Post on 07-Jan-2016
description
Pronunciation: Theory and Practice
Katie Bain
English Language Fellow
ktbain53@gmail.com
www.elfellowkbain.wordpress.com
Objective
Participants will become more familiar with general guidelines and strategies to help develop pronunciation skills for both themselves and their students.
Agree or Disagree?
1. Meaning is more important than pronunciation.
2. Pronunciation is easy to teach.
3. Pronunciation is easy to learn. 4. It is important to have a
perfect English accent. 5. Pronunciation is the least
important element of language teaching.
Agenda
1. Prosodya. Discussionb. Practical Application
2. The Color Vowel Charta. What is it?b. How can we use it in the
classroom?
3. Other Considerations
Prosody
The rhythm and melody of English.
(Gilbert, 2008)
The pitch makes the difference.
Examplea. Jane said, “Is that Mister Fogg?”b. Jane said, “Is that mist or fog?”Question: What was Jane talking about?(Gilbert 2005, 136)
(Gilbert, 2008)
Syllables are important!Teach your students to count the
number of syllables in words. This is a first step in
understanding where to put the stress in words.
(Gilbert, 2008)
Rhythm and Stress
dessert / desert foreign / for rain his story / history
(Gilbert, 2008)
Stressed Syllables
Stress mistakes can cause stress! ExampleStudent: Mrs. Stiebel, can you help me with comedy?
Teacher: Comedy?
Student: Yes, comedy is big problem.
Teacher: I don’t quite follow.
Student: (Patiently) Problem – this is worry.
Teacher: Yes, a worry. Um . . . you mean you have a
problem with comedy on TV?
Student: TV? (Trying again) The boss put me on
department comedy. Everybody on comedy, all the
time argue.
Teacher: Oh, you mean committee!
Student: Yes, what I told you, comedy. (Gilbert, 2008, p. 5)
The stressed word is important!
What’s the difference?
I wanted two hamburgers.
I wanted two hamburgers.
(Gilbert, 2008)
The Prosody Pyramid
(Gilbert, 2008)
Thought Groups…
Thought groups are separated by…
(a) a pause(b) a drop in pitch(c) lengthening of the last stressed
syllable (the most subtle signal)
(Gilbert, 2008)
Focus Word: The most important word in the thought group
(Gilbert, 2008)
The focus word is usually a content word. Content WordsNounVerbAdjectiveAdverb*Usually stressed.
Do you want some pancakes?
Structure WordsPronouns PrepositionsArticlesVerb “to be”*Usually reduced or
de-emphasized.
Do you want some pancakes?
(Gilbert, 2008)
The SCHWA!!!!
The stressed vowel soundWhat causes difficulty in
pronouncing vowels?◦Mouth Mechanics◦Learning sounds that don’t exist or
are not common in L1◦Differences in the rhythm of
languages◦Crazy English Spelling!◦Vowel Sounds vs. Vowel Letter
Names(Gilbert, 2008)
What are two types of vowel sounds?
Two Types of Vowel Sounds
Alphabet Vowel Sounds
Sound like letter names◦ Make◦ Green◦ Size◦ Go◦ Use
When spoken, the tongue shifts upward
Relative Vowel SoundsSometimes
referred to as “short”◦ Bat◦ Bet◦ Bit◦ Stop◦ Luck
Do not have off-glides
Tongue is more stationary
(Gilbert, 2008)
Alphabet Vowel Sounds
(Gilbert, 2008)
Alphabet Vowel Sounds
(Gilbert, 2008)
Spelling Rules for Low-Level Students
The Two Vowel Rule: • If there are two vowel letters in a short word, the
first vowel sounds like its alphabet name. The second vowel is silent.
cake these ice cone fruit main cream pie soap Sue
The One Vowel Rule: If there is only one vowel letter in a short word, it
sounds like a relative of the alphabet vowel. (Note: No off-glide.)
had bed his hot sunJan Ben Kim John Russ
(Gilbert, 2008)
Spelling Rules for High-Level Students
The Two Vowel Rule: If there are two vowel letters in the stressed syllable, the first
vowel usually sounds like its alphabet name. The second vowel is silent.
available complete advice approach recruitarrangement agreement mileage unloading accuse
The One Vowel Rule: If there is only one vowel letter in the stressed syllable, it usually sounds like a relative of the alphabet vowel.
apple relative interesting possible redundantadapted integrity articulatory accomplish husbandry
(Gilbert, 2008)
Consonants!
