Why we don't teach pronunciation & why we must disal - february 2014

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  • 1. Why we don’t teach pronunciation. And why we must. Higor Cavalcante Disal Auditorium February 7, 2014.
  • 2. Choose if you’re ONE or TWO: ONE: yes, stop, goodbye, high, why TWO: no, go, hello, low, I don’t know
  • 3. Why we don’t teach pronunciation. “Pronunciation can be an overlooked area of language teaching, partly because teachers themselves may feel more uncertain about it than about grammar or lexis, worried that they don‟t have enough technical knowledge to help students appropriately.” Learning Teaching, Jim Scrivener (p 271)
  • 4. Why we must. “While practice in pronunciation may not make perfect, ignoring pronunciation totally can be a great disservice to ESL students.” “The native language not only affects the ability to produce English sounds but also the ability to hear English sounds.” Teaching American English Pronuncation, Ehrlich & Avery
  • 5. Discussion How much pronunciation do you teach? What aspects of pronunciation do you teach? Describe a pronunciation lesson you taught recently.
  • 6. Whose pronunciation? More non-native speakers. American vs . British? English as a Lingua Franca / EIL / EIC etc.
  • 7. Phonology: the study of sound features used in a language to communicate meaning. In English these features include: • phonemes • word stress • sentence stress • intonation • connected speech
  • 8. Phonemes are the different sounds within a language. Kelly, How to Teach Pronunciation.
  • 9. Examples of phonemes (minimal pairs) and phonemic transcription Minimal pairs so /soʊ/ vs. show /ʃoʊ/ did /dɪd/ vs. deed /diːd / Phonemic transcription beautiful /ː bjuː. tɪ.fəl/ US /-t ̬ɪ-/ - word stress (‘) vegetable /ː vedʒ.tə.bl ̩/ - schwa /ə/ amazing /əːme.zɪŋ/ - diphthong /eɪ/ ɪ
  • 10. Intonation Where do you live? Where do you live? Intonation is the way a speaker changes the level of their voice to show meaning, emotions, attitudes, emphasize or make less important particular things we say, and signal to other people the function of what we are saying (stopping speaking, asking a question etc).
  • 11. Sentence stress I’d like a cup of herbal TEA. (A simple request) I’d like a cup of HERbal tea. (Not any other sort of tea) I’d like a CUP of herbal tea. (Not a bucket) primary stress/contrastive stress / secondary stress / unstressed
  • 12. Connected Speech • contractions – I’ve / They’re / It’ll etc. • vowel shortening – schwa and other unstressed syllables • weak forms – can /kən/ when unstressed • linking– join words together at word boundaries • up above /ʌp əːbv/ - consonant+vowel sound ʌ
  • 13. Connected Speech • Intrusion – addition of a new sound • Go away /goʊwəːwe/ - intrusive /w/ ɪ • The idea is that… - intrusive /r/ • A tree in the park. – intrusive /j/ • Assimilation – sounds change • Green paper - /n/ becomes /p/ • He’s coming. /z/ becomes /s/
  • 14. Connected Speech 93 million miles from the sun People get ready, get ready „Cause here it comes, it‟s a light A beautiful light, over the horizon Into our eyes Oh, my, my how beautiful Oh, my beautiful mother She told me: „son, in life you‟re gonna go far If you do it right, you‟ll love where you are‟ X
  • 15. In the classroom • English is a global language. Understanding of various accents is expected. • Learners need hearing and recognizing before production can be expected. • Regular focus on different aspects (rather than one pronunciation per term) raises awareness. • Focus on problematic phonemes. • Use phonemic charts. Have them on the classroom walls.
  • 16. In the classroom • Introduce phonemic symbols a few at a time, rather than all at once. • Use phonemic symbols whenever presenting new vocabulary (a dictionary will help) • Phonemic symbols might not work for all students, e.g. kids, but tend to be very helpful for teenagers and adults. • Teachers must learn/know all the symbols.
  • 17. In the classroom
  • 18. Words of wisdom Attempting to completely eradicate a foreign accent is an unrealistic goal. X The native language not only affects the ability to produce English sounds but also the ability to hear English sounds. It’s as if learners hear the second language through a ‘filter’, the filter being the sound system of the native language. While practice in pronunciation may not make perfect, ignoring pronunciation totally can be a great disservice to language learners.
  • 19. Many thanks! And a X HAPPY NEW YEAR!
  • 20. Bibliography How to Teach Pronunciation, Gerald Kelly Teaching American English Pronunciation, Ehrlich & Avery X English Phonetics and Phonology, Peter Roach Sound Foundations, Adrian Underhill
  • 21. Next courses: Pronunciation for teachers – February 14 X (Fri) and 15 (Sat) CPE prep. – February 14 CAE prep. – February 14 TDC & TKT – February 14
  • 22. Contact info: higor@higorcavalcante.com www.higorcavalcante.com X www.facebook.com/higorcavalcante teacherhigor teacherhigor