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Phonology project
- 1. 1 Iranian students’ pronunciationbehavior in English classes Mahdie Ghanbari Mina Gholami Rabe’e Nurani Introduction Phonology and pronunciation teaching are occupying a central position in the teaching and learning of other languages. This paper is an attempt to show some errors and difficulties of Iranian students in pronunciation. To achieve this goal, 6 male and female language learners (elementary, intermediate, and pre intermediate) were randomly selected and were required to articulate 2 different types of material. Then we find the pronunciation errors and come up with activities and tasks. Methodology Participants Six male and female participants from different levels of language proficiency (beginner, pre intermediate and intermediate) were randomly selected from Omid Language Institute and Zabansara institute. They were teenagers and adults and informed of the purpose of the study. They were required to articulate some selected materials elaborated on in the following sections. Materials The materials consist of three reading passages taken from authentic sources and three interviews both from different levels of proficiency as following:
- 2. 2 Texts I. Text one Todayis Monday. Baz and his friend, Sam are at school. Baz says: “This is my school. My friend, Sam and I are at school “. In the school, there is a classroom, music room and a playground. My teacher is in the class room. My friend and I go to the music class at school. My music teacher is Ms. Brown. We play in the playground. There is a sandbox and a seesaw in the playground. Look! It’s our school bus. It’s yellow. We go to school by bus. I like my school. II. Text two Setting Personal Goals We often hear people say, "I need more direction in my life." setting personal goals can give your life a sense of direction. It's a technique used by top athletes and successful business people in all fields. Before you set personal goals, think about what you want to achieve with your life. Try to set goals in some of the following categories: career- what level do you want to reach in your career? *community service- do you want to help make the world a better place? *creative- do you want to achieve any artistic goals? *education- is there any knowledge you want to acquire? What information will you need to achieve it? *family- what kind of relationship do you want with your husband, wife, children, and other family members? *financial- how much money do you want to earn? *physical- are there any athletic goals you want to achieve? *recreation- how do you want to enjoy yourself? Write down your goals and think about them carefully. Are they realistic? When will you be able to achieve them? To help make the process more manageable, divide your goals into smaller tasks. For example, if you want to reach a major goal in ten years, set a five-year goal, a one- year goal, a three-month goal, and a one- month goal. Remember, your goals can change with time. Adjust them regularly to reflect this growth in your personality. Be sure your goals are things you hope to achieve, not what your parents, spouse, family, or employers want. III. Text three Learning Styles Have you ever sat in class wondering if you would ever grasp information that was being taught? Maybe the presentation didn't fit your learning style. Our mind and bodies gather information in different ways and from all around us: seeing, hearing, and doing. Then our brains process that information, organizing it and making connections to things we already know. This process can also work in different ways: Do we think in pictures or words? Do we remember details or the big picture?
- 3. 3 When we're tryingto learn, it helps to know how our brain works. How do we best gather and organize information? Different people have different learning styles. For example, one person might struggle with written information but understand it immediately in an illustration. Another person might have problems with the picture, but not the written text. Psychologists have identified seven basic learning styles: *Linguistic- These people learn by using language - listening, reading, speaking, and writing. *Logical- These people learn by applying formulas and scientific principles. *Visual- These people learn by