Phono t&stfriendly SilviaSchnitzler-keyIdeas
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Phono t&stfriendly SilviaSchnitzler-keyIdeas

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The aim of the workshop is to analyse the role ...

The aim of the workshop is to analyse the role
of pronunciation practice in EFL lessons. We will experience some enjoyable activities and provide feedback among the participants. Songs, games, poems, videos & more!

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Phono t&stfriendly SilviaSchnitzler-keyIdeas Phono t&stfriendly SilviaSchnitzler-keyIdeas Presentation Transcript

  • ““Phonology:Phonology: teacher&student-teacher&student- friendly”friendly” by Prof. Silvia A. Schnitzler
  • The aim of the workshop is to analyse the roleThe aim of the workshop is to analyse the role of pronunciation practice in EFL lessons. We willof pronunciation practice in EFL lessons. We will experience some enjoyable activities and provideexperience some enjoyable activities and provide feedback among the participants. Songs, games,feedback among the participants. Songs, games, poems, videos & more!poems, videos & more! By putting ourselves into our students’ shoes, weBy putting ourselves into our students’ shoes, we will be able to anticipate problem areas and find awill be able to anticipate problem areas and find a way out prior to the implementation of suchway out prior to the implementation of such activities in the classroom.activities in the classroom. “Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
  • Kelly, Gerald (2004) “... integrate pronunciation work with the treatment of grammar and lexis in order to help students appreciate its relevance and importance for successful communication”. “Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
  • Real life examples of communication breakdown or misunderstandings: • At a Hotel: “I need some /s u: p /” (= soap)  dehydrated. soup • Figures: “We need 30 / 13 tonnes.”  solved: send me an e-mail to confirm. • C. Proficiency E. Teacher: “Prepare ex. 20-a for next class”  Proficiency Students prepared ex.28 ! “Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
  • Celce-Murcia, M. et al. (1996) … “there’s a fundamental intersection between pronunciation and listening comprehension, suggesting learners inability to perform processes in decoding native speaker speech” “Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
  • Listeners  reach our threshold level of tolerance  become irritated, resentful of the effort that is being required from us  directly switch off. “Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
  • Teachers should highlight the importance of: • Discerning intonation units. • Chunking and Segmenting at phrasal level. E.: nitrate vs night rate; my turn vs might earn • Recognizing stressed elements. • Interpreting unstressed elements. • Determining the full forms underlying reduced speech. “Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
  • Teachers should take into consideration: Relevance of teaching weak and strong forms of function words. GRADATION the existence of reduced forms, some of which have no vowel but a syllabic consonant in its stead Some have been reduced to just a shwa s/he will never be able to listen to something s/he’s ignorant of. Overtly telling the students which forms s/he may come across, allows him/her to be on the alert as to what certain stretch of discourse could mean “Phonology: teacher&student-friendly” part A - Prof. Silvia A. Schnitzler
  • The teachers’ role To help learners: perceive differences from their mother tongue between: vowel sounds ( i:/ i), consonant sounds ( b/v), consonantal clusters (tl, tn, sp, ...), features of linkage (assimilation, coalescence, sequences v+v; c+v, etc) open their ears, re-tune them to the new sounds by perceptual learning. Note: learning to perceive and produce may be an act of will.
  • be aware of word and sentence stress (rhythm) and of intonation recognize homophones and features of connected speech. establish strategies and methods of working which can, little by little, later be consolidated and extended. “Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
  • PRONUNCIATION GOALSPRONUNCIATION GOALS: COMFORTABLE INTELLIGIBILITYCOMFORTABLE INTELLIGIBILITY = understandabilityunderstandability: being understood by a listener at a given time in a given situation ≠ native-like pronunciation  EFFECTIVE COMMUNICATION  EFFICIENT COMMUNICATION “Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
  • The teacher should Promote a positive attitude Provide students with activities to make them open their ears and establish strategies and methods of working which can later be consolidated and extended. Work on pronunciation little and often, integrating it with the other areas of language “Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
  • Teachers’ ROLE: Help learners: • perceive sounds • process them • establish categories • make new sounds Build up awareness Provide feedback Point out what’s going on Establish priorities Devise or select activities Assess progress “Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
  • The learners’ ROLE  to respond • They should take responsibility for their own learning, and realize that success in language learning involves setting oneself goals and working hard to achieve them. • They should be sensitive about pronunciation and develop a concern for good diction. “Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
  • • They should be aware about certain features and know what to pay attention to, so as to build upon this basic awareness, which provides another level of reinforcement (analytical activities) metacognitive level • They must recognize that poor, unintelligible speech will make their attempts at conversing frustrating and unpleasant both for themselves and their listeners. “Phonology: teacher&student-friendly” part A - Prof. Silvia A. Schnitzler
  • ActivitiesActivities
  • SongsSongs
  • DictationsDictations Close excercisesClose excercises
  • GamesGames
  • FilmsFilms
  • ThankThank you !!!you !!! Contact @:Contact @: silviasteach@yahoo.comsilviasteach@yahoo.com www.facebook.com/PhonoPracticewww.facebook.com/PhonoPractice www.facebook.com/SilviaAlejandraSchnitzlerwww.facebook.com/SilviaAlejandraSchnitzler https://twitter.com/PhonoPracticehttps://twitter.com/PhonoPractice ““Phonology: teacher&student-friendly” -Phonology: teacher&student-friendly” - Prof. Silvia A. SchnitzlerProf. Silvia A. Schnitzler
  • ReferenceReference Baker, Ann (1992; 3rd ed 2006) Ship or Sheep?, CUP. Bowler, B. & Cunningham, S. (1992) Headway upper-interm. Pronunciation, O.U.P. Bowler, B. & Parminter, S. (1994) Headway pre- interm. Pronunciation, O.U.P. Carr, Philip (1993) Phonology, Macmillan. Celce-Murcia, Marianne et al. (1996)Teaching Pronunciation, C. U. P. Dalton, C. & Seidlhofer, B. (1994) Pronunciation, OUP. Finch, D. & Ortiz Lira, H: A Course in English Phonetics for Spanish Speakers, Heinemann “Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
  • Gimson, A.C., revised by Cruttenden, A. (1997 5th Ed; 2001 6th Ed) Gimson’s Pronunciation of English, Edward Arnold Hancock, M. (1995/ 2008) Pronunciation Games - CUP. Hewings, Martin (1993) Pronunciation Tasks, CUP. Katamba, Francis (1989) An Introduction to Phonology, Longman. Kelly, Gerald (2004) How to Teach Pronunciation, Longman. Roach, Peter (1995 2nd Ed; 2009 4th Ed) English Phonetics and Phonology, CUP. Underhill, Adrian (2005) Sound Foundations new ed., Macmillan Books for Teachers. “Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler