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Rhythm Techniques for L2 Classrooms

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Rhythm Techniques for L2 Classrooms

  1. 1. Teachable Rhythm Techniques for the L2 Speaking Classroom Workshop at the 43rd Annual BC TEAL Conference SFU, Vancouver May 6 & 7, 2011 Michael Burri, M.A. TESOL Program Coordinator BC Institute of Technology Vancouver, BC Karen Rauser, B.A. Linguistics, M.A. TESOL TESL Instructor/ESL Instructor Okanagan College Kelowna, BC Acton©2012
  2. 2. Acton©2012
  3. 3. Agenda Acton©2012
  4. 4. Opera Diva Catelephant Acton©2012
  5. 5. Make yourself at home… • from Touchstone Level 2 DVD – Episode 3, Act 3 (DVD VRB Task Menu #43) • Alex, Liz, Yoko – watch how their bodies show their sentence rhythm! Acton©2012
  6. 6. Theory Base & Rationale • Tone Units (formerly known as thought groups) • Rhythm Patterns • Teaching and learning of rhythm: problematic area in L2 classroom (Setter, 2006). • Multiple Modality – simultaneous attention to Kinesthetic, Cognitive, Affective, Visual, and Auditory modes • Canonical vs. Conversational Rhythm Acton©2012
  7. 7. Rhythmic “Feet” of English • Composed of stressed and unstressed syllables • Maximum 7 syllables for learners (That’s very fascinating!) in one focal output group • Possible 16 patterns (16 feet) • Often obvious in traditional poetry but not in general conversation (She sells sea shells by the sea shore!) • Varies depending on dialect of English (US/Canada) Acton©2012
  8. 8. Rhythm Canonical Rhythm Conversational Rhythm • Set patterns, regular timing • One stressed syllable per thought group • Based on grammatical boundaries • Irregular timing, pauses, hesitation s, bursts • Secondary stress often apparent • Based on communicative intention Acton©2012
  9. 9. The Process Butterfly RFFC Sparring CANONICAL RHYTHM RFFC Fight Club CONVERSATIONAL RHYTHM Acton©2012
  10. 10. Butterfly – Instructions • Left hand taps right deltoid on stressed syllables. • Right hand taps left elbow on unstressed syllables (tap as lightly as possible). • Before each parse group, inhale as you bring your head back slightly! • Exhale on stressed syllable with upper torso nod. • Try this: “ Thank you for co-ming to-day! o o o O o o o Acton©2012
  11. 11. B-fly Words BREATHE IN…. Nice – That’s nice – Very nice – That’s very nice Easy Beautiful Fascinating BREATHE IN…. Tough – That’s tough – Very tough – That’s very tough Tricky Puzzling Complicated Acton©2012
  12. 12. Butterfly Practice • Liz: Oh no, / what happened? / Are you / okay? • Alex: I… sort of / had an accident. / I mean, / I hurt / my knee / at the gym. • Yoko: What happened? Acton©2012
  13. 13. Compact Rhythmic Feet Fight Club (RFFC) • Objective: compacting syllables (the felt sense of speaking rhythm) and increasing speed • Stressed syllable will always be on the “ball/glove” hand • Begin by checking how many pre-stress syllables there are: Zero or even number (0, 2 or 4): ball hand: Cool! Odd number (1,3 or 5): other hand: That’s cool! (2 pre-) Start w/ball hand: Ve-ry cool! (3 pre-) Start w/other hand: That’s ve-ry cool! Acton©2012
  14. 14. Compact RFFC Punches & Jabs O oO ooO oooO Cool! That’s cool! Very cool! That’s very cool! Oo oOo ooOo oooOo Funky! That’s Funky! Very Funky! That’s very Funky! Acton©2012
  15. 15. Ooo oOoo ooOoo oooOoo Super cool! / That’s super cool! Very super cool! That’s very super cool! Oooo oOooo ooOooo oooOooo Super funky! / That’s super funky! Very super funky! That’s very super funky! Acton©2012
  16. 16. RFFC – Practice 1 • Alex: [b] It’s embarrassing. / [b] I was teaching / [o] aerobics. / [o] I wasn’t looking /, [b] and I ran / [o] into a wall. • Yoko: [b] Really? • Alex: [o] I felt / [b] pretty stupid. / [o] It hurt / [o] a lot. / Acton©2012
  17. 17. Compact RFFC Punches & Jabs O oO ooO oooO bad! That’s bad! Very bad! That’s very bad! Oo oOo ooOo oooOo Nasty! That’s nasty! Very nasty! That’s very nasty! Acton©2012
  18. 18. Ooo oOoo ooOoo oooOoo Dangerous! That’s dangerous! Very dangerous! That’s very dangerous! Oooo oOooo ooOooo oooOooo Devastating! That’s devastating! Very devastating! That’s very devastating! Acton©2012
  19. 19. RFFC – Practice 2 • Alex: [b] Anyway, / [b] can I ask / [o] you guys a favor? / [b] Our TV / [o] is broken. / [o] Do you mind / [b] if I watch / [o] the game / [b] here? • Yoko: [b] Not at all. • Liz: [b] Make yourself / [o] at home. Acton©2012
