Linking 54 Post-Linking 54 Linking 0 Pre-Reduction 50 Post-Reduction 45 Reduction 5 LESS Successful Journey!
34 EXPLORATION 3: Feedback C la s A ct i v it i e s Practice Strategies Goal Setting Motivation Explicit Instruction Awareness Raising R ef l e c ti o n Learner Factors: L1, beliefs, motivations
35 Building Blocks of Intonation
36 TED TALK INTONATION
37 TEACHING Intonation of a TED Talk: BEFORE Research Perception & Explicit Information Shadow Practice/ Mirror Production And/or Impersonation Intonation Mark: thought groups (Pauses) Stress (PROMINENCE & Salience Listen to/notice: Intonation (PITCH Range & CONTOURS) Practice Strategy Feedback Reflection Activity
38 Pronunciation Awareness in Practice Activity'Components What%the%student%did Self0Assessment Suprasegmentals%lecture description+of+suprasegmental+features Explicit'Knowledge This%I%Believe:%YoYoMa%Analysis students+get+link+and+shortened+transcript+to+analyze Listen+to+the+recording first,+just+listen+to+the+recording Mark+thought:groups put+a+"/"+where+you+hear+a+pause Mark+primary+stress mark+a+dash+over+the+syllable+that+gets+primary+stress Listen+to+intonation+pattern listened+for+syllable:by:syllable+movement+of+pitch Pay+attention+to+linking listen+to+connection+of+words+in+thought:groups Pay+attention+to+rhythm+pattern listen+to+rhythm+within+thought:groups This%I%Believe:%YoYoMa%Recording practicde+with+marked+script+and+recorded+own+version student+learned+which+features+were+accurate+&+which+need+ Scored+rubric+w/+feedback more+practice This%I%Believe:%Reflection write+post+(on+bb)+about+what+you+learned/practiced+ Reflect GP/Awareness GP/Awareness GP/Awareness GP/Awareness GP/Awareness GP/Awareness Compare/Monitor
39 A model Intonation for a TED Talk: Intonation with Language Perceptual PAUSES (thought groups) PROMINENCE & Salience PITCH Range & CONTOURS Intonation Interpretative SYNTACTIC Structure INFORMATIONAL Structure Perceived ATTITUDE
40 A model Intonation for a TED Talk: Intonation as an Integrated System for Meaning Making Language & Intonation PAUSES (thought groups) PROMINENCE & Salience PITCH Range & CONTOURS Meaning Making/ Communicative Effectiveness SYNTACTIC Structure INFORMATIONAL Structure Perceived ATTITUDE
41 TEACHING Intonation of a TED Talk: AFTER Research Meaning Making How does Matt sound? (serious, confident, ironic) What impression does he give? (passionate, engaging?) Non-Verbals Facial expressions, gestures, tone of voice Intonation Speech perception practice (noticing); explicit information about speech features, practice, produce Language: script analysis of information, grammatical structures, formulaic phrases, etc.
42 EXPLORATION 3 What building blocks of your intonation instruction would you like to add or change?
43 Pre-Course Teacher Cognition Teacher Training & Research Textbook & Curriculum Guide Student Factors Technology/ Lab/ Classroom Planning Syllabus Design Technology During Course Pre- Assessment What building blocks influence or block your pronunciation instruction? Themes/ Context Explicit Instruction Strategies Feedback Practice/ Activities
44 How are building blocks of pronunciation training Aligned in your curriculum? Feedback C la s A ct i v it i e s Practice Strategies Goal Setting Motivation Explicit Instruction Awareness Raising R ef l e c ti o n Learner Factors: L1, beliefs, motivations
45 Teach TED Talk Intonation as an Integrated System for Meaning Making Language & Intonation PAUSES (thought groups) PROMINENCE & Salience PITCH Range & CONTOURS Meaning Making/ Communicative Effectiveness SYNTACTIC Structure INFORMATIONAL Structure Perceived ATTITUDE
46 AT HOME REFLECTION What did you discover today about your pronunciation instruction blocks or building blocks? How aligned are the building blocks in your curriculum? Which building blocks of intonation will you build for effective communicative learner journeys?
47 Thank you! Feel free to comments to
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