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Cantarutti prontegration finaldraft_blog_PronSIG2016

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My slides for the "Pron-Tegration" presentation in Brighton on Oct 8th, 2016

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Cantarutti prontegration finaldraft_blog_PronSIG2016

  1. 1. Guiding Questions and Integrative Ideas to Make “Pron-tegration” Happen in the Classroom MARINA N CANTARUTTI ABOUT.ME/PRONUNCIATIONBITES
  2. 2. Neglect for Pronunciation in the ELT classroom No time. Not requested by the Coordinator/book I don’t know how to do it! Classroom, management, you know! They will make themselves understood anyway!. I don’t know enough Phonetics. It is un- teachable! Had an awful time at College, don’t want my students to feel the same way Survey on Teacher Trainees and In-Service teachers (2014)
  3. 3. Neglect for Pronunciation in the ELT classroom No time. Not requested by the Coordinator/book I don’t know how to do it! Classroom, management, you know! They will make themselves understood anyway!. I don’t know enough Phonetics. It is un- teachable! Had an awful time at College, don’t want my students to feel the same way Integration “Some” will suffice (And then you can always study the rest!) Is it? Integration Integral part of language. “Moral duty”(?) Yes.True. Sorry! Choose your battles and your timing! Some ideas for you today!I am sorry to hear that. Now it’s your chance to do something different! :D Yes. Also without grammar and discourse markers. Gestures
  4. 4. ELT “Uncomfortable” Questions When we teach grammar and vocabulary, are we really teaching for production? And if so, are we teaching for spoken production as well? Are we making the most of all the opportunities we have on our everyday lessons to integrate pronunciation?
  5. 5. “Pron-Tegration” (Cantarutti, 2015): The What With? Pronunciation Reading / Literature Listening Grammar Vocabulary Speaking
  6. 6. Support and warnings for “Pron- Tegration”  “pronunciation is possibly the greatest single barrier to successful communication” (Jenkins, 2008:83)  “pronunciation is physical….” (Underhill, 2014)  “efficient communication involving any skill area, or any combination of skills, depends on the speaker’s ability to integrate knowledge of the English sound system with knowledge of grammar and lexicon.” (Celce-Murcia et al 1996: 221)
  7. 7. Pron-Tegration: The When The jury’s still out… Dedicated slots for pronunciation teaching? Systematic, staged plan? Incidental teaching? http://www.lifed.com/wp-content/uploads/2014/06/How-To-Get-Out-Of-Jury-Duty.jpg
  8. 8. Incidental and/or “Collocational” instruction: Blocks of lexical items or grammatical “chunks” (Lewis, 2000) As a result of common errors During correction of oral tasks For perception After emerging and unexpected intelligibility issues For production For recycling or remedial work
  9. 9. Explicit instruction: Possible structuring Systematisation/ Appreciation • Other Linguistic Content/Skills Sensitization, presentation and controlled practice • Pronunciation Spontaneous practice • Contextualised Pronunciation and Speaking Cfr: Levis & Levis (2016): Controlled, Bridging, Communicative pronunciation activities
  10. 10. Guiding Questions • How can I connect the contents and skills in my syllabus to pronunciation work? • Composition & Selection: What are the phonetic/phonological components that are an integral part of the vocabulary / grammar features I am about to teach? • Enablement: What is the phonological (theoretical and procedural) knowledge that enables successful development of Reading and speaking comprehension skills? • Patterns, Frequency, Repetition: How often do certain phonetic/phonological features appear in my Unit/ Grammar Rule / Vocabulary set? Integration • How can I make sure that my students apply their newly-acquired pronunciation content and skills to their speaking? • Application: What pronunciation or intonation features will my students need in order to use these grammatical /lexical features in speech… • in a more controlled manner? • In a more spontaneous way? Activity design
  11. 11. “Pron-Tegration”: The What With Pronunciation Reading / Literature Listening Grammar Vocabulary Speaking
  12. 12. P+G: Connections Elementary topics Existential THERE: weak forms + accentuation patterns (intonation) THIS/THESE / ɪ / vs /i:/ and /s/ vs /z/
  13. 13. P+G: Connections Tenses -(e)d endings Simple Past -(e)s endings Present Simple/Genitive Case/ Plurals /ŋ/ for Continuous tenses Combinations: from /i:/ to /e/ bleed-bled, from /ɪ/ to /ʌ/: dig, dug and /ɪ/ to /æ/ to / ʌ / drink-drank-drunk Weak Forms for all forms of aspect: do, have, be
  14. 14. P+G: Connections Advanced structures Causative Structures: accentuation Focusing structures: Pseudo-cleft structures Viewpoint adjuncts: fall-rise intonation, accentuation of pronouns Offers & Preferences: coalescent assimilation “would you…” / “do you…” Conditionals and Regrets: “should’ve”, “could’ve” contractions
  15. 15. P+G: “Teacherese” vs Real Life Easy English https://www.youtube.com/watch?v=SfewTO eDdC0 British Council – Grammar Snacks. http://learnenglishteens.britishcouncil.org/g rammar-vocabulary/grammar-videos/there- there-are-and-it BBC http://www.bbc.com/news/magazine- 37012756
  16. 16. P+G: Possible sequenceSystematisation- Sensitization Grammar presentation/ drilling Teaching of “soundshapes”: there is /ðərɪz/ there are /ðərə/ Focus on items in existence: There is a CAT on the table Practice Written and oral practice (Textbook) Checking of written answers + peer feedback on pronunciation IntegrativeOral Practice Picture description or Role Play You are at your best friend’s birthday party. Mum calls you. Describe what you can see.
