Case 06 teaching speech work
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Transcript of Case 06 teaching speech work
TEACHING SPEECH WORK
• Pronunciation
• Fluency
• Accuracy
• A “good ear”
We are comfortable with teaching
• Reading
• Writing
• Listening and
• General oral skills
But we have problems with pronunciation
challenges
• When to teach it
• How to teach it
• Error correction
• Psychological factor
• Wrong focus
• Production
• Reception
PRONUNCIATION
• Pronunciation: correct production, close imitation, of the sounds with the
vocal apparatus
• Each language uses the vocal apparatus differently
• If the sound is not received … then it cannot be produced
• When the sound is new and not received properly
• students will use “their” closest sound
• We can predict pitfalls when we understand sounds of both Spanish and English
http://www.youtube.com/watch?v=5_Sm1DDe0JE
PREDICTABLE PITFALLS
• Arabic speakers confuse the /p/ with /b/
• Japanese speakers confuse the /l/ with /r/
• Spanish speakers have problems with clusters /sts/
PREDICTABLE PITFALLS
• The /th/ of those can be perceived as /d/ and become dose
• The /b/ and the /v/ are indistinguishable
• The /ch/ may be confused with the /sh/
• The /y/ and the /j/ are indistinguishable
• The initial /s/ is produced as /es/
• The /w/ is produced as /gw/
• http://englishspeaklikenative.com/resources/common-
pronunciation-problems/spanish-pronunciation-problems/
ACCENT
Accent: a distinctive manner of expression, characteristic inflection, tone
or chcice of words; a way of speaking typical to a group of people
The way a person speaks and is determined /shows social and geographic
background
We alll have an innate ability to distinguish accents, most of us can place
them
Theory of accent sensitivity
https://www.youtube.com/watch?v=mQk92_AfUN0
STEREOTYPES
Heaven is where
the police are British,
the cooks are French,
the mechanics German,
the lovers Italian,
and it is all organized by the Swiss.
Hell is where the chefs are British, the mechanics French, the lover's
Swiss, the police German, and it is all organized by the Italians
THE PROBLEM WITH STEREOTYPES
Stereotypes refer to
Characteristics,
Traits
And roles
a group of people are believed to have
Can be positive or negative
Negative ones
More frequent
Result in prejudice or negtive attitude towards something
STEREOTYPES AND ACCENT
Accent leads to stereotypes and this in turn leads to prejudice
Non-native speakers are thought to be…
• less intelligent
• less competent
• less educated
• coming from a poor socio economic class
• and unpleasant to listen to
https://www.youtube.com/watch?v=l7GYlId3NNA
Does accent interfere
with communication?
YES: because research demonstrates that non-natively accented speech requires more time to process for native speakers.
NO: No, because research shows that although in the beginning accented speech may take longer to process, listeners adapt quickly to the accented speech, usually in less than a minute. Moreover, stronger accents are sometimes easier to understand
When to correct accent
Accent should be corrected when it interferes with
intelligibility
Intelligibility is the ability to be clear and understood
However, it is more a matter of correcting attitudes towards
accents and foster appreciation of accents
https://www.youtube.com/watch?v=-gA7qq7Ja4U
ACCURACY AND FLUENCY
Accuracy is the ability to produce correct sentences using correct
grammar, pronunciation, and vocabulary.
Fluency is the ability to produce language easily and smoothly.
The communicative approach is the one that favors fluency the most,
while the audio-lingual and grammar-translation approaches favor
accuracy.
Accuracy and fluency are not contradictory,
because they affect each other. Accuracy brings fluency
and fluency brings further accuracy
Typically, at beginner level when the students don't have enough language
to worry about fluency, teachers tend to focus on accuracy.
This carries on through to pre-intermediate when fluency activities like
discussions and debates are introduced.
Later, when the students are reasonably independent language users, a mix
of accuracy and fluency is used, with the focus shifting to fluency as
students advance.
A “GOOD EAR”
Sensitizing the ear to recognize…
• sounds,
• stress,
• intonation,
• syllabication,
• accent.
TIPS
• Speed
• Consistency
• Variety
• Listening
• Frequency
• Clarity
EXAMPLE 1
PORT PIT PAT PERT PET POT PUTT PUT PART PEAT
0 1 2 3 4 5 6 7 8 9
EXAMPLE 2
Peter Piper picked a peck of pickled
peppers.
A peck of pickled peppers Peter Piper
picked.
If Peter Piper picked a peck of pickled
peppers,
Where's the peck of pickled peppers
Peter Piper picked?
EXAMPLE 3
I saw Susie sitting in a shoe shine
shop.
She sits where she shines, and she
shines where she sits.
ACTIVITIES WITH MINIMAL
PAIRS
• Pictures: tell students to draw the words… mouse and
house, 13 and 30
• Odd man out: give groups of four and ask them to
identify which one sounds different: hit sit pit eat
• How many times: give students a small text and then
ask them to count how many times they heard a specific sound
ACTIVITIES WITH
REPETITION
• Play with volume: give students a word or phrase to
repeat, then indicate at what volume they should say it
• Experiment with tone: give students a word or phrase to
repeat, then indicate if they need to say it in anger, in surprise, in
shock…
• Experiment with speed: get students to repeat a phrase
as fast as they can
• Play with rhymes: the first student says a word, then
each consecutive one has to say a different word that rhymes with
the first one sat, bat, hat, fat, pat
ACTIVITIES WITH STRESS
SYSTEM
• Count syllables
• Divide sentences into groups
• Practice identifying stress with two-syllable words
• Identify stress in a sentence or paragraph
• Identify and practice linkage of sounds…. Aw you
shouldn’t’ve