Post on 31-Dec-2021
Ha Na Choi (1054028)
Graduate School of TESOL
Sookmyung Women’s University
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Table of Contents
1. Introduction 1
2. Participants 4
2.1 Participant profiles 4
2.1.1 Subject A 4
2.1.2 Subject B 5
2.2 Tutor profile 6
3. Diagnostic test 8
3.1 Overview 8
3.2 Three types of diagnostic test 8
3.2.1 Needs analysis questionnaire 8
3.2.2 Diagnostic test 9
3.2.3 Interview 10
3.3 Subject A‟s test sheets 12
3.4 Subject B‟s test sheets 16
4. Analysis of the test results 20
4.1 Subject A 20
4.1.1 Test results 20
4.1.2 Analysis of the test results 22
4.2 Subject B 25
4.2.1 Test results 25
4.2.2 Analysis of the test results 27
5. Goals and objectives 29
5.1 Objectives for Subject A 29
5.2 Objectives for Subject B 30
6. The action plan 32
6.1 Materials 37
6.1.1 Materials used in Class 1 for Subject A 37
6.1.2 Materials used in Class 1 for Subject B 40
6.1.3 Materials used in Class 2 46
6.1.4 Materials used in Class 3 53
6.1.5 Materials used in Class 4 57
6.1.6 Materials used in Class 5 65
7. Description of and reflection on all meetings 72
7.1 Reflection on the first meeting
7.2 Reflection on Class 1
7.3 Reflection on Class 2
7.4 Reflection on Class 3
7.5 Reflection on Class 4
7.6 Reflection on Class 5
72
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76
78
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82
8. Achievement test 84
8.1 Overview 84
8.2 Test sheets 86
9. Analysis of the test results 88
9.1 Subject A 88
9.1.1 Test results 88
9.1.2 Analysis of the test results 90
9.2 Subject B 92
9.2.1 Test results 92
9.2.2 Analysis of the test results 94
10. Conclusion 96
References 100
1
1. Introduction
English has become a global language. English is probably one of the top three most
spoken languages in the world, including three circles of speakers (Matos, 2009).
Braine (2006) demonstrates among the English speakers in the world, about 80 per cent
are non-native speakers and many of them belong to the Outer and the Expanding Circles
using English as a lingua franca (ELF). Kirkpatrick defines (2007) a lingua franca as
“the common language used by people of different language backgrounds to
communicate with each other” (p.7). English has become a tool for communication by
speakers who have different linguistic, cultural backgrounds.
As this phenomenon is growing, the aim of this pronunciation tutor project is to
develop or enhance each of the subject‟s weaknesses regarding English pronunciation to
increase intelligibility in ELF communication. Munro & Derwing (1999) defines
intelligibility as “the extent to which a speaker‟s message is actually understood by a
listener” (p.289). It is not necessary to have a native-like accent to be intelligible to
listeners. To achieve this purpose, the concept of ELF regarding pronunciation will be
introduced to the subjects before starting the project. The plan for this project includes
six stages. Table 1.1 (overleaf) shows a timeline and descriptions of each stage of the
project in detail.
First, the subjects of the project will be chosen. Next, a needs analysis
questionnaire, a diagnostic test, and an interview will be conducted to find out what areas
they have problems with. Over a 5-week period, each subject will meet the tutor once a
week in person and practice developing their weaknesses regarding English
pronunciation with materials created based on their test results. The tutor will observe
the subjects‟ performance and give feedback which will help them enhance their needed
skills. Every week, the subjects will have to do fair amount of homework that can help
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them improve their weaknesses in English pronunciation. After a 5-week pronunciation
sessions, an achievement test will be given to the subjects and the results will be
compared the results of the diagnostic test.
Table 1.1 Timeline of the project
Stage
(Timeline) Descriptions
Stage 1 (March 18) Find / select subjects
To conduct the pronunciation tutor project, two or three
subjects are needed. When choosing the subjects, their
proficiency does not have to be the same. The objectives
of each subject might be set up differently depending on
their weaknesses regarding English pronunciation.
Stage 2 (April 1)
Give needs analysis questionnaire
Give diagnostic test
Have a brief interview
To gather information on the subjects, three kinds of tests
will be given. First, the subjects will answer a needs
analysis questionnaire and a diagnostic test in order to
diagnose their weaknesses and strengths.
The diagnostic test consists of two parts:
1) phoneme discrimination test
2) read-aloud test (This will be recorded.)
Next, the subjects will have a brief interview with the tutor.
Stage 3 (April 15) Analyze the results of test
Devise a plan
To identify the weaknesses of the subjects regarding
English pronunciation, the results of the needs analysis
questionnaire, the interview, the diagnostic test will be
analyzed. Based on the analysis of the test results, a
specific plan for each subject will be created which will
focus on developing their weaknesses in English
pronunciation.
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Stage
(Timeline) Descriptions
Stage 4 (April 29) Create set of materials to meet goals
Meet and teach materials
Over a 5-week period, the subjects will be aware of their
weaknesses regarding English pronunciation and practice
developing those needed skills with materials created based
on the plan created in Stage 3. The subjects will meet the
tutor once a week in person and the tutor will observe them
and give feedback which will help them enhance their
needed skills.
Stage 5 (June 3) Create achievement test
Assess progress
To assess the progress of the subjects after a 5-week
pronunciation session, an achievement test will be given to
the subjects. Depending on their weaknesses regarding
English pronunciation, different achievement tests will be
given to each subject. The progress of the subjects will be
assessed by comparing the results of Stage 2.
Stage 6 (June 11) Write up report
The tutor will write up a report on the entire project from
Stage 1 to Stage 5.
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2. Participants
2.1 Participant profiles
The subjects are 2 Korean curriculum designers of an English textbook company. They
both were female aged 31.
2.1.1 Subject A
The first subject of the project, called Subject A from
now on, was born in Korea. Korean is her first
language. She has lived in Vietnam for 2 years and in
America for 6 years. She learned English at schools
in Vietnam and America and has spoken it for over 16
years. She has learned English pronunciation at
school. She has knowledge on a phonemic alphabet
and intonation patterns in English such as rising and
falling intonation. She has had more experience with American English. She uses
English for work, for reading books and watching films in English.
During the interviews, one of the subjects self-assessed her proficiency in the
advanced low and the other self-assessed her proficiency in the advanced mid as based
on the scale used by the American Council on the Teaching of Foreign Languages
(ACTFL, 2000) (See Table 2.1).
Table 2.1 Subject A’s speaking proficiency (Summarized)
Advanced low
Able to handle a variety of communicative tasks, although somewhat haltingly at times.
Utterances are somewhat strained and tentative, with noticeable self-correction. Able
to convey their intended message without misrepresentation or confusion, and it can be
understood by native speakers unaccustomed to dealing with non-natives.
American Council on the Teaching of Foreign Languages (2000). ACTFL proficiency guidelines c speaking
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2.1.2 Subject B
The second subject of the project, called Subject B
from now on, was born in Korea. Korean is her first
language. She also speaks Chinese. She learned
English both naturally and through study from both
native speakers and non-native speakers and has
spoken it for over 15 years. She has lived in the
Philippines for 7 years, in the United Kingdom for 4
years, in the United Arab Emirates for 1 year, and in
China for 2 years. She has had more experience with British English. She has not
learned English pronunciation at school; however, she has knowledge on a phonemic
alphabet and intonation patterns in English such as rising and falling intonation. She
uses English for work, for reading books and watching films in English, and for
communication with her friends who are from different countries.
During the interviews, she self-assessed her proficiency in the advanced mid as
based on the scale used by the American Council on the Teaching of Foreign Languages
(ACTFL, 2000) (See Table 2.1).
Table 2.1 Subject B’s speaking proficiency (Summarized)
Advanced mid
Able to handle with ease and confidence a large number of communicative tasks. May
use a number of delaying strategies, resort to narration, description, explanation or
anecdote. Utterances are readily understood by native speakers unaccustomed to
dealing with non-natives.
American Council on the Teaching of Foreign Languages (2000). ACTFL proficiency guidelines c speaking
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2.2 Tutor profile
I, the tutor of this pronunciation project, was born in Korea.
Korean is my first language. I learned English through
study from both native speakers and non-native speakers and
have spoken it for over 20 years. I have had more
experience with American English. I have lived in Australia
for 1 year and in the United States for 1 year. I have a
Bachelor‟s degree in English language and have been studying the MA TESOL (Teaching
English to Students of Other Languages) program. I have learned English
pronunciation at school in Korea. I have knowledge on the English segmental and
suprasegmental systems. I use English for academic purposes, for work, for reading
books and watching films in English, and for communication with my friends from
different countries. I had experience teaching English pronunciation to elementary
school students who started learning English at a private institute in Daechidong, Seoul.
Traditionally, one of the goals of English pronunciation teaching and learning in
Korean society is to have a native-like accent to communicate with native speakers of
English in the Inner Circle countries such as the United Kingdom, the United States,
Canada, Australia, and New Zealand. Teachers in Korean schools tend to have devoted
much time and effort to teaching learners some unique features of pronunciation in some
varieties of English which do not affect intelligibility in ELF interactions: for example,
/θ/, /ð/, and dark /l/, exact vowel quality, pitch movement, word stress, vowel reduction,
and some features of connected speech (linking and assimilation) (Walker, 2010, p.38).
However, as the recent development of English as a lingua franca, I think the
goal of teaching English pronunciation should focus on increasing mutual intelligibility
between varieties of English, not focusing on only one native variety. The number of
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non-native speakers of English is greater than the one of native speakers (Graddol, 1999;
Canagarajah, 2007) and the number is consistently growing. Speakers from the
Expanding Circle will have more opportunities to communicate with speakers from the
other Expanding or Outer Circle countries using English. It is not any more important
to have a native-like accent in order to communicate with speakers from English
speaking countries. Therefore, I believe it is more efficient to teach learners features of
English pronunciation which are crucially related to increase mutual intelligibility.
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3. Diagnostic test
3.1 Overview
Firth (1992) posits to design a successful pronunciation course should consist four stages:
1) “a general assessment of learner variables, 2) the collection and diagnosis of speech
samples, 3) the design of a syllabus, and 4) careful teaching and appropriate feedback”
(p.173). As she mentions, learner variables are one of the most important factors to
consider when designing a pronunciation syllabus. The outcome of pronunciation
learning may be affected by learners‟ attitudes and motivation. Zuengler (1988) says
“…pronunciation is a domain within which one‟s identity is expressed…” (p.34). Since
pronunciation is social markers, there may be some learners who resist changing their
English pronunciation in order to retain their identity. The tutor should reflect the
learner‟s views on pronunciation learning when designing a pronunciation syllabus.
The more learners commit to improving their pronunciation, the more successful
outcome will be produced.
In addition, it is indispensable to finding out what problems learners have
regarding English pronunciation in the design of a pronunciation syllabus. Every
learner has different strengths and weaknesses in English pronunciation. Since their
linguistic and cultural backgrounds differ, their strengths and weaknesses may vary.
That is to say, the tutor should consider improving the skills that each of the subjects is
needed when designing a syllabus.
3.2 Three types of diagnostic test
3.2.1 Needs analysis questionnaire
In the pronunciation tutor project, three kinds of tests are conducted. Based on the
analysis of the test results, a pronunciation syllabus will be designed. The first test
given to the subjects is a needs analysis questionnaire. It was designed to gather
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information on the subjects‟ general background on English study and the knowledge of
English pronunciation and to know about their needs in pronunciation learning. The
needs analysis questionnaire used is modified from „Team EFL Pronunciation, Speaking
and Listening Needs Analysis Questionnaire‟ available online
http://languageconnection.weebly.com/needs-analysis--rationale.html to better suit the
project. For example, the number of questions in the questionnaire was reduced to 14
from 31 and some open-ended questions were revised in form either yes/no questions or
multiple choice questions in order to ease the burden of the subjects.
