Teaching pronunciation Glasgow June 15th

Transcription

1 Teaching pronunciation Glasgow June 15th

2 Consider the following questions What do you understand by comfortable intelligibility?

3 What is your approach to teaching pronunciation? What aspects of pronunciation are more/less important than others?

4 What pronunciation difficulties do your learners have? What areas of pronunciation can be of benefit to learners from a variety of L1s?

5 Potential Difficulty /f/ Korean Arabic Tamil Does not exist; replaced with /p/ Replaces /v/; very becomes /ferɪ/ /v/ Does not exist Does not exist /p/ /b/ x /p/ does not exist; replaced with/b/ Likely to confuse with/v/ or /p/ Difficulty distinguishing between the sounds Distinguishing between vowel sounds x English has 22 vowel sounds, Arabic 8 Difficulty distinguishing between short and long vowels.

6 Potential difficulty Korean Arabic Tamil Inserting a vowel sound dark becomes/dɑ:ku/ /u/after a after a final consonant sound church becomes/tʃɜ:tʃi/ consonant, fan pronounced as /fænu/ Consonant clusters Insertion of a vowel sound between the consonants. strike becomes /sɪtɪraɪkɪ/ Insertion of a vowel sound before the initial cluster: sport becomes/ɪsɪpɔ:t/ Tamil does not have some consonant clusters. Omission of a consonant: train becomes /reɪn/ Stress patterns Over-stressing the wrong vowel sound In Arabic, stress is regular so speakers have difficulties dealing with the seemingly random nature of English stress patterns. Problems stressing the correct syllable as it is a syllablebased language

7 Vowel length Consonant clusters Stress/unstress Strong and weak forms Tonic stress and intonation

8 Options for pronunciation work A planned discrete focus Whenever you are introducing new language When a need for pronunciation arises in the lesson

9 Sound foundations chart- Underhill

10 m/methodology/phoneticchart.htm

11 Telephone numbers

12 Use this for any problematic sounds 0 coffee 5 copy 1 ship 6 sheep 2 pat 7 part 3 fur 8 fair 4 chew 9 shoe

13 Consonant clusters Crisps Wasps Against all odds Matched Next day Spring

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15 Pronunciation journey Left Matched Bring Climbs Steaks Skis Right Match Spring Climbed Staked Keys

16 Have a look at the following sentence and decide what phonological features you notice.

17 I think I might have left the gas on

18 Do the same for the following sentences

19 1. If she hadn t got the job, she d have been devastated 2. Can you imagine how she must have felt when she found out? 3. She should have rung before she left 4. If you catch that train, I ll be able to meet you 5. What would you have done if she d missed that plane?

20 Back-chaining Applies to tone units rather than sentences If a sentence consists of more than one tone unit, each tone unit will need to be practised separately before being combined. The tonic prominence usually appears at the end of a tone unit- hence back-chaining Start from the tonic prominence

21 1. If she hadn t got the job, she d have been devastated

22 2. Can you imagine how she must have felt when she found out?

23 3. She should have rung before she left

24 4. If you catch that train, I ll be able to meet you

25 5. What would you have done if she d missed that plane?

26 Some other techniques Mutter drill Miming sounds Showing the articulation of consonant phonemes Using the phonemic chart to illustrate the articulation of vowel phonemes Demonstrating lip position in vowel production

27 A bad day I overslept and missed my train, slipped on the pavement in the pouring rain, sprained my ankle, skinned my knees, broke my glasses, lost my keys, got stuck in the elevator, it wouldn't go,

28 kicked it twice and stubbed my toe, bought a pen that didn't write, took it back and had a fight,

29 went home angry, locked the door, crawled into bed, couldn't take any more! Carolyn Graham Jazz Chants 1978 OUP Inc

30 Some possible strategies

31 Segmental difficulties Possible activities: Telephone numbers Pronunciation journey Minimal pairs- which word do you hear? Aural discrimination: the first stage is to check if students can hear the problematic sounds and distinguish between sounds before we ask them to produce the sounds.

32 Production Practise the articulation of the sounds; silent drilling; ask the students to use the above activities to produce the sounds; students test each other.

33 Consonant clusters Consonants together- consonant clusters Lots of drilling; drilling forwards and back chaining; breaking down the words Some strategies Elision of a sound in a final cluster Insertion of a sound in an initial cluster

34 Word stress Make stress visible and physical- mark it; beat it; march it. Match words to stress patterns Vocabulary chants Stress maze

35 The rhythm of English Sentence stress Which words do we stress? Drill whole sentences; use Jazz Chants and other rhythmic materials.

36 Some resources How to Teach Pronunciation: Gerald Kelly: Longman The Book of Pronunciation: Jonathan Marks and Tim Bowen: Delta Publishing Adrian Underhill: n-skills/ Video on You Tube