What are two types of consonants?
Two Types of Consonants
Stop ConsonantsFormed by stopping
the air flow to the mouth.
/b/ /p//d/ /t/ /g/ /k/
Continuant Consonants
Can be continued as long as desired.
All other English consonant sounds are continuants or combinations between continuants and stops (like in church and judge). (Gilbert, 2008)
Stop vs. Continuant
(Gilbert, 2008)
Video ViewingStress and Rhythm In American E
nglish Pronunciation
How can this knowledge affect your instruction?
Pronunciation Part 2
Vowel Discovery ActivityWork with a small group or in
partners. Sort your words into two groups
according to their vowel sounds.◦There are two color words that are the titles of each group.
◦There are five total words (including the color word) in each group.
Present your words to the class on the board.
The Color Vowel Chart
How do you use the Color Vowel Chart?
Once you’ve identified the stressed syllable, identify the color of the stressed vowel – the peak.
Your Names!◦ Food Vocabulary
Carrot Apple Mango Watermelon Banana Zucchini Broccoli Avocado Lettuce
◦Other topics?
More Video ViewingDemonstration of Color Vowel Ch
art
Color Vowel Yoga
Part 3: Activities
Try to have students LISTEN first.
(Thompson, 2012)
Use rubber bands to emphasize stress
(Thompson, 2012)
Make Color Word Charts
(Thompson, 2012)
Engage students in QUALITY REPETITION.
(Gilbert, 2008)
Choral Reading
Linking Words in Sentences Example ExerciseHave students practice linking with /s/
in thefollowing sentences.1. The boats entered the water.2. The coats all need to be cleaned.3. She has less of everything.4. Is the boss in the office?5. The nights are long here.(from Gilbert 2005, 82)
Practice Intonation with Kazoos
(Gilbert, 2008)
• Would you like french fries or chips?• I’ve never been to the zoo before.• I don’t know which way to go. • If it rains, no one will come to class.
Repeat Dialogues Various Times in Different Voices and Volumes
A: Hi! How are you?B: Good, thanks. How are you?A: Great! Are you going to the party
this weekend?B: You bet I am! Are you?A: Yep! What are you going to bring?B: I think I’ll bring some cheese. A: Okay, I’ll bring some bread. See ya
there!B: See ya there!
Use Jazz ChantsHow do you spell dog?
d-o-g How do you spell cat?
c-a-t How do you spell octopus?
Don’t ask me!
Jazz Chant Video
(Thompson, 2012)
Grammarchant: Irregular Verbs from Grammar Chants by Carolyn Graham
Say, said. Stop on red. Eat, ate. Don’t be late. Break, broke. Have a coke. Take, took. Learn to cook. Speak, spoke. Tell a joke. Write, wrote. Get off the boat!
(Thompson, 2012)
IF IT RAINS I’LL WEAR MY RAINCOAT BY CAROLYN GRAHAM
If it rains / I’ll wear my raincoat. If it doesn’t rain / I won’t. When it’s cold / I always wear my
gloves. When it isn’t cold, / I don’t. If it snow I won’t wear sandals. If the sun comes out I will. But if it rains I’ll wear my brand
new coat. If I don’t I’ll get a chill.
(Thompson, 2012)
Use Poems!
HOLD FAST TO DREAMS (excerpted) by Langston Hughes Hold fast to dreams, For if dreams die, Life is a broken-winged bird, That cannot fly.
(Thompson, 2012)
What other strategies do you have for your students?
What other strategies do you have for yourself?
Sources Gilbert, J. B. (2008). Teaching pronunciation using the
prosody pyramid. New York, NY: Cambridge University Press.
Thompson, S. (2012, May 12). Speaking clearly: Activities for improving pronunciation.Shaping the Way We Teach Webinar Series. [Webinar]. Retrieved from http://shapingenglish.ning.com/page/page/list?q=pronunciation
Taylor, K., Thompson, S. (2013, September 26). Teaching spoken english with the color vowel chart Shaping the Way We Teach Webinar Series. [Webinar]. Retrieved from http://shapingenglish.ning.com/page/webinar-11-2