  17. 17. P+G: Speaking Tasks Wh-Clefts  Hewings, M (2013). Advanced Grammar in Use. CUP: Cambridge Reply to these people by using a wh-clause. Remember to add a “rollercoaster-y” intonation!I need a holiday.What about you? What is it that you said? I don’t remember. Your brother/sister is accusing you of lying. Reply to his/her accusations by making the necessary corrections. Use your wh- clauses with “rollercoaster” intonation: You told me you’d lend it to me! You promised you would come with me! You said you were not going to tell Mum!
  18. 18. P+G: Speaking Tasks: Existential There - Inferences Peter’s room is a mess. Complete the tasks below. Remember to “hit” the right words! Task 1: What can you see in Peter’s room? Describe the mess by using “there”-sentences. Task 2:What do you think may/must have happened? Mention at least 5 things you think may have/must have happened.
  19. 19. P+G: Speaking Tasks Causative Structures – Interpersonal Themes It has generally been said that millionaires get things done for them. Think about a typical day in Donald Trump’s life, focusing on the services he receives. Use at least 5 causative structures and remember to “hit” (i.e.: accent) the objects that are serviced on. Listen to these claims by Donald Trump. Disprove or correct them by using: Actually – In fact – Truth be told – However – If I may say so, Mr Trump…
  20. 20. “Pron-Tegration” Pronunciation Reading / Literature Listening Grammar Vocabulary Speaking
  21. 21. P+V: Connections Word Formation Frequent sounds in lexical sets Word stress and lexical sets Fixed Tonicity: Intonational idioms (Wells, 2006) Spelling to sound relations
  22. 22. P+V: Connections ɑ: ʌ æ Accentuation of compound words Word Stress in Polysyllabic/complex words http://www.clipartkid.com/images/243/unit-08-a-week-at-camp-fun-days-of-the-week-grammar-evcNr2-clipart.jpg https://www.easypacelearning.com/design/images/town.jpg http://telcuk.com/wp-content/uploads/2014/07/fce-exam-word-formation.jpg
  23. 23. P+V: Tasks  Word Formation: Suffixes Tom Lehrer “When you’re Old and Grey” An awful debility, A lessened utility, A loss of mobility Is a strong possibility. In all probability I'll lose my virility And you your fertility And desirability, And this liability Of total sterility Will lead to hostility And a sense of futility, So let's act with agility While we still have facility, For we'll soon reach senility And lose the ability. Madonna, “Love Profusion” (Thank you, Prof. Terluk for this finding) Adele “My Same”
  24. 24. P+V: Possible Sequence Word Formation rules Suffixes: stress attracting, fixing or neutral? Word Formation tasks Stress pattern identification (clapping, drawing balloons, “equalizing”) Your report card -OLOGY, -ISTICS, - ASTICS, -GRAPHY You did well in the – OLOGY group but not in the –ISTICS and –ASTICS and -GRAPHY group.Tell your parents what your report card was like! Presentatio n + Sensitizatio n Controlled practice + Sensitizatio n Oral Production
  25. 25. P+V:Tasks Job Interview Job 1: Qualities needed for the post: -ION Job 2: Qualities needed for the post: -OUS Job 3: Qualities needed for the post: -IC Your previous posts: -IAN X-Factor feedback You had your Xfactor audition, and you are sure you have done well.The judges did not think so, however. Enact your judges’ feedback by including –ITY words: e.g. You lack creativity.