3.2.2 Diagnostic test
The second one given to the subjects is a diagnostic test. It was designed to test both
the subjects‟ recognition and production skills regarding English pronunciation. At a
recognition level, learners receive either aural or written stimuli and understand them.
On the other hand, at a production level, learners produce either an oral or written form
of discourse. Lado (1962) posits that recognition and production skills should be tested
separately using different techniques. For example, there might be some learners who
hear sounds and distinguish them well but have difficulty producing them. Thus, the
diagnostic test consists of two parts; 1) the first section is a phoneme discrimination test
in multiple choice question form to assess the subjects‟ recognition skills and 2) the
second section is a read-aloud test to elicit their production skills.
In the first section, there are 10 multiple choice questions which focus on
checking if the subjects can discriminate certain phonemes in the English segmental
system. The questions are modified from “Test your English pronunciation” available
online http://www.antimoon.com/how/test-pronunciation/test.php based on the tutor‟s
first language backgrounds which is the same as the subjects‟. Both the subjects have
lived in other English speaking countries for over 10 years and their English proficiency
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is high; thus, it is assumed that they might have more difficulty discriminating vowels
than consonants. According to Celce-Murcia et al. (2010), vowel sounds are difficult to
make because “there is no contact of the articulators” (p.114). 3 questions out of 10
given are for consonant discrimination and 7 are for vowel discrimination. Most of the
chosen sets of phonemes do not exist in the Korean segmental system, for example, /ʒ/
and /dʒ/, /iy/ and /ɪ/, /ɛ/ and /æ /, /uw/ and /ʊ/, and /ʌ/ and /ɔ/.
The second section of the diagnostic test is a read-aloud test in order to collect
speech samples of the subjects. This section focuses more on figuring out the subjects‟
strengths and weaknesses in the English suprasegmental system, for example, intonation,
sentence stress and rhythm, and linking. An authentic short passage is provided for a
read-aloud test which is more meaningful for the subjects to read than an inauthentic
meaningless passage. The passage is retrieved from “2001 Personal Account: Wasps”
available online http://www.darwinawards.com/personal/personal2001-11.html. The
subjects take turns reading the same passage and it is recorded with a cell phone voice
recorder.
3.2.3 Interview
Lastly, the subjects have an informal interview with the tutor. The purpose of the
interview session is for finding out more about their linguistic backgrounds and their
attitudes towards English pronunciation. English pronunciation they have now tends to
be highly influenced by their first language, varieties of English used in which they have
lived, or the second language they speak. It will be helpful to analyze the subjects‟
language data collected from a questionnaire and a diagnostic test. In addition, the tutor
observed the subjects throughout interviews to find out about their weaknesses in
intonation. Even though speech samples of the subjects were collected from the
diagnostic test, it is somewhat limited to assess their intonation since the passage for the
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reading-aloud test does not contain a variety of intonation patterns in English.
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3.3 Subject A‟s test sheets
Needs Analysis Questionnaire
General Background
1. What is your name? Jungah Yoon
2. What is your native language? Korean
3. Have you ever studied English abroad? (England, America, Australia, other)
4. Approximately what percentage of time do you speak English each day (as
opposed to your native language)?
Circle one: 0~20% 20~40% 40~60% 60~80% 80~100%
5. In what type of setting are you currently speaking English?
a. Internet
b. School
c. Work
d. Institute
English Study Background
6. Please describe your experience in learning English.
a. How long have you studied English? 16 years
b. Where have you studied English? school
c. What kind of English teachers have you had, i.e. native speakers and/or
non-native speakers? Both native and non-native speakers
7. Which English have you had more experience with, American, British,
Australian, Indian, South African, or any other(s)?
Knowledge of English Pronunciation
8. Do you ever use the pronunciation guide in your dictionary to get an idea of how
a word is pronounced?
Circle Y for Yes and N for No: Y N
9. Have any of your previous English teachers taught you about English
pronunciation? Y N
Please rate on a scale of 5 to 1 (5=Very familiar, 1=Never heard of it).
10. Are you familiar with rising and falling intonation in English? 5 4 3 2 1
11. Are you familiar with reduced speech forms? 5 4 3 2 1
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Self-Awareness
12. Have you ever been misunderstood by native speakers because of your
pronunciation? If yes, please describe the situation.
Yes, sometimes I pronounce /z/ as /dʒ/. (i.e.) magazine as /mægǝdʒiyn/)
13. Are there any particular consonant or vowel sounds you have difficulty
pronouncing? If yes, please write the letters or examples.
Yes, /ʊ/ and /uw/. (i.e.) „wood‟, „would, „ could‟)
14. Is there any area of English pronunciation you would like to work on most in this
project?
a. Particular sounds you have difficulty with
b. Connected speech
c. Sentence stress and rhythm
d. Intonation
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Diagnostic Test
Part 1: Answer the questions given below.
1. Are the underlined sounds in leisure and joy pronounced the same way?
Yes
No
2. Are the underlined sounds in bathe and thin pronounced the same way?
Yes
No
3. Are cut and caught pronounced the same way?
Yes
No
4. Are the underlined sounds in rouge and rogue pronounced the same way?
Yes
No
5. Does any rhyme with penny or nanny?
penny
nanny
6. Are look and Luke pronounced the same way?
Yes
No
7. Are gun and gone pronounced the same way?
Yes
No
8. Does food rhyme with good?
Yes
No
9. Are the underlined sounds in him and me pronounced the same way?
Yes
No
10. Does foul rhyme with soul?
Yes
No
This test consists of two parts: the first part is multiple-choice questions and the
second part is a read-aloud test.
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Part 2: Read the test passage aloud.
When Ken was ten, there was a five-foot hedge bordering his yard. His father, Steve,
decided to cut it down to two feet, so he pulled out his heavy-duty hedge clippers and set
about the job. When he was three quarters done, he hit a wasp‟s nest and cut it right in
half! The wasps were not happy. Steve made it to the end of the driveway, yelling and
running every step of the way, before he passed out. Our neighbor rushed him to the
hospital, where they counted 134 stings. During the next four days, he stared at the
hospital wall while he hatched a scheme to rid himself of those confounded wasps
forever. When he was released, he returned to the hedge and saw that the wasps had
repaired their nest. It was a hot Saturday afternoon, and the insects were away from
home and about their business. He poured a small cup of gasoline on the nest, and tied
a gas-soaked rag to a 10-foot pole. He was squatting on the ground, three yards from
the nest, and Ken was standing behind him. They were both unaware that a cloud of
gas fumes had collected in the hot, still summer air. When he held a lit match to the rag,
a huge fireball erupted in the yard! Steve was knocked back on top of his son, which
saved Ken from the heat – but not him! The fire burnt out immediately, and the garage
and Ken were undamaged, but Steve lost his mustache, eyebrows, eyelashes, and half his
hair. Back to the hospital he went!
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3.4 Subject B‟s test sheets
Needs Analysis Questionnaire
General Background
1. What is your name? Insun Ryu
2. What is your native language? Korean
3. Have you ever studied English abroad? (England, America, Australia, other)
Yes
4. Approximately what percentage of time do you speak English each day (as
opposed to your native language)?
Circle one: 0~20% 20~40% 40~60% 60~80% 80~100%
5. In what type of setting are you currently speaking English?
a. Internet
b. School
c. Work
d. Institute
English Study Background
6. Please describe your experience in learning English.
a. How long have you studied English? 15 years
b. Where have you studied English? Korea, the Philippines, the UK
c. What kind of English teachers have you had, i.e. native speakers and/or
non-native speakers? Non-native and native speakers
7. Which English have you had more experience with, American, British,
Australian, Indian, South African, or any other(s)? British
Knowledge of English Pronunciation
8. Do you ever use the pronunciation guide in your dictionary to get an idea of how
a word is pronounced?
Circle Y for Yes and N for No: Y N
9. Have any of your previous English teachers taught you about English
pronunciation? Y N
Please rate on a scale of 5 to 1 (5=Very familiar, 1=Never heard of it).
10. Are you familiar with rising and falling intonation in English? 5 4 3 2 1
11. Are you familiar with reduced speech forms? 5 4 3 2 1
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Self-Awareness
12. Have you ever been misunderstood by native speakers because of your
pronunciation? If yes, please describe the situation.
No
13. Are there any particular consonant or vowel sounds you have difficulty
pronouncing? If yes, please write the letters or examples.
No
14. Is there any area of English pronunciation you would like to work on most in this
project?
a. Particular sounds you have difficulty with
b. Connected speech
c. Sentence stress and rhythm
d. Intonation
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Diagnostic Test
Part 1: Answer the questions given below.
1. Are the underlined sounds in leisure and joy pronounced the same way?
Yes
No
2. Are the underlined sounds in bathe and thin pronounced the same way?
Yes
No
3. Are cut and caught pronounced the same way?
Yes
No
4. Are the underlined sounds in rouge and rogue pronounced the same way?
Yes
No
5. Does any rhyme with penny or nanny?
penny
nanny
6. Are look and Luke pronounced the same way?
Yes
No
7. Are gun and gone pronounced the same way?
Yes
No
8. Does food rhyme with good?
Yes
No
9. Are the underlined sounds in him and me pronounced the same way?
Yes
No
10. Does foul rhyme with soul?
Yes
No
This test consists of two parts: the first part is multiple-choice questions and the
second part is a read-aloud test.
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Part 2: Read the test passage aloud.
When Ken was ten, there was a five-foot hedge bordering his yard. His father, Steve,
decided to cut it down to two feet, so he pulled out his heavy-duty hedge clippers and set
about the job. When he was three quarters done, he hit a wasp‟s nest and cut it right in
half! The wasps were not happy. Steve made it to the end of the driveway, yelling and
running every step of the way, before he passed out. Our neighbor rushed him to the
hospital, where they counted 134 stings. During the next four days, he stared at the
hospital wall while he hatched a scheme to rid himself of those confounded wasps
forever. When he was released, he returned to the hedge and saw that the wasps had
repaired their nest. It was a hot Saturday afternoon, and the insects were away from
home and about their business. He poured a small cup of gasoline on the nest, and tied
a gas-soaked rag to a 10-foot pole. He was squatting on the ground, three yards from
the nest, and Ken was standing behind him. They were both unaware that a cloud of
gas fumes had collected in the hot, still summer air. When he held a lit match to the rag,
a huge fireball erupted in the yard! Steve was knocked back on top of his son, which
saved Ken from the heat – but not him! The fire burnt out immediately, and the garage
and Ken were undamaged, but Steve lost his mustache, eyebrows, eyelashes, and half his
hair. Back to the hospital he went!
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4. Analysis of the test results
4.1 Subject A
4.1.1 Test results
The checklists (see Table 4.1 and 4.2) were designed for diagnostic analysis with first-
language backgrounds. Table 4.1 and 4.2 show the results of both the diagnostic test
and the interview of Subject A.
Table 4.1 Checklist for diagnostic testing of segments
Name: Jungah Yoon Date: April 01, 2011
Consonants Example OK X
Comments Substitution Omission
/f/ foul o
/v/ heavy o
/θ/ thin o
/ð/ bathe o
/s/ soul o
/z/ business o
/ʒ/ leisure o not able to distinguish
/ʒ/ and /dʒ/
/tʃ/ hatch o
/dʒ/ joy o
/l/ lit o
/r/ repair o
Vowels Example OK So-so X
Comments Substitution
/iy/ me o substituted /iy/ for /ɪ/
/ɪ/ him o
/ɛ/ penny o sometimes substituted /ɛ/ for /æ /
/æ / nanny o
/ʌ/ cut o
/ɔ/ caught o
/ʊ/ good o sometimes substituted /ʊ/ for
/uw/
/uw/ food o
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Table 4.2 Checklist for diagnostic testing of suprasegmentals
Name: Jungah Yoon Date: April 01, 2011
Intonation Yes So-so No Comments
Is falling intonation used with wh-
questions? o
Is rising intonation used with yes/no
questions? o
Is the subject using appropriate
intonation when elements occur in a
series?
o
used falling intonation
pattern when pronouncing
every element
Sentence stress Yes So-so No Comments
Is the subject incorrectly stressing
every word of a sentence equally? o
Is the subject able to produce
appropriate strong and weak stresses? o
some no
e.g.) Intonation units of her
speech sometimes do not
contain a prominent
element. It contains only one
word „were‟ and she does
not place stress on that
word.
