Transcription and Self-Correction Strategies for Improving L2 PronunciationPresentation Transcript
Transcription and Self-Correction Strategies for Improving L2 Pronunciation Sue Ingels University of Illinois, Urbana-Champaign For more information: https ://netfiles.uiuc.edu/xythoswfs/webui/_xy-37398626_2-t_V5HJAM4B Teaching English to Speakers of Other Languages March 26, 2010
Purpose and motivation
Role of strategies in L2 learning
Strategy descriptions and examples
Integrating strategies into ESL courses
Different learners, different targets
To describe useful strategies for improving L2 pronunciation
To explain how the strategies work
To describe how to integrate them into your class
To emphasize the value of strategy training (e.g., Berg, 1999)
Promotion of learner autonomy
Techniques for self-instruction
Strategies that learners can easily use
No specialized resources or expensive technology
Goals for students
Gaining ability to perceive target features in their own and others’ speech
Gain awareness of their own pronunciation strengths and weaknesses
Learn how to evaluate and correct their own speech
Ultimate goal: improved accuracy in unrehearsed speech
How to get from A to B? A Knowing about language B Knowing how to use language ???
Strategies as a Bridge Knowing about language Knowing how to use language
What Students Know “about” L2
Cues, rules for using
Primary phrase stress
Knowledge “about” language Message Units (MU) a.k.a. thought groups, etc.
Smallest unit of spoken discourse , identified at each boundary by a pause, lengthening, intonation pattern.
What did you do in Florida?
I went to the beach / and ate lunch with a friend.
I know you're out there. I can feel you now. I know
that you're afraid. You're afraid of us. You're afraid of
Structured to less structured listening and production
Provided text with salient examples of contrasts
There are lots of ways to get to class. Some people walk to
school and others bike there.
Students create their own sentences with similar features.
What are you going to do on vacation?
I can’t decide! I’ll either ___ first / or _____ first.
Students respond to prompt and record their answers: “Identify choices you have for relaxing during the weekend.”
Demonstrate in class
What does spoken English sound like?
What does spoken English sound like?
Predict MUs, intonation patterns, stress. Then listen.
01 okay so if any of you have taken the SPEAK test or are
02 practicing for it you know that there is at the end of
03 the um test a question that asks you to talk about
04 schedule changes so uhm what I’d like you to do is
05 work with a partner first figure out where all the
06 theta words are and then practice those a little bit
07 together and then take turns uh pretending that you
08 are maybe some of you are TAs now but pretending
09 you’re a TA and you’re explaining to a class uh
10 schedule changes and so you can do that with your
11 partner so go ahead and I think I already had you in
12 groups figure out where the theta words are and uh
Homework: Transcription practice
Use short contextualized recordings
Ss complete outside class
Review in class
Show teacher’s version and have Ss compare
Identify trouble spots and listen together to point out key features
Transcription example: Hearing ---ed endings
Yesterday, I taught my first class ever! I was really excited last semester when my advisor informed me that I would be a TA. But as the first day of class approached, I got really nervous. What if my students don’t like me, or can’t understand my lectures?
Source: Amanda Huensch
Transcription: Ss’ own speech
After Ss have practiced listening to NS models
After Ss have practiced transcription of NS speech with access to a correct transcript
Students record a speech sample
Response to a prompt recorded as homework
Transcribe 45 to 60 seconds
Evaluate transcription and mark corrections
Rehearse and record their best version
___1. Listen only
___2. Listen and transcribe what you really said
___3. Listen and mark all pauses with a
___4. Listen and mark PPS, with black dot:
___5. Listen and mark the intonation you used at the end of each message unit: ↑ (rise), -> (rise to mid-range), or ↓ (falling)
___6. Review once to become familiar with the text; make no marks.
___7. Review again and correct MUs; cross out disfluencies
___8. Review again and mark corrections to PPS
___9. Review again and correct intonation
___10. Review transcription one last time for corrections you missed
When ready, rehearse and record your best pronunciation.
Decide how to provide feedback
Teacher provides evaluative feedback
To all Ss (fewer assignments?)
Rotate provision of feedback (more assignments?)
Provide answer key and allow students to evaluate own work
Use group work to listen and transcribe
Use student’s transcription first
En / so by examining this picture / we can see / the
state x one / decays to zero / so it is stable / and the state of x
two / will goes to infinity / so we can’t find any bounded
set / to bound this trajectory / so this is just a simple /
simple example /
Listen for one target at a time:
Is transcription complete? All words, fillers, hesitations?
Where did you pause?
Did you use PPS? If so, which word in each message unit is most prominent? (Look at one MU at a time.)
Listen to intonation pattern in each MU: Is correct form used?
Show your corrected version
Describe strategies using terminology students will understand
Explain why the strategies are being used
Demonstrate the strategies
Provide opportunities for practice
Focus on one pronunciation target at a time
Provide a variety of speech samples
Provide individual feedback
What’s reasonable to expect?
Improvement in pronunciation and oral skills takes time.
Slowing a fast speaking rate, improving MU boundaries and intonation, gaining self-awareness occur sooner
Improving PPS takes longer
Students may feel discouraged when they listen and transcribe their own speech.
Provide encouragement. Spoken language is much messier than written.
Adapting to learners at different levels
Decide which features to target, based on student need
Select shorter recordings to start, even with advanced Ss
Adjust tempo of NS recordings (e.g., Audacity)
Other uses of the strategies
Use for non-pronunciation targets
Disfluencies, excessive self-repair
Overuse of fillers, words, phrases (uh… ok? You know?)
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