  26. 26. “Pron-Tegration” Pronunciation Reading / Literature Listening Grammar Vocabulary Speaking
  27. 27. P+R: Connections Phonesthe sia Rhyme Chunking Intonation of discourse markers Intonation and speech styles
  28. 28. P+R: Connections and Tasks
  29. 29. Pronunciation & Reading / Literature The uncle’s name was ___________ and his new girlfriend was called ______________. She was a ____________ doctor and was soon going to become a ______________. ____________ and ___________ are ___________’s niece and nephew, and their Mum thinks that Jessica is ____________ material, because she wears good shoes! The only thing she does not approve of is her name beginning with _________. “Let Jeff and Jessica take Jeremy and Jemima out to….” ARRANGE – JEW –JAKE – JANE – JEEP – JOKE – JAZZ – JIGSAW - JUKEBOX dʒ
  30. 30. P+R: Connections and Tasks Tony Mitton . Things you can find in your pocket Rhyme Phonesthesia
  31. 31. Reading comp or literary appreciation tasks Frequency criteria – Rhyme - Phonesthesia Rhyme: What’s this here? A KEY! see, be, sea, me… A grey HAIR! fair, heir, pair, despair, hare… Intonation: Recreate this as a Shakespearian monologue / A soap opera scene…. Comprehension / Appreciation Presentation Oral Production
  32. 32. “Pron-Tegration” Pronunciation Reading / Literature Listening Grammar Vocabulary Speaking
  33. 33. P+L: Connections “Garden” Listening (Scripted)CAE Listening Passage (Evans, V. Upstream Advanced.) , “Jungle” listening Interview with Sarah Palin Greenhouse Listening Online Dictionary (Englishguide.org) Cauldwell, R (2013) Phonology for Listenin
  34. 34. P+L: Tasks Comprehension Sensitization + Presentation Oral Production Coalescent assimilation: Got you  gotcha (Transfer to would you, what do you, did you…tube,tune…) Other topics: /t/ flap for GA, Linking…. A friend from abroad is coming to visit. You want to make sure you can make him/her feel welcome and comfortable. What quesitons, offers and suggestions can you make? Use “would you…? And “what do you…”? Task on textbook/tasksheet + Clips of audio chunks: decoding activity
  35. 35. P+L: Tasks Comprehension Sensitization + Presentation Oral Production Minus Focus Expressions (Deaccentuation) Vague expressions: …or so, or something, I think, I believe… You witnessed a mugging. You are so shocked that you feel uncertain about the details of the experience. Answer the pólice’s questions by adding “vague” expressions to your answers: e.g. It was ten o’clock, I think… Task on textbook/tasksheet + Clips of audio chunks: which words appear to be heard more clearly, or are “hit” strongly?
  36. 36. “Pron-Tegration”: The What With? Pronunciation Reading / Literature Listening Grammar Vocabulary Speaking
  37. 37. “Pron-Tegration”: The What With? Pronunciation Reading / Literature Listening Grammar Vocabulary Speaking Frequency & Patterns Anticipation of needs and errors Keeping the oral output in mind over the written form Enablement: Understanding how phonology informs reading and listening processes
  38. 38. The jury’s still out… Dedicated slots for pronunciation teaching? Systematic, staged plan? Incidental teaching? http://www.lifed.com/wp-content/uploads/2014/06/How-To-Get-Out-Of-Jury-Duty.jpg CARPE DIEM! Pron as a side dish, or as the main course!? YOU decide!
  39. 39. memegenerator
  40. 40. References  Bowen,T. and Marks, J.. The Pronunciation Book. Student-centred activities for pronunciation work.Essex: Longman, 1992.  Celce-Murcia, M., Brinton and D., Goodwin, J.. Teaching Pronunciation.A Reference forTeachers of English to Speakers of Other Languages. Cambridge: Cambridge University Press, 1996.  Fraser, H. Teaching Pronunciation:A Handbook forTeachers andTrainers.Three Frameworks for an Integrated Approach. Sydney: Department of EducationTraining andYouthAffairs, 2001.  Grant, Linda (Ed). Pronunciation Myths. University of Michigan Press:Michigan, 2014.  Hancock, Mark. PronunciationGames. Cambridge: CUP, 1995.  Hancock (2007). English Pronunciation inUse. CUP: Cambridge.  Hedge,Tricia. Teaching and Learning in the LanguageClassroom. Oxford: OUP, 2000  Jones,Tamara (Ed). Pronunciation in the ClassroomThe overlooked essential. TESOL, 2016  Pawlak et al, Eds. Teaching and Researching the Pronunciation of English. Springer, 2015.  Underhill, Adrian. Sound Foundations. Living Phonology.Oxford: Heinemann, 1994.
  41. 41. Thank you! about.me/pronunciationbites facebook.com/pronunciationbites Pronunciationbites.blogspot.com

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