Are content words stressed and
function words unstressed? o
Is the subject placing major sentence
stress on the appropriate words? o
Linking Yes So-so No Comments
Does the subject link identical
consonants to identical consonants? o
Does the subject link consonants to
vowels?
o
some no
e.g.) When a word ends with
/t/ and the next begins with a
vowel, she tends to
pronounce it as /d/ such as
/sɛdǝbawt/ in „set about‟.
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4.1.2 Analysis of the test results
The test results were analyzed using two categories: English segmental system and
suprasegmental system. The test results showed that Subject A had two areas of
pronunciation that need to be developed in the English segmental system. First, Subject
A has a slight problem with distinguishing and producing the phonemes /ʒ/, /dʒ/, and /z/,
but other than that, she seems to have a good control of producing the consonants overall.
She got the wrong answer for discriminating /ʒ/ and /dʒ/ sounds in the phoneme
discrimination test. I guess that means she does not know the difference of manner of
articulation of /ʒ/ and /dʒ/; and it leads to a problem with articulating these sounds
properly. In the interview, she said she substituted /z/ for /dʒ/, and it sometimes caused
misunderstandings in communication with native speakers. For example, one day she
wanted to read a magazine for killing time on a long bus ride from LA to San Francisco.
So she asked a clerk in a kiosk for a magazine but the clerk could not understand what
she was asking for. Finally, the clerk understood when she was pointing at it displaying
in the kiosk and said “you mean /mægǝzIYN/”. That means she may distinguish /z/ and
/dʒ/ are different from each other at the recognition level; however, she had difficulty
producing them in reality.
Second, Subject A has more problems with vowels than consonants. She seems
to have difficulty distinguishing and producing some pairs of tense and lax vowels in
English, especially the highest front tense vowel /iy/ and high front lax vowel /ɪ/ and the
highest back tense vowel /uw/ and highest back lax vowel /ʊ/. She got the wrong
answers for discriminating these vowel pairs in the phoneme discrimination test and
substituted /iy/ for /ɪ/ and /ʊ/ and /uw/ in the read-aloud test. I think this may be
influenced by her first-language backgrounds. In the Korean vowel system, there is no
distinctive difference between tense and lax vowels. There is only one representative
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for /iy/ for /ɪ/ and /ʊ/ and /uw/ respectively, and they sound more like /ɪ/ and /uw/. That
is why she has difficulty distinguishing and producing these tense and lax vowels.
In addition, she got the wrong answer for discriminating the low front vowel /æ /
and mid front vowel /ɛ/in the phoneme discrimination test and sometimes substituted /æ /
for /ɛ/ in the read-aloud test. In the Korean vowel system, these two sounds do exist
and they are important because the meaning of an utterance can change according to its
substitution. However, most Koreans tend to substituted /æ / for /ɛ/ in real life
communication since /æ / needs more effort to produce than /ɛ/. It does not cause any
misunderstandings in communication. They use their communication strategies to
negotiate meaning when it happens. I guess that is why she has problems with
distinguishing and producing /æ / and /ɛ/.
The test results showed that Subject A had two areas of pronunciation that need to
be developed in the English suprasegmental system. The first problematic area is
sentence stress. She seems to know where to stress or not and places major sentence
stress on the appropriate words. Most of content words carrying important new
information were stressed and she produced appropriate strong and weak stresses.
However, intonation units of her speech sometimes do not contain a prominent element.
For example, it sometimes contains only one word and it is not a content word. There
was a sentence in the passage that she read during the diagnostic test which is „…The fire
burnt out immediately, and the garage and Ken were undamaged…‟. Her intonation
units were like The FIRe / BURNt out imMEdiately, / and the gaRAge and Ken / were /
undamaged, / …. She pauses before and after the word „were‟ and she does not place
stress on the word. During the interview, she said she does not know about intonation
units and has never learned about that in school. I think she has a feel for thought
groups through long periods of living in English speaking countries but sometimes she
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seems to get confused about when to pause.
Second, Subject A has a slight problem with intonation. Overall she seems to
have a good control of intonation. She used falling intonation when asking wh-
questions and used rising intonation when asking yes/no questions in school. However,
she used a falling intonation pattern when pronouncing listing information. For
example, there was a sentence in the passage that she read during the diagnostic test
which is „…Steve lost his mustache, eyebrows, eyelashes, and half his hair…‟. Her
intonation takes on a 2-3*-2 contour (See Figure 4.1).
Figure 4.1 Subject A’s intonation contour for listing information
3
2 Steve lost his mustache, eyebrows, eyelashes, and half his hair…
1
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4.2 Subject B
4.2.1 Test results
The checklists (see Table 4.3 and 4.4) were designed for diagnostic analysis with first-
language backgrounds. Table 4.3 and 4.4 show the results of both the diagnostic test
and the interview of Subject B.
Table 4.3 Checklist for diagnostic testing of segments
Name: Insun Ryu Date: April 01, 2011
Consonants Example OK X
Comments Substitution Omission
/f/ foul o
/v/ heavy o
/θ/ thin o
/ð/ bathe o
/s/ soul o
/z/ business o
/ʒ/ leisure o
/tʃ/ hatch o
/dʒ/ joy o
/l/ lit o
/r/ repair o
Vowels Example OK So-so X
Comments Substitution
/iy/ me o substituted /iy/ for /ɪ/
/ɪ/ him o
/ɛ/ penny o sometimes substituted /ɛ/ for
/æ /
/æ / nanny o
/ʌ/ cut o
/ɔ/ caught o
/ʊ/ good o sometimes substituted /ʊ/ for
/uw/
/uw/ food o
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Table 4.4 Checklist for diagnostic testing of suprasegmentals
Name: Insun Ryu Date: April 01, 2011
Intonation Yes So-so No Comments
Is falling intonation used with wh-
questions? o
Is rising intonation used with yes/no
questions? o
Is the subject using appropriate
intonation when elements occur in a
series?
o
Sentence stress Yes So-so No Comments
Is the subject incorrectly stressing
every word of a sentence equally? o
Is the subject able to produce
appropriate strong and weak stresses? o
relatively small
differences between
strong and weak stresses
Are content words stressed and
function words unstressed? o
Is the subject placing major sentence
stress on the appropriate words? o
Linking Yes So-so No Comments
Does the subject link identical
consonants to identical consonants? o
Does the subject link consonants to
vowels? o
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4.2.2 Analysis of the test results
The test results were analyzed using two categories: English segmental system and
suprasegmental system. The test results showed that Subject B has two areas of
pronunciation that needs to develop in the English segmental system: distinguish and
producing some pairs of tense and lax vowels. Subject B‟s problematic area regarding
vowels in English pronunciation is most like the ones of Subject A‟s. Subject B also
seems to have difficulty distinguishing and producing some pairs of tense and lax vowels
in English, especially the highest front tense vowel /iy/ and high front lax vowel /ɪ/ and
the highest back tense vowel /uw/ and highest back lax vowel /ʊ/. She got the wrong
answers for discriminating these vowel pairs in the phoneme discrimination test and
substituted /iy/ for /ɪ/ and /ʊ/ and /uw/ in the read-aloud test. I think this may be
influenced by her first-language backgrounds. In the Korean vowel system, there is no
distinctive difference between tense and lax vowels. There is only one representative
for /iy/ for /ɪ/ and /ʊ/ and /uw/ respectively, and they sound more like /ɪ/ and /uw/. That
is why she has difficulty distinguishing and producing these tense and lax vowels.
In addition, Subject B also got the wrong answer for discriminating the low front
vowel /æ / and mid front vowel /ɛ/in the phoneme discrimination test and sometimes
substituted /æ / for /ɛ/ in the read-aloud test. In the Korean vowel system, these two
sounds do exist and they are important because the meaning of an utterance can change
according to its substitution. However, most Koreans tend to substituted /æ / for /ɛ/ in
real life communication since /æ / needs more effort to produce than /ɛ/. It does not
cause any misunderstandings in communication. They use their communication
strategies to negotiate meaning when it happens. I guess that is why she has problems
with distinguishing and producing /æ / and /ɛ/.
The test results showed that there are not many areas that need to be developed
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in the English suprasegmental system for Subject B. She knows where to stress or not
and places major sentence stress on the appropriate words and I can find the parts where
she tried to highlight when listening closely to her production. The one problematic
area I found out is there is no big difference between her strong and weak stresses. It is
not the problems with the loudness of her voice. She does not speak too soft or too loud.
I felt like her speech is somewhat flat. When I first listened to her production of the
reading-aloud test, it was hard to identify strong and weak stresses of her speech. After
repeating listening to her speech, I realized she did place strong stresses, but not many.
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5. Goals and objectives
The goal of the pronunciation tutor project is to develop or enhance each of the subject‟s
weaknesses regarding English pronunciation to increase intelligibility in ELF
communication. Based on the analysis of each subject‟s test results and their needs for
the project, the different objectives are set up depending on their weaknesses in both the
English segmental and suprasegmental systems to achieve the goal of the project.
5.1 Objectives for Subject A
Based on the analysis of the test results and discussion with Subject A, the four areas of
English pronunciation that she had difficulty with were chosen to be developed which
will somewhat affect mutual intelligibility in communication with speakers of Englishes
and which also be teachable. Since it is a 5-week program and the subjects would
expect to see their development in English pronunciation from the project, some features
of English pronunciation that are difficult to teach like intonation were not chosen. The
four areas of pronunciation Subject A has difficulty with are as follows:
1) distinguishing and articulating the phonemes /ʒ/, /dʒ/, and /z/
2) distinguish and articulate some pairs of tense and lax vowels
the highest front tense vowel /iy/ and high front lax vowel /ɪ/
the highest back tense vowel /uw/ and highest back lax vowel /ʊ/
3) distinguishing and articulating the low front vowel /æ / and/ mid front vowel /ɛ/
4) thought group + prominence
Based on the four weak areas of English pronunciation chosen, the specific
objectives of the project were set up. First, Subject A will be able to distinguish the
pairs /ʃ/ vs. /ʒ/, /tʃ/ vs. /dʒ/, and /s/ vs. /z/ and to articulate them appropriately in spoken
discourse. Second, Subject A will be able to distinguish the highest front tense vowel
/iy/ and high front lax vowel /ɪ/ and articulate them appropriately in spoken discourse.
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Third, Subject A will be able to distinguish the highest back tense vowel /uw/ and highest
back lax vowel /ʊ/ and articulate them appropriately in spoken discourse. Fourth,
Subject A will be able to distinguish the low front vowel /æ / and/ mid front vowel /ɛ/ and
articulate them appropriately in spoken discourse. Lastly, Subject A will be able to
identify thought groups and place stress on appropriate content words in spoken
discourse.