  20. 20. Bibliography Acton, W. ( in preparation). Haptic, Integrative Pronunciation for Non-native English Speakers (HIPNNES) - (Victoria, BC:Traffold Publishers) See also: (www.ampysis.com) Acton, W. (2011). Dance your students to better English pronunciation!. at University of Victoria, BC. Acton, W. (2011). Essential English Pronunciation" at Region 4, Houston. Acton, W. (2011). So you think you can dance your students to better English pronunciation?. Presentation at the 45th Annual TESOL Convention, New Orleans, LA. Acton, W. (2010) Full-bodied, systemic, multiple modality pronunciation instruction. Presentation at the 44th Annual TESOL Convention, Boston, MA. Acton, W., & Burri, M. (2009). Gesture-synchronized speech in speaking classrooms. Presentation at the 41st Annual BC TEAL Conference, Vancouver, BC. Acton, W. (2008). Haptic Intonation Instruction, at Cornerstone University. Acton, W., Baker, A., & Burri, M. (2009). Haptic integration of inonation and grammar instruction. Presentation at the 43rd Annual TESOL Convention, Denver, CO. Acton, W., & Burri, M. (2008). A handy approach to pronunciation teaching. Presentation at the 40th Annual BC TEAL Conference, Vancouver, BC. Acton, W., Baker, A., & Burri, M. (2008). Haptic approaches to english intonation instruction. Presentation at the 42nd Annual TESOL Convention, New York, NY. Acton, W. (2001). Focalspeak: Integrating rhythm and stress in speech pronunciation, in Murphy, J. and Byrd, P. (Eds.), Understanding the courses we teach: Local perspectives on English Language Teaching. Ann Arbor: University of Michigan Press, pp. 197-217. Acton, W. (1984). Changing fossilized pronunciation, TESOL Quarterly 18(1):71-85. Baker, A. A. (2008). Haptic English intonation instruction. Workshop given at the annual Georgia TESOL conference, Jekyll Island, GA Acton©2012
  21. 21. Burri, M., & Rauser, K. (2010). Teaching conversational rhythm in speaking classrooms. Presentation at the 44th Annual TESOL Convention, Boston, MA. Burri, M. (2009). Movement informed pronunciation teaching. Presentation at the BC TEAL Fall 2009 VanWest Sessions, Vancouver, BC. Burri, M., & Rauser, K. (2009). A moving approach to teaching focal stress. Presentation at the 2nd Annual BC TEAL Fall Interior Conference, Kamloops, BC. Celce-Murcia, M., Brinton, D. & Goodwin, J. (2010). Teaching pronunciation: A reference for teachers of English to speakers of other languages. New York: Cambridge University Press. Chela-Flores, B. (1998). Teaching English rhythm: From theory to practice. Caracas: Fondo Editorial Tropykos. Gilbert, J. (2009). Teaching Pronunciation: Using the Prosody Pyramid. Retrieved October, 2, 2010 from ttp://www.cambridge.org/elt/teacher-support/pdf/Gilbert-Teaching-Pronunciation.pdf Gilbert, J. (2008). Clear speech: Pronunciation and listening comprehension in North American English. Student's book (3rd ed.). New York: Cambridge University Press. Grant, L. (2007). Well said intro: Pronunciation for clear communication. Boston, MA: Thompson Heinle. Hahn, L. & W. Dickerson. (2004). Speechcraft: Discourse pronunciation for advanced learners. Ann Arbor: University of Michigan Press. HIPoeces: Haptic-Integrated Pronunciation (for Outer/Expanding Circle English Speakers). (2011). Retrieved May 2, 2011 from http://hipoeces.blogspot.com/ Lessac, A. (1997). The use and training of the human voice, 3nd Edition, New York: McGraw Hill. Levis, J. (2005). (Ed.) Special Issue volume of TESOL Quarterly on pronunciation. New York: TESOL. McCafferty, S. G. & Stam, G. (Eds.). (2008). Gesture: Second language acquisition and classroom research. New York: Routledge. Morley, J.( 2001). Improving Spoken English: An intensive personalized program in perception, Pronunciation, Practice in Context. Ann Arbor: University of Michigan Press. Murphy, J. (1991). Oral communication in TESOL: Integrating speaking, listening, and pronunciation. TESOL Quarterly, 25(2), 51-76. Rauser, K., & Burri, M. (2010). Effective techniques for teaching conversational rhythm. Presentation at the 3rd Annual BC TEAL Fall Interior Conference, Kelowna, BC. Setter, J. (2006). Speech rhythm in world Englishes: The case of Hong Kong. TESOL Quarterly, 40(4), 763-782. Acton©2012

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