Some notes on suprasegmentals for future Teachers of English

1. Phonetics and Phonology

2. LEARN TO RELAX MORE…

3. 1. You must get more exercise.
2. You should get more exercise.
3. You ought to get more exercise.

5. “usually, books begin with the
analysis of vowels and consonants, then deal with
contractions and weak forms, and then time permitting
stress and rhythm” “…sentence stress determines which
words are unstressed and speaking speed determines which
words are contracted, vowel and consonant sounds
changing accordingly…” “…psychologically it is also
advantageous, students have far less difficulty with it than
with sounds, nobody sheds a tear over the correction of
stress and it is picked up much faster”

6. What do these phrases suggest?
Analyze them and define:
1- what difference does each pair of phrases have?
3- what consequences does it have in terms of
communication?

7. Of course it matters! It is the difference between being
polite or rude,
tactful and encouraging or direct and blunt.
All these changes respond to the tone we use in speech.
Depending on what we decide to use, we will either limit or
expand, hinder or enhance, build affective filters or bring
them down.
All of these aims are used in class, what we need to learn is
how to use them effectively to our students’ advantage.

8. Learner’s feelings or attitudes are an adjustable filter
that will help receive, impede or block input that
might be necessary for language acquisition.
These are some of the variables we can manage in
class, and the meaning they might convey;
1- Motivation: (high)
2- Self-confidence: (high)
3- Anxiety: (low, VERY low!)
Richards and Rodgers, 2002, p 183

9. Phonetics and Phonology