5.2 Objectives for Subject B
Based on the analysis of the test results and discussion with Subject B, the three areas of
English pronunciation that she had difficulty with were chosen to be developed which
will somewhat affect mutual intelligibility in communication with speakers of Englishes
and which also be teachable. In addition, one area that she would like to develop the
most was chosen which is linking. Since linking is one of the predominant features in
spoken English and has considerably great effect on intelligibility (Celce-Murcia, 2010),
it has decided to be included in the objectives of the project. The four areas of English
pronunciation chosen to be developed are as follows:
1) distinguish and articulate some pairs of tense and lax vowels
the highest front tense vowel /iy/ and high front lax vowel /ɪ/
the highest back tense vowel /uw/ and highest back lax vowel /ʊ/
2) distinguishing and articulating the low front vowel /æ / and/ mid front vowel /ɛ/
3) thought group + prominence
4) consonant-to-vowel linking & vowel-to-vowel linking
Based on the four areas of English pronunciation chosen, the specific objectives
of the project were set up. The first three problematic areas of Subject B‟s are as same
as Subject A‟s. Thus, the objectives for these areas will be the same as Subject A‟s.
Next, the objective for the fourth area is that Subject B will be able to identify the
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consonant-to-vowel linking phenomenon and produce linking sounds in spoken discourse.
Lastly, Subject B will be able to identify the vowel-to-vowel linking phenomenon and
produce linking sounds in spoken discourse.
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6. The action plan
This is a 5-week pronunciation tutor project and the subjects will meet the tutor once a
week for 30 minutes. Each class is designed to achieve one specific objective which is
the area each of the subjects has problems with or would like to develop the most. Thus,
throughout this project, a total 5 objectives will be covered. 5 objectives were set up for
each subject. Both the subjects have 4 shared objectives among 5 chosen. These
shared objectives will be set up for Classes 2, 3, 4, and 5. In these classes, Subjects A
and B will develop their needed skills together giving peer feedback. The 2 different
objectives will be set up for Class 1: one for Subject A and the other for Subject B and
the class will be conducted separately. Table 6.1 shows a syllabus for the project
(overleaf).
A task-based approach will be adopted for the pronunciation tutor project.
Many researchers demonstrate that having learners engaging in meaningful tasks would
promote their language learning process (Prabhu, 1987; Long & Crookes, 1991; Pica et
al., 1993). According to Willis (1996), “tasks are always activities where the target
language is used by the learner for a communicative purpose (goal) in order to achieve an
outcome” (p.23). Through completing tasks, the subjects will have chances to interact
and exchange their ideas and opinions with others in English and this will help them not
only develop their weaknesses regarding English pronunciation but also build their
communicative competence. The activities and materials will be designed according to
a task-based approach.
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Table 6.1 Syllabus for the project
Class 1 April 27 for Subject A
April 29 for Subject B
Subject
A
Objective Subject A will be able to distinguish the pairs /ʃ/ vs. /ʒ/, /tʃ/ vs. /dʒ/, and /s/ vs.
/z/ and to articulate them appropriately in spoken discourse.
Materials tongue twister sentences with special attention to /ʃ/ and /ʒ/, /tʃ/ and /dʒ/,
and /s/ and /z/
a set of pictures taken from the movie, “SpongeBob SquarePants: Band
Geeks”, with special attention to /ʃ/ and /ʒ/, /tʃ/ and /dʒ/, and /s/ and /z/
Without awareness, learning cannot occur. Schmidt (1990, 2001) claims phonological
awareness is essential for learners to acquire L2. The results of Venkatagiri and Levis‟s
study (2007) support that metaphonological awareness strongly relates to L2 learners‟
language performance. To raise her awareness of the articulation of the problematic
sounds /ʃ/ vs. /ʒ/, /tʃ/ vs. /dʒ/, and /s/ vs. /z/, the subject will first recognize how the
individual sounds are articulated differently in terms of the place of articulation and
manner of articulation by observing the tutor modeling and listening to her brief
explanation. Then, the subject will try reading aloud these problematic sounds with
tongue twister sentences. The tutor will monitor her production and give feedback. Next,
the subject will create a story using a given set of pictures taken from the movie,
“SpongeBob SquarePants: Band Geeks”, and present it to the tutor, paying attention to
these sounds. After completing the task, the tutor will give her feedback on the
problematic areas.
Homework practice reading aloud the tongue twister sentences which are dealt with in
class
Subject
B
Objective Subject B will be able to identify the consonant-to-vowel and vowel-to-vowel
linking phenomena and produce linking sounds in spoken discourse.
Materials worksheet for linking consonant to vowel & vowel to vowel
Mad Gab phrase/sentence list without answers written on it (available
online http://www.bingo-lingo.net/madgab.htm)
a set of pictures
First, the subject will listen to the explanation on the consonant-to-vowel and vowel-to-
vowel linking phenomena using the given examples. Next, the subject will read out the
examples and circled the sounds influenced by the adjacent sounds. Then, the subject will
read a dialogue focusing on the linking phenomena. The tutor will give feedback on parts
she does not connect where the linking phenomena occur by observing her production.
Next, the subject will try producing the linking sounds by playing a Mad Gab game with
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the tutor paying attention to blending sounds. Finally, the subject will put the given set of
pictures in order, create a story, and present it to the tutor. The tutor will monitor her
production and give feedback on the problematic areas especially focusing on the linking
phenomena.
Homework practice reading aloud the phrases/sentences in the Mad Gab list dealt with
in class as fast as she can and complete the worksheet
Class 2 May 4
Sub
A&B
Objective The subjects will be able to distinguish the highest front tense vowel /iy/ and
high front lax vowel /ɪ/ and articulate them appropriately in spoken discourse.
Materials dialogue with /iy/ and /ɪ/
incomplete manual for making a solar system mobile and a set of
procedure strips
To raise their awareness of the articulation of the problematic sounds /iy/ and /ɪ/, the
subjects will first recognize how the individual sounds are articulated differently in terms
of the place of articulation by observing the tutor modeling and listening to her brief
explanation. Since the Korean vowel system does not have distinctive difference between
tense and lax vowels, the concept of tense and lax vowels will be introduced by having
them pay attention to observing the position of the tutor‟s jaw and try producing these
vowels. Then, each of the subjects will be assigned to one role and try reading a dialogue
with special attention paid to the sounds /iy/ and /ɪ/. The tutor will mark the parts they
have incorrectly articulated and give feedback. Then, the subjects will read out their
strips to each other and discussed appropriate procedures to complete the manual of a solar
system mobile. Then, they will make a mobile together based on the manual they have
completed. While they were making a mobile, I marked the parts they incorrectly
articulated and gave feedback after completing the task. Finally, they will take turns
explaining the process of how to make a solar system mobile to each other in their own
words.
Homework practice reading aloud the dialogue containing /iy/ and /ɪ/ which is dealt
with in class
Class 3 May 11
Sub
A&B
Objective The subjects will be able to distinguish the highest back tense vowel /uw/ and
highest back lax vowel /ʊ/ and articulate them appropriately in spoken
discourse.
Materials a list of zoo animals in which contain either /uw/ or /ʊ/
a set of pictures taken from the movie, “Hoodwinked”
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First, to raise awareness of the articulation of /uw/ and /ʊ/, the subjects will observe the
tutor modeling these sounds and listen to her brief explanation. The subjects will pay
attention to observing the tutor‟s jaw movement and try producing these vowels. Then,
the subjects will try reading aloud the names of the animals and sort them into two
categories /uw/ and /ʊ/. The tutor will monitor their performance to mark the parts they
have incorrectly articulated and give feedback. Then, the subject will put the given set of
pictures in order, create a story, and present it to each other. Their speeches will be
recorded. Afterward, they will listen to each other‟s recordings and give feedback on the
production of /uw/ and /ʊ/ to each other. The tutor will monitor their production and
added more feedback on the parts they incorrectly articulated.
Class 4 May 18
Sub
A&B
Objective The subjects will be able to distinguish the low front vowel /æ / and mid front
vowel /ɛ/ and articulate them appropriately in spoken discourse.
Materials a list of clothing items in which contain either /æ / or /ɛ/
pictures of the subjects for describing appearance using words containing
either /æ / or /ɛ/
pictures of celebrities for „Who Am I?‟ game
First, to raise awareness of the articulation of /æ / and /ɛ/, the subjects will observe the tutor
modeling these sounds and listen to her brief explanation. Then, the subjects will try
practicing producing /æ / and /ɛ/ by reading aloud the names of various kinds of clothing in
which contain either /æ / or /ɛ/. Then, the subjects will read out them again and circle all
the words with /æ /. The tutor will monitor their performance to mark the parts they have
incorrectly articulated and give feedback. Through this task, the subjects will be able to
recognize the differences between /æ / and /ɛ/ and get better control over these sounds.
Next, the subjects will look at the picture of each other and a list of describing words
including some adjectives with /æ / or /ε/ sound and describe each other‟s clothing and
appearance focusing on /æ / and /ε/sounds. Next, the subjects will receive a list of 16
Hollywood actors and actresses whose names start with either /æ / or /ε/ and their pictures
to each subject and then, they will try reading aloud their names, for example, „Angelina
Jolie‟, „Harrison Ford‟, „Denzel Washington‟, „Matt Damon‟, and „Jack Black‟. Then,
they will choose one person among 16 for each other and tape it on each other‟s back. By
asking yes/no questions about the clothing and their appearance, they will figure out the
name on the picture of their back. During the game, the tutor will mark the parts they
incorrectly articulate and give feedback after the game.
Class 5 May 25
Objective The subjects will be able to identify thought groups and place stress on
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Sub
A&B
appropriate content words in spoken discourse.
Materials two different pictures for „Spot the Difference‟
a video clip from http://www.youtube.com/watch?v=40kGqASIdb0 and its
script
two different pictures for describing and drawing
First, the subjects will receive a different picture from each other and they will describe
their picture to their partner to spot the differences in them. Their speeches will be
recorded. After the task, the tutor will give them feedback on the target items which are
thought groups and prominence as well as a brief explanation on them as listening their
recordings together. Next, the subjects will watch a video clip taken from the TV sitcom,
Friends, without sound and guess the situation. Then, they will read the script of the
video clip and mark pauses with a single slash (/) and circle the parts where they think
receives stress in each line. Based on that, they will act out the script focusing on the
target items and compare their work with the original by watching the video clip with
sound. The tutor will monitor their performance to mark the parts where incorrect
stresses have been placed and give feedback. Then, the subjects will get a different
picture from each other and take turns describing own pictures in detail so that the other
can draw it by only listening to the partner‟s description. Their speeches will be recorded.
After completing the task, they will listen to their recordings and give peer feedback to
each other on the target items.
Homework practice reading aloud the dialogue which is dealt with in class
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1. Suzy sells seashells by the seashore where the
sun shines on the shop signs.
2. I saw Susie sitting in a shoe shine shop. Where
she sits she shines, and where she shines she
sits.
3. Yellow Jell-O, cherry cheesecake, sweet sugar
cookies, and a chocolate chip shake.
4. She saw Sherif‟s shoes on the sofa. But was
she so sure she saw Sherif‟s shoes on the sofa?
5. Suzie Seaword‟s fish-sauce shop sells unsifted
thistles for thistle-sifters to sift. available online http://www.uebersetzung.at/twister/en.htm
6.1 Materials
6.1.1 Materials used in Class 1 for Subject A
Try reading aloud the tongue twisters clearly. Start saying them slowly and as
your pronunciation improves, say them more quickly.
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Look through a set of pictures and imagine what is going on. Based on the
pictures, create a story using the words given in the Word Box and tell your story
to your partner. You may change the order of the pictures. Be creative!
* Glue the pictures in order in the boxes given.
Word box
SpongeBob secrets jelly fishing friendship string
amazing snap shot mysterious
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Images captured from the movie, SpongeBob SquarePants: Band Geeks
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6.1.2 Materials used in Class 1 for Subject B
Sometimes when a word ends in a consonant, the last sound attaches to a vowel in
the next word. For instance, “jump over” may be pronounced like “jum pover". Say
the following pairs of words to yourself, and circle the ones where the sound moves.
Left arm White chalk
High five Just in
Key chain After all
Black ink English student
And I Chocolate syrup
Read the following dialog and circle the letters whose sounds move to the next
syllable. Remember, it can happen in one word or between two words. Then, act
out with your partner using the dialog.
A: Can I help you?
B: __________________________________________________
A: Yes, but he isn’t at home. He’s fishing with his uncle today.
B: __________________________________________________
A: I think it’s possible.
B: __________________________________________________
For Subject A
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Sometimes when a word ends in a consonant, the last sound attaches to a vowel in
the next word. For instance, “jump over” may be pronounced like “jum pover". Say
the following pairs of words to yourself, and circle the ones where the sound moves.
Left arm White chalk
High five Just in
Key chain After all
Black ink English student
And I Chocolate syrup
Read the following dialog and circle the letters whose sounds move to the next
syllable. Remember, it can happen in one word or between two words. Then, act
out with your partner using the dialog.
A: ________________________________________________________
B: Hi. I’m looking for Jack Anderson. Is this the correct address?
A: ______________________________________________________
B: Will he be home around eleven tomorrow?
A: _______________________________________________________
B: Ok. I’ll return in the morning.
For Subject B
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Abe Odd Hull Luck Oak
Ask Rude Arrive Her
Bat Tree Snot Ink Looted
Sand Tack Laws
Delete Elmer Made
Dew Wino Hue
Wide Own twig Hose Women
Ike Otcha
Isle Of View
Know Ozark
My Kojak Sun
Up Hair Hush Ooze
Yore Luke Ink Hood
Eight Weeds Hoot
Watch Choo Ear Nut Washer Tse
Read out the phrases in the list given as fast as you can so that your partner can figure out what it means. Write them down in the blank box. Refer to the example below.
Abe Ease Seize Supports ABC Sports
available online http://www.bingo-lingo.net/madgab.htm
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Ace Lip Puff That Hung
Aid Ride Hyper
Ape Arrows Uncle As His
Weaker Tool Hater
Cohen Peas
Deep Rinse Soft Ideas
Dew Ache Who Gulls Urge
Pier Steers
Eight He Muff Forces
We Shy Worth Hare
Europe Are Tough Fit
Grey Ties Hats Course
Hiawatha dean edge van pyre
Jog Clay Die Scream
Thigh Sing Gone Thick Ache
Egg Aim Much Egg Curse
Canoe Key pace He Grit
available online http://www.bingo-lingo.net/madgab.htm HA
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Look through a set of pictures and create a story. Then, tell your story to your partner. You may change the order of the pictures. Be
creative!
* Glue the pictures in order in the boxes given.
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6.1.3 Materials used in Class 2
Dialogue: Eating out
Three friends are at a pizza restaurant.
1. Read out the dialogue first. Afterwards, read it again and circle all the
words with /iy/ sound.
Deena: What are you getting to eat, Lee?
Lee The meat pizza and Greek salad. And a cup of coffee.
Deena: Me, too. Are you getting the meat pizza, too, Steve?
Steve: No, the cheese pizza. I don‟t eat meat.
Lee: Really?
Waitress: Good evening. Are you ready to order?
Deena: Let‟s see… We‟d like two meat pizzas and one cheese pizza.
Waitress: Bean soup or Greek salad to start?
All three: Greek salad.
Waitress: And would you like coffee or tea?
Deena: Three coffees, please.
Steve: Make that two coffees. Tea for me, please.
Waitress: (repeating the order) Three Greek salads… two meat pizzas…
one cheese pizza… two coffees… one tea.
Open your mouth just a little for the sound /iy/.
Spread your lips into a smile. Push your tongue
forward in our mouth. /iy/ is a tense sound.
Move your tongue up a little as you as it.
PETE’S PIZZA MENU
Complete Meal Only $15
Bean soup or Greek Salad
Three Cheese Pizza or Meat Pizza (beef and pepperoni)
Ice Cream or Cheesecake or Peaches (in season)
Coffee or Tea
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Read out the names of the planets in the solar system and find planets with either /iy/ or /I/ sound.
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
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It‟s time to make a solar system mobile on your own! Sounds fun? Given below
is an incomplete manual which will help you make a solar system mobile. You
will get a half set of procedure strips and your partner will get the other set.
Discuss with your partner to complete the manual by writing appropriate
procedures in each box.
Solar System Mobile
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Riley, P. (2008). The real scientist: Space! Our solar system and beyond (pp.13~15)
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Subject A
Subject B
Carefully make holes for planets and Sun using the point of the compasses.
Make the holes by pushing the top of the pencil through.
Mark out the positions of the planets on the inner circles. The center of the
disc is the position of the Sun.
Cur around the 13cm circle.
Use the ruler and compasses to mark out circles with the following diameters,
one inside the other, on the cardboard: 13cm, 12.5cm, 11.5cm, 10.5 cm, 9.5 cm,
8.5 cm, 6.5 cm, 5.5 cm, 4.5 cm, and 3.5 cm.
Tape one end of each long thread at four points on the other side of the card
and hold up your solar system mobile.
Attach the Sun and Planets to the threads using sticky tape. Make sure you
keep all the planets at the same height – in line with the middle of the Sun.
Make drawings of the Sun and planets to a very rough scale on the white card.
Poke a thread through each hole so that about 1cm goes through. Stick this
down with sticky tape.
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Based on the manual you have completed, make a mobile with your partner.
Explain the process of how to make a solar system mobile to your partner in your
own words. You may refer to the manual if necessary.
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6.1.4 Materials used in Class 3
At the ZOO
Look at the zoo animals below. Read out the names of the animals.
moose kookaburra wolf raccoon
kangaroo caribou woolly spider
monkey
woodpecker
Read the names of the animals again and sort them into two categories: “/uw/”
and “/ʊ/”in the table given below.
Zoo
/ʊ/ /uw/
/uw/ vs. /ʊ/
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You all know the classic story, “Little Red Riding Hood”, right? A new version of
this classic has come out in film. Look at the main characters of the movie and
read out their names.
woodsman
Red Riding Hood
wolf
Granny
woodpecker
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Look through a set of pictures and imagine what is going on. Based on the
pictures, create a story using the words given in the Word Box and tell your story
to your partner. You may change the order of the pictures. Be creative!
* Glue the pictures in order in the boxes given.
Word box
woods cookbook goody bandit good food woodpecker
goody woodsman red riding hood
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Images captured from the movie, “Hoodwinked”
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jacket
vest
pants
necklace
belt bag
plaid shirt dress
dress shirt
glasses cap
hat
sweat pants sunglasses
sweater
6.1.5 Materials used in Class 4
Look at various kinds of clothing given below. Read out the names of
each clothing item.
Read the names of the clothing items again and circle the words having the
same sounds as in the word, jacket.
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Look at the pictures below. Choose one person and describe her clothing and
appearance to your partner. Refer to the list of describing words below the
pictures.
Jungah Yoon Insun Ryu Eunjin Jung
* List of describing words
Face shape
adj. with /æ / or /ε/ sounds Others
egg-shaped round oval
rectangular square triangular
Face/Skin freckled wrinkled ruddy
tanned pale pink-cheeked
Hair style bangs braids ponytail
bun pigtails
Hair colors red brunette gray
black brown blond
Facial hair mustache beard goatee
Weight fat skinny slim
chubby
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Look at the pictures of the celebrities and read out their names.
Angelina Jolie
Harrison Ford
Denzel Washington
Matt Damon
Jennifer Aniston
Samuel Jackson
Emma Watson
Eddie Murphy
Mel Gibson
Brad Pitt Jack Black
Anthony Hopkins
Adam Sandler
Megan Fox
Catherine Zeta-Jones
Jessica Alba
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You are going to play a „Who am I?‟ game with your partner using those pictures.
Read the rules of the game first and play the game.
1. Choose one of the people for your partner and tape it on your partner‟s
back. Make sure your partner does not know what card you chose.
2. Take turns asking questions to each other to figure out the person on the
picture of your back. The questions must be answered with a yes or a
no.
e.g.) Am I male? If the answer is no, you can eliminate all the people
who are female by putting a (x) in the box on the right side of the picture.
3. If you know the person on the picture of your back, yell out the name of
the person. You have only one chance. If your guess is incorrect, you
lose the round.
4. The one who first guess the name on the picture is the winner of the
game.
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Cards
Angelina Jolie
Harrison Ford
Denzel Washington
Matt Damon
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Jennifer Aniston
Samuel Jackson
Emma Watson
Eddie Murphy
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Mel Gibson
Brad Pitt
Jack Black
Anthony Hopkins
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Adam Sandler
Megan Fox
Catherine
Zeta-Jones
Jessica Alba
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For Subject A
6.1.6 Materials used in Class 5
Describe your picture to your partner and find the differences between your
picture and your partner‟s. Do NOT show your picture to your partner.
Retrieved from Maggs & Hird (2002). Timesaver speaking activities
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Describe your picture to your partner and find the differences between your
picture and your partner‟s. Do NOT show your picture to your partner
For Subject B
Retrieved from Maggs & Hird (2002). Timesaver speaking activities
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Watch the video clip without sound this time. Guess who the speakers are,
where they are, and what is happening. Then, share your guesses with your
partner.
Captured from http://www.youtube.com/watch?v=40kGqASIdb0
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This is the script of the scene you‟ve just watched. Read each line in the script
and mark pauses with a single slash (/) and circle the part(s) where you think
receive(s) sentence stress in each line.
Chandler: Oh, this one‟s nice. I like this one. Sir? Ah, kind sir? Can I… see this one?
Phoebe: Chandler, this is the reason you brought me. Ok? I know how to haggle. Let
me handle this from here on out.
Salesclerk: Can I help you?
Chandler: Uh, yes. I would like to see that ring, please.
Phoebe: Or not. Whatever.
Salesclerk: This ring is from the 1920s. It‟s a one and a half carat diamond. The sapphire is
only the side.
Chandler: Sir, can I ask you to… um… could you hold out that ring and ask me to marry
you?
Salesclerk: OK. Will you marry me?
Chandler: Oh my god. That‟s it! That‟s the ring. How much is it?
Phoebe: Chandler, I, I will handle this. How much IS it?
Salesclerk: $8,600.
Phoebe: We will give you $10.
Salesclerk: Are you interested in this ring?
Chandler: Yes. Yes. But I can only pay $8,000.
Salesclerk: Okay. I can let it go for $8,000.
Phoebe: We stand firm at $10.
Salesclerk: How would you like to pay?
Chandler: Ah… credit card. Oh, no. No, no. But I lent my credit card to Joey. OK. I‟ll go
get it. You GUARD the ring!
Phoebe: Listen. I‟m sorry about before. Do you have anything here for $10?
Salesclerk: Ah, yes. I have these two five-dollar bills.
Phoebe: I‟ll give you $1 for it.
Dictated from http://www.youtube.com/watch?v=40kGqASIdb0
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For Subject A
Describe your picture to your partner so that your partner can draw it. Do NOT
show your picture to your partner.
Retrieved from Maggs & Hird (2002). Timesaver speaking activities
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For Subject B
Retrieved from Maggs & Hird (2002). Timesaver speaking activities
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7. Description of and reflection on all meetings
7.1 Reflection on the first meeting
Both the subjects are colleagues of mine. They have been working as a curriculum
designer at a textbook company for over 2 years. When I first talked about the
pronunciation tutor project to them, they willingly decided to be the subjects of the
program. On the first meeting, I gave them a needs analysis questionnaire and a
diagnostic test regarding English pronunciation in order to find out what areas of English
pronunciation need to be developed. One of the subjects was excited to participate in
this pronunciation tutor project because she had never been taught English pronunciation
at school.
After looking through their test sheets and listening to the records of their reading,
I had a short meeting with the subjects to find out more about their linguistic backgrounds
and their attitudes towards English pronunciation. They were the ones of the most
diverse linguistic backgrounds have in my office. Since I set up the goal of the
pronunciation tutor project as to develop or enhance each of the subjects‟ weaknesses
regarding English pronunciation to increase intelligibility in ELF communication, I first
asked the subjects if they had heard about ELF before and they had no background
knowledge on ELF. Thus, I introduced the concept of ELF regarding pronunciation to
the subjects. Their reaction was just like mine after I read the winter reading book,
World Englishes, (Kirkpatrick, 2007). They were surprised how many varieties of
Englishes in the world and they all are worth learning. I guessed they might have a
prejudice against nativised varieties which are considered not worth learning. As the
first meeting ended, they said they were looking forward to the first class of the project
which made me excited, too.
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7.2 Reflection on Class 1
The objective of Class 1 for Subject A was that the subject will be able to distinguish the
pairs /ʃ/ vs. /ʒ/, /tʃ/ vs. /dʒ/, and /s/ vs. /z/ and to articulate them appropriately in spoken
discourse. Class 1 consisted of two parts: raising the subject‟s awareness of /ʃ, ʒ, tʃ, dʒ, s,
z/ in terms of the place of articulation and manner of articulation and creating a story
using the given set of pictures. To raise her awareness of the articulation of the
problematic sounds, I first explained how /ʃ, ʒ, tʃ, dʒ, s, z/ are articulated differently and
modeled those sounds. Then, the subject tried reading aloud the given tongue twisters in
which contain /ʃ, ʒ, tʃ, dʒ, s, z/ sounds clearly. While reading the tongue twisters, I
marked the parts she incorrectly articulated and gave feedback on the problematic areas.
The task given to the subject in the second part was creating a story using the
given set of pictures and telling it. The pictures for this task were taken from the movie,
“SpongeBob SquarePants: Band Geeks”. The reason I chose this movie for this task is
that it contains lots of vocabulary items with the target sounds /ʃ, ʒ, tʃ, dʒ, s, z/, for
example, „SpongeBob‟, „secrets‟, „jelly fishing‟, „friendship‟, „string‟, „amazing‟, „snap
shot‟, and „mysterious‟. First, I gave the subject one set of pictures and gave her a
chance to read aloud the words provided in the word box. Then, she had 3 minutes to put
the pictures in order and create her own story using the provided words. Finally, she
presented the story she created to me. While she was presenting her story, I marked the
parts she incorrectly articulated and gave feedback on the problematic areas.
The objective of Class 1 for Subject B was that the subject will be able to identify
the consonant-to-vowel and vowel-to-vowel linking phenomena and produce linking
sounds in spoken discourse. Class 1 consisted of three parts: raising the subject‟s
awareness of the linking phenomena, playing a Mad Gab game, and creating a story using
the given set of pictures and telling it. To raise her awareness of linking, I first explained
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the consonant-to-vowel and vowel-to-vowel linking phenomena and modeled how they
were influenced by the adjacent sounds using the given examples. Next, she read out the
examples and circled the sounds influenced by the adjacent sounds. Then, she and I were
assigned to one role and tried reading a dialogue focusing on the linking phenomena.
Afterward, I gave her feedback on the problematic areas.
In the second part, I provided the subject some phrases taken from a Mad Gab
game focusing on blending sounds and resyllabification (available online
http://www.bingo-lingo.net/madgab.htm). The subject read out the phrases as fast as she
could and figured out what they meant to get the feel of how to blend sounds. Half of the
phrases given in the Mad Gab list were covered in class and the rest of them were assigned
to do as homework. I was observing her reading out the given phrases and helped her
figure out what they meant as well as giving feedback on the target area.
In the third part, I gave the subject one set of pictures gave 3 minutes to put the
pictures in order and create her own story. Finally, she presented the story she created to
me. While she was presenting her story, I marked the parts she incorrectly articulated
and gave feedback on the problematic areas.
After the class, I explained to both of the subjects that I will use a task-based
approach for the pronunciation tutor project. Through completing tasks, they will have
chances to interact and exchange their ideas and opinions with others in English and this
will help them not only develop their weaknesses regarding English pronunciation but also
build their communicative competence. After listening to my explanation on the
approach, they seemed to understand how the task I prepared was related to pronunciation
class.
Since the subjects have lived in other English speaking countries for over 10 years
and their English proficiency is high, they picked up the knowledge on the problematic
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area pretty quickly. Even though I prepared a quite short awareness raising activity, they
seemed to look a little bit bored. Thus, I would shorten the awareness raising part and
proceed with the communicative tasks for the next class.
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7.3 Reflection on Class 2
The objective of Class 2 was that the subjects will be able to distinguish and articulate the
highest front tense vowel /iy/ and high front lax vowel /I/ using task-based approach.
Class 2 consisted of two parts: raising the subjects‟ awareness of /iy/ and /I/ and
completing a task. To raise their awareness of the articulation of the problematic sounds
/iy/ and /I/, I first explained how /iy/ and /I/ are articulated using a vowel quadrant. Then,
I modeled those sounds and asked the subjects to try articulating them to feel the
difference in terms of the place of articulation. Next, each of the subjects was assigned
to one role and tried reading a dialogue containing lots of words having /iy/ and /I/, with
special attention paid to the sounds /iy/ and /I/. While they were reading the dialogue, I
marked the parts they incorrectly articulated and gave feedback. After circling all the
words with /iy/ in the dialogue, they took turns reading the dialogue and giving peer
feedback on the problematic areas.
In the second part, I gave the subjects a task which was making a solar system
mobile. As a warm-up, I presented the eight planets in the solar system and asked them
to find names of planets with either /iy/ or /I/. Before making a solar system mobile, I
gave them an incomplete manual of a solar system mobile and gave each of the subjects a
half set of procedure strips. They read out their strips to the partner and discussed
appropriate procedures to complete the manual. Then, they made a mobile with the
partner based on the manual they had completed. While they were making a mobile, I
marked the parts they incorrectly articulated and gave feedback after completing the task.
Finally, they took turns explaining the process of how to make a solar system mobile to
the partner in their own words.
Even though they had already listened to the explanation on the approach I chose
for this task in the previous class, as soon as they saw the materials I prepared for the task
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of the second part of the class which was making a solar system mobile, they seemed to
look puzzled. One of them asked me how the task I prepared was related to
pronunciation class. I explained how task-based approach is effective in helping them
not only develop their weaknesses regarding English pronunciation but also build their
communicative competence. After listening to my explanation on the approach, they
seemed to look excited to do the task.
I participated in the task with the subjects, too. Since I am their coworkers and
participated in the task like them, they were more comfortable with doing the task.
During the task, the subjects naturally gave feedback on the problematic area each other as
I gave feedback to them. At the end of the class, they said they were looking forward to
what will be the next task.
One of the subjects recommended recording their speech during the task. She
said it would be better for giving proper feedback to each other. In fact, it is the
technique that I would like to try in my tutor project. Through the process of listening to
each other‟s recordings and giving feedback on the target items to each other, I think this
technique would be able to reinforce the subjects‟ awareness of their problematic areas.
For the next class, I will shorten the awareness raising part and spend more time on doing
a communicative task. In addition, I will try recording the subjects‟ speech while they
are completing the task and use the recordings for giving feedback.
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7.4 Reflection on Class 3
The objective of Class 3 was that the subjects will be able to distinguish and articulate the
highest back tense vowel /uw/ and high back lax vowel /ʊ/ using task-based approach.
Class 3 consisted of two parts: raising the subjects‟ awareness of /uw/ and /ʊ/ and
completing a task. To raise their awareness of the articulation of the problematic sounds
/uw/ and /ʊ/, I first explained how /uw/ and /ʊ/ are articulated and modeled those sounds.
Then, the subjects looked at the pictures of some zoo animals in which contain either /uw/
or /ʊ/ sound in their names such as „moose‟, „wolf‟, „caribou‟, „raccoon‟, „kangaroo‟,
„kookaburra‟, „woodpecker‟, and „woolly spider monkey‟ and took turns reading out the
names of each animal to feel the difference in terms of the place of articulation. Next,
they read the names of the animals once more and tried sorting them into two categories:
/uw/ and /ʊ/. Then, they shared their work with each other. While sharing their work, I
marked the parts they incorrectly articulated and gave feedback on the problematic areas.
The task given to the subjects in the second part was creating a story using the
given set of pictures and telling it to each other. The pictures for this task were taken
from the movie, “Hoodwinked”, which is a new version of the classic story, “Little Red
Riding Hood”. The reason I chose this movie for this task is that it contains lots of
vocabulary items with the sounds either /uw/ and /ʊ/, including the main characters‟ names,
for example, „woodpecker‟, „woodsman‟, „Red Riding Hood‟, „wolf‟, „cookbook‟,
„woods‟, „goody bandit‟, „goody‟, „food‟, and „good‟. As a warm-up, I presented the
pictures of the main characters of “Hoodwinked” and their names and asked them to read
out the names. Next, I gave one set of pictures to each subject and gave them a chance to
read aloud the words provided in the word box. Then, they had 3 minutes to put the
pictures in order and create their own story using the provided words. Finally, they took
turns presenting the story they created to each other and I recorded their story using a cell
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phone. Afterward, they listened to each other‟s recordings and gave feedback on the
target items to each other. After completing the task, I added more feedback on the parts
they incorrectly articulated.
In Class 3, I recorded the subjects telling a story they created as one of them
recommended for giving feedback on the target items. At first, they were just
embarrassed to listen to their own speech in front of the others. Moreover, they seemed
to feel uncomfortable with giving feedback on each other‟s recordings. However, as I
repeated playing the recordings and stopping the parts where they incorrectly articulated
and asked them if there was any part they wanted to correct and where it was, they
comfortably exchanged feedback to each other.
During the class, I felt that they were uncomfortable with the IPA phonetic
symbols written in the worksheets I prepared even though their English proficiency is high.
I was surprised that the IPA symbols made them uncomfortable while doing the task. It
was natural that they did not know the IPA phonetic symbols since they have never learned
them in schools. Thus, instead of using the IPA symbols, I would use the words with the
targeted item on the materials for the next class, for example, read the names of the
clothing items and circle all the words having the same sound as in the word, glasses.
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7.5 Reflection on Class 4
The objective of Class 4 was that the subjects will be able to distinguish and articulate the
low front vowel /æ / and mid front vowel /ε/ and articulate them appropriately in spoken
discourse. Class 4 consisted of two parts: raising the subjects‟ awareness of /æ / and /ε/
and playing the „Who am I?‟ game. To raise their awareness of the articulation of the
problematic sounds /æ / and /ε/, I first explained how /æ / and /ε/ are articulated and
modeled those sounds. Then, the subjects looked at the pictures of various kinds of
clothing in which contain either /æ / or /ε/ sound in their names such as „jacket‟, „sweater‟,
„hat‟, „glasses‟, „dress shirt‟, „pants‟, „necklace‟, and „dress‟ and took turns reading out the
names of each clothing item to feel the difference in terms of the place of articulation.
Next, they read the names of the clothing items once more and circled all the words with
/æ / sound. Then, they shared their work with each other. While sharing their work, I
marked the parts they incorrectly articulated and gave feedback on the problematic areas.
In the second part, the subjects were going to play the „Who am I?‟ game. They
needed to guess the name of the person on the picture of their back by asking questions
about the person‟s appearance. As a warm-up, I presented the pictures of the subjects
and a list of describing words including some adjectives with /æ / or /ε/ sound and asked
them to describe each other‟s clothing and appearance focusing on /æ / and /ε/sounds.
Next, I gave a list of 16 Hollywood actors and actresses whose names start with either /æ /
or /ε/ sound and their pictures to each subject and tried reading aloud their names, for
example, „Angelina Jolie‟, „Harrison Ford‟, „Denzel Washington‟, „Matt Damon‟, and
„Jack Black‟. Then, they chose one person among 16 pictures of actors and actresses for
each other and taped it on each other‟s back. By asking yes/no questions about the
clothing and their appearance, they figured out the name on the picture of their back.
While the subjects were playing the game, I marked the parts they incorrectly articulated
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and gave feedback after the game.
While playing the „Who am I?‟ game, the subjects naturally asked clarifying
questions to each other if the words they pronounced were not clear. I felt they were
more comfortable with giving feedback on the target items to each other comparing to the
previous classes. Also, they seemed to not only enjoy playing the game but also help
each other develop their weaknesses regarding English pronunciation. At the end of the
class, one of the subjects said she would like to use this game, revising it to fit the
objectives of the lessons she was going to plan.
Until now, I always explained how to articulate the target items and modeled first
to raise the subjects‟ awareness and asked them to try articulating those problematic
sounds. Even though I tried to give them a short explanation, I felt they seemed a little
bit bored whenever the explanation part comes. Thus, for the next class, I would change
the sequence of the activities applying a task-teach-task approach. I would give them a
task first and record them. While completing a given task, I will mark the parts they
incorrectly pronounce. And then, I will have them listen to their own recordings and
give feedback on the target items of the class. I believe this way may be more effective
and help them listen to the explanation on the problematic areas attentively.
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7.6 Reflection on Class 5
The objective of Class 5 was that the subjects will be able to identify thought groups and
place stress on appropriate words in spoken discourse. Class 5 consisted of three parts:
describing a picture to each other and spotting the differences, raising the subjects‟
awareness of the concept of thought groups and prominence, and describing another
picture for the partner to draw it. As reflecting on the previous class, I gave the subjects
a „spot the difference‟ task first before doing an awareness raising activity. The subjects
received a different picture from each other. They described their picture to their partner
to find the differences in them and their speeches were recorded. After the task, I gave
them feedback on the target items as well as a brief explanation on them as listening their
recordings together.
In the second part, I showed the subjects a scene taken from the TV sitcom,
Friends, without sound and asked them to guess where the characters were and what was
happening in the scene. After sharing their guesses with the partner, they read the script
of the video clip they had watched and mark pauses with a single slash (/) and circle the
parts where they think receives stress in each line. Next, they acted out the script
focusing on the target items. Then, they watched the video clip with sound and
compared it with their work.
In the third part, the subjects received a different picture from each other. Then,
they took turns describing their picture in detail and drawing it by only listening to the
partner‟s description. Their speeches were recorded while doing the task. After
completing the task, they listened to their recordings and gave feedback to each other on
the target items.
One of the subjects asked me she was not sure she placed stress correctly or not
and did not know where to place stress while doing the task. However, as I observed
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them, they seemed to naturally place stress on appropriate words in the context while
communicating with each other. Communication breakdown did not occur during the
task. To verify that she did place stress appropriately, we listened to her recordings
together. After listening to her own recording, she said it seemed more difficult to
understand the concept of thought groups and prominence when listening to the
explanation on them at first. But, it seemed much easier when she was actually engaging
in the task. I guessed the explanation on the target items rather made the subjects
confused even though it is not a difficult concept to understand. Until now, I thought I
should include at least a short explanation on target items to raise the subjects‟ awareness.
However, after this class I felt that an awareness raising part does not have to include a
verbal explanation on target items. There are many ways to replace an explanation part.
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8. Achievement test
8.1 Overview
An achievement test was designed to assess the progress of the subjects regarding English
pronunciation after 5 week pronunciation sessions. The objectives of each class were
assessed. Since the different objectives were set up for each subject based on the
analysis of their test results and their needs for the project, the areas of assessing
achievement in English pronunciation varied (See Table 8.1). The achievement test
consists of two parts: 1) the first section is a read-aloud test and 2) the second section is a
picture-cued story retelling activity.
Table 8.1 Objectives for each subject
Subject A Subject B
Class 1 distinguish the pairs /ʃ/ vs. /ʒ/, /tʃ/
vs. /dʒ/, and /s/ vs. /z/ and to
articulate them appropriately in
spoken discourse
identify the consonant-to-vowel and
vowel-to-vowel linking phenomena
and produce linking sounds in spoken
discourse
Class 2 distinguish the highest front tense vowel /iy/ and high front lax vowel /ɪ/ and
articulate them appropriately in spoken discourse
Class 3 distinguish the highest back tense vowel /uw/ and highest back lax vowel /ʊ/
and articulate them appropriately in spoken discourse
Class 4 distinguish the low front vowel /æ / and mid front vowel /ɛ/ and articulate them
appropriately in spoken discourse
Class 5 identify thought groups and place stress on appropriate content words in spoken
discourse
The first section of the achievement test is a read-aloud test. The same authentic
short passage in the diagnostic test was used in the achievement test to see each of the
subjects‟ improvement in their weaknesses regarding English pronunciation by comparing
the recordings of the diagnostic test with the ones of the achievement test. The subjects
take turns reading the same passage and it is recorded with a cell phone voice recorder.
The second section of the achievement test is a picture-cued story retelling activity.
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This section focuses on how much the subjects develop their weaknesses regarding
English pronunciation in an impromptu type of activity. A video clip is provided for a
retelling task taken from a British comedy television series, Mr. Bean, in which the
characters speak very little dialogue (available online
http://www.youtube.com/watch?v=2ftqbfusJ7E&feature=related). After watching the
video clip a couple of times, the subjects take turns retelling a story with a help of given
pictures. It is recorded with a cell phone voice recorder for an analysis.
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8.2 Test sheets
Achievement Test
Part 1: Read the test passage aloud.
This test consists of two parts: the first part is a read-aloud test and the second
part is story retelling.
When Ken was ten, there was a five-foot hedge bordering
his yard. His father, Steve, decided to cut it down to two feet,
so he pulled out his heavy-duty hedge clippers and set about the
job. When he was three quarters done, he hit a wasp‟s nest and
cut it right in half! The wasps were not happy. Steve made it to
the end of the driveway, yelling and running every step of the way,
before he passed out. Our neighbor rushed him to the hospital,
where they counted 134 stings. During the next four days, he
stared at the hospital wall while he hatched a scheme to rid himself
of those confounded wasps forever. When he was released, he
returned to the hedge and saw that the wasps had repaired their
nest. It was a hot Saturday afternoon, and the insects were away
from home and about their business. He poured a small cup of
gasoline on the nest, and tied a gas-soaked rag to a 10-foot pole.
He was squatting on the ground, three yards from the nest, and
Ken was standing behind him. They were both unaware that a
cloud of gas fumes had collected in the hot, still summer
air. When he held a lit match to the rag, a huge fireball erupted
in the yard! Steve was knocked back on top of his son, which
saved Ken from the heat – but not him! The fire burnt
out immediately, and the garage and Ken were undamaged,
but Steve lost his mustache, eyebrows, eyelashes, and half his
hair. Back to the hospital he went!
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Part 2: Watch the video clip and retell a story. Refer to the pictures below
when retelling a story.
Images captured from http://www.youtube.com/watch?v=2ftqbfusJ7E&feature=related
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9. Analysis of the test results
9.1 Subject A
9.1.1 Test results
The same checklists (see Table 9.1 and 9.2) used in diagnostic analysis were used in
analysis of the achievement test. Table 9.1 and 9.2 show the results of the achievement
of Subject A.
Table 9.1 Checklist for diagnostic testing of segments
Name: Jungah Yoon Date: June 01, 2011
Consonants Example OK X
Comments Substitution Omission
/f/ foul o
/v/ heavy o
/θ/ thin o
/ð/ bathe o
/s/ soul o
/z/ business o
/ʒ/ leisure o
/tʃ/ hatch o
/dʒ/ joy o
/l/ lit o
/r/ repair o
Vowels Example OK So-so X
Comments Substitution
/iy/ me o sometimes substituted /iy/ for /ɪ/
/ɪ/ him o
/ɛ/ penny o
/æ / nanny o sometimes substituted /æ / for /ɛ/
/ʌ/ cut o
/ɔ/ caught o
/ʊ/ good o
/uw/ food o
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Table 9.2 Checklist for diagnostic testing of suprasegmentals
Name: Jungah Yoon Date: June 01, 2011
Intonation Yes So-so No Comments
Is falling intonation used with wh-
questions? o
Is rising intonation used with yes/no
questions? o
Is the subject using appropriate
intonation when elements occur in a
series?
o
used falling intonation
pattern when pronouncing
every element
Sentence stress Yes So-so No Comments
Is the subject incorrectly stressing
every word of a sentence equally? o
Is the subject able to produce
appropriate strong and weak stresses? o
Are content words stressed and
function words unstressed? o
Is the subject placing major sentence
stress on the appropriate words? o
Linking Yes So-so No Comments
Does the subject link identical
consonants to identical consonants? o
Does the subject link consonants to
vowels? o
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NA
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9.1.2 Analysis of the test results
The test results were analyzed using two categories: English segmental system and
suprasegmental system like diagnostic analysis. Overall, the test results showed that
Subject A improved her weaknesses in English pronunciation. In the English segmental
system, she used to have difficulty with the three areas: 1) distinguishing and articulating
/ʒ/, /dʒ/, and /z/, 2) distinguishing and producing some pairs of tense and lax vowels in
English, especially /iy/ and /ɪ/ and /uw/ and /ʊ/, and 3) distinguishing and articulating /æ /
and /ɛ/. After the 5-week pronunciation session, she seemed not to have any problems
with discriminating /ʃ, ʒ, tʃ, dʒ, s, z/ and articulate these sounds properly in
communication.
However, Subject A seemed to show less progress in vowels comparing to the one
in consonants. Analyzing her speech samples, she seemed to have a good control of
distinguishing the highest front tense vowel /iy/ and high front lax vowel /ɪ/, the highest
back tense vowel /uw/ and highest back lax vowel /ʊ/, and the low front vowel /æ / and
mid front vowel /ɛ/ at a recognition level. On the other hand, at a production level, she
seemed to have difficulty producing /iy/ and /ɪ/ and /æ / and /ɛ/. In the read-aloud test,
she articulated these sounds properly; but in the picture-cued story retelling task, she
sometimes substituted /iy/ for /ɪ/ and /æ / for /ɛ/. I think it is because she could pay extra
attention to articulating these problematic sounds in her mind when reading aloud the
given passage than when retelling a story, which is more like an impromptu type of
activity.
5 weeks are a short amount of time to expect for Subject A to develop or enhance
her weaknesses regarding English pronunciation. Most of her weaknesses in vowels may
be influenced by her first-language backgrounds. For example, in the Korean vowel
system, there is only one representative for /iy/ for /ɪ/. In addition, /æ / and /ɛ/ do exist in
HA
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CH
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91
the Korean vowel system; however, most Koreans tend to substituted /æ / for /ɛ/ in real life
communication since /æ / needs more effort to produce than /ɛ/. It does not cause any
misunderstandings in communication since they use their communication strategies to
negotiate meaning when it happens. It may be even harder for Subject A to change her
ways to articulate the problematic sounds in English which have been fixed by habits.
Notwithstanding the short amount of time that she had raised her awareness of her
weaknesses in English pronunciation and practiced producing them, Subject A showed
some improvement in the English segmental system.
In addition, Subject A used to have two areas of pronunciation that need to be
developed in the English suprasegmental system: 1) sentence stress and 2) intonation.
Since intonation was not chosen to be the area to be developed because it is unteachable
for 5 week pronunciation sessions, sentence stress was assessed only. The test results
showed improvement of Subject A in the English suprasegmental system. Comparing to
her diagnostic speech samples from the read-aloud test, her speech sounded more natural,
pausing properly and putting stress on the appropriate words when reading the given
passage. The improvement is noticeable in the second part of the test, the picture-cued
story retelling task. Most of content words carrying important new information were
stressed and she produced appropriate strong and weak stresses. She knew where to
stress or not and places major sentence stress on the appropriate words. Consequently,
Subject A developed her weakness area, sentence stress, through the pronunciation tutor
project.
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9.2 Subject B
9.2.1 Test results
The same checklists (see Table 9.3 and 9.4) used in diagnostic analysis were used in
analysis of the achievement test. Table 9.3 and 9.4 show the results of the achievement
of Subject B.
Table 9.3 Checklist for diagnostic testing of segments
Name: Insun Ryu Date: June 01, 2011
Consonants Example OK X
Comments Substitution Omission
/f/ foul o
/v/ heavy o
/θ/ thin o
/ð/ bathe o
/s/ soul o
/z/ business o
/ʒ/ leisure o
/tʃ/ hatch o
/dʒ/ joy o
/l/ lit o
/r/ repair o
Vowels Example OK So-so X
Comments Substitution
/iy/ me o sometimes substituted /iy/ for /ɪ/
/ɪ/ him o
/ɛ/ penny o
/æ / nanny o sometimes substituted /æ / for /ɛ/
/ʌ/ cut o
/ɔ/ caught o
/ʊ/ good o
/uw/ food o HA
NA
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Table 9.4 Checklist for diagnostic testing of suprasegmentals
Name: Insun Ryu Date: June 01, 2011
Intonation Yes So-so No Comments
Is falling intonation used with wh-
questions? o
Is rising intonation used with yes/no
questions? o
Is the subject using appropriate
intonation when elements occur in a
series?
o
Sentence stress Yes So-so No Comments
Is the subject incorrectly stressing
every word of a sentence equally? o
Is the subject able to produce
appropriate strong and weak stresses? o
Are content words stressed and
function words unstressed? o
Is the subject placing major sentence
stress on the appropriate words? o
Linking Yes So-so No Comments
Does the subject link identical
consonants to identical consonants? o
Does the subject link consonants to
vowels? o
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9.2.2 Analysis of the test results
The test results were analyzed using two categories: English segmental system and
suprasegmental system like diagnostic analysis. Overall, the test results showed that
Subject B improved her weaknesses in English pronunciation. In the English segmental
system, she used to have difficulty with the two areas: 1) distinguishing and producing
some pairs of tense and lax vowels in English, especially /iy/ and /ɪ/ and /uw/ and /ʊ/ and
2) distinguishing and articulating /æ / and /ɛ/. After the 5-week pronunciation session,
she seemed not to have any problems with discriminating and articulating /uw/ and /ʊ/
properly in communication. However, she seemed to show less progress in producing
/iy/ and /ɪ/ and /æ / and /ɛ/, comparing to /uw/ and /ʊ/.
Analyzing her speech samples, at a recognition level, Subject B seemed to have a
good control of distinguishing the highest front tense vowel /iy/ and high front lax vowel
/ɪ/, the highest back tense vowel /uw/ and highest back lax vowel /ʊ/, and the low front
vowel /æ / and mid front vowel /ɛ/. On the other hand, at a production level, she seemed
to have difficulty producing /iy/ and /ɪ/ and /æ / and /ɛ/. In the read-aloud test, she
articulated these sounds properly; but in the picture-cued story retelling task, she
sometimes substituted /iy/ for /ɪ/ and /æ / for /ɛ/. I think it is because she could pay extra
attention to articulating these problematic sounds in her mind when reading aloud the
given passage than when retelling a story, which is more like an impromptu type of
activity.
5 weeks are a short amount of time to expect for Subject B to develop or enhance
her weaknesses regarding English pronunciation. Most of her weaknesses in vowels may
be influenced by her first-language backgrounds. For example, in the Korean vowel
system, there is only one representative for /iy/ for /ɪ/. In addition, /æ / and /ɛ/ do exist in
the Korean vowel system; however, most Koreans tend to substituted /æ / for /ɛ/ in real life
HA
NA
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95
communication since /æ / needs more effort to produce than /ɛ/. It does not cause any
misunderstandings in communication since they use their communication strategies to
negotiate meaning when it happens. It may be even harder for Subject B to change her
ways to articulate the problematic sounds in English which have been fixed by habits.
Notwithstanding the short amount of time that she had raised her awareness of her
weaknesses in English pronunciation and practiced producing them, Subject B showed
some improvement in the English segmental system.
According to the analysis of diagnostic tests, there are not many areas that need to
be developed in the English suprasegmental system for Subject B. The one problematic
area was there was no big difference between her strong and weak stresses. The test
results showed improvement of Subject B in prominence and sentence stress. Comparing
to her diagnostic speech samples from the read-aloud test, she paused properly and put
stress on the appropriate words when reading the same passage in the achievement test.
The improvement is noticeable in the second part of the test, the picture-cued story
retelling task. Most of content words carrying important new information were stressed
and she produced appropriate strong and weak stresses. She knew where to stress or not
and places major sentence stress on the appropriate words. Consequently, Subject B
developed her weakness area, sentence stress, through the pronunciation tutor project.
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10. Conclusion
As the use of English is increasing globally and the number of non-native speakers of
English is greater than the one of native speakers (Albl-Mikasa, 2010; Graddol, 1999;
Canagarajah, 2007), we should look at the goal of pronunciation for L2 learners from a
different perspective. Having pronunciation for international intelligibility is the most
important for all speakers of English including native speakers. Thus, the aim of this
pronunciation tutor project is to develop or enhance each of the subject‟s weaknesses
regarding English pronunciation to increase intelligibility in ELF communication. The
plan for this project includes six stages.
In Stage 1, two subjects were chosen for the pronunciation tutor project. Both
are female adults whose L1 is Korean. They are curriculum designers of an English
textbook company and coworkers of the tutor. Both the subjects have lived in other
English speaking countries for over 10 years and their English proficiency is high.
Next, in Stages 2 and 3, three kinds of tests were given to the subjects: 1) a needs
analysis questionnaire, 2) a diagnostic test, and 3) an interview with the tutor, to gather
information on the subjects‟ linguistic and cultural backgrounds and the knowledge of
English pronunciation. The test results were analyzed using two categories: English
segmental system and suprasegmental system. The test results showed that Subject A has
difficulty with the three areas of English segmental system: 1) distinguishing and
articulating the phonemes /ʒ/, /dʒ/, and /z/, 2) distinguishing and producing some pairs of
tense and lax vowels in English, especially /iy/ and /ɪ/ and /uw/ and /ʊ/, 3) distinguishing
and articulating /æ / and /ɛ/. In addition, the test results showed Subject A had two areas
of pronunciation that need to be developed in the English suprasegmental system: 1)
sentence stress and 2) intonation.
Subject B‟s problematic area regarding vowels in English pronunciation is most
HA
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like the ones of Subject A‟s. The test results showed that Subject B also has difficulty
with the two areas of English segmental system: 1) distinguishing and producing some
pairs of tense and lax vowels in English, especially /iy/ and /ɪ/ and /uw/ and /ʊ/ and 2)
distinguishing and articulating /æ / and /ɛ/. The test results showed that there are not
many areas that need to be developed in the English suprasegmental system for Subject B.
The one problematic area I found out is there is no big difference between her strong and
weak stresses.
In Stage 4, a specific plan for each subject was created focusing on developing
their weaknesses in English pronunciation based on the analysis of the test results and
discussion with the subjects. It was a 5-week pronunciation tutor project and each class
was designed to achieve one specific objective which is the area each of the subjects has
problems with or would like to develop the most. Five objectives were set up for each
subject. Both subjects had 4 shared objectives among 5 chosen. These shared
objectives were set up for Classes 2, 3, 4, and 5 and the 2 different objectives were set up
for Class 1: one for Subject A and the other for Subject B. All the activities and
materials were designed according to a task-based approach.
Over a 5-week period, the subjects met the tutor once a week in person and
practiced developing their weaknesses regarding English pronunciation with materials
created by completing various kinds of tasks such as retelling, playing games, creating a
story, making a solar system mobile, and describing pictures and drawing. While
completing a task, the tutor observed their performance and gave feedback on the target
items which will help them enhance their needed skills.
Each class consists of mostly two parts: raising the subjects‟ awareness of the
problematic area and completing a task. Considering their proficiency, I prepared a quite
short awareness raising part. I always explained how to articulate the target items and
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modeled first to raise the subjects‟ awareness and asked them to try articulating those
problematic sounds. However, whenever the explanation part comes, they seemed to
look bored. Thus, in Class 5, I changed the sequence of the activities applying a task-
teach-task approach. I gave them a task first and recorded them before doing an
awareness raising activity. After the task, I had the subjects listen to their own and gave
them feedback on the target items as well as a brief explanation on them.
At first, the subjects seemed to be confused about how the tasks prepared for them
were related to pronunciation class. I explained the approach I adopted for the
pronunciation tutor project which could help them not only develop their weaknesses
regarding English pronunciation but also build their communicative competence. After
understanding the purpose of adopting a task-based approach, they seemed to actively
engage in the tasks.
From Class 3, I started recording the subjects‟ speech while doing tasks for giving
feedback on the target items. At first, they were embarrassed to listen to their own
speech in front of the others. Moreover, they seemed to feel uncomfortable with giving
feedback on each other‟s recordings. However, as time went by, they comfortably
exchanged feedback to each other. I think this process helped reinforce the subjects‟
awareness of their problematic areas.
In Stage 5, an achievement test was given to the subjects to assess the progress of
the subjects after a 5-week pronunciation session. The achievement test consists of two
parts: 1) the first section is a read-aloud test and 2) the second section is a picture-cued
story retelling activity. The progress of the subjects was assessed by comparing the
results of the diagnostic test. The same checklists used in diagnostic analysis were used
in analysis of the achievement test.
Overall, the test results showed that both Subjects A and B improved their
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weaknesses in English pronunciation after the pronunciation tutor project. In terms of
the English segmental system, Subject A seemed not to have any problems with
discriminating and articulating /ʃ, ʒ, tʃ, dʒ, s, z/ properly in communication. However,
she seemed to show less progress in vowels comparing to the one in consonants. She
sometimes substituted /iy/ for /ɪ/ and /æ / for /ɛ/ when retelling a story, whereas she
articulated these sounds properly in the read-aloud test. Regarding to the English
suprasegmental system, her speech sounded more natural, pausing properly and putting
stress on the appropriate words when reading the given passage. She knew where to
stress or not and places major sentence stress on the appropriate words.
After the 5-week pronunciation session, Subject B seemed not to have any
problems with discriminating and articulating /uw/ and /ʊ/ properly in communication.
However, she seemed to show less progress in producing /iy/ and /ɪ/ and /æ / and /ɛ/,
comparing to /uw/ and /ʊ/. She sometimes substituted /iy/ for /ɪ/ and /æ / for /ɛ/ in the
picture-cued story retelling task, whereas she articulated these sounds properly in the read-
aloud test. The test results showed improvement of Subject B in prominence and
sentence stress in terms of the English suprasegmental system. She produced appropriate
strong and weak stresses in communication.
I think, in some ways, the pronunciation tutor project achieved the goal of
developing or enhancing each of the subject‟s weaknesses regarding English
pronunciation to increase intelligibility in ELF communication. 5 weeks were
insufficient to develop their needed skills in English pronunciation. Nevertheless,
Subject A and Subject B showed some improvement in both the English segmental and the
suprasegmental systems. This could be a proof that the pronunciation tutor project may
be effective for them to raise their awareness of the problematic areas in English
pronunciation and develop those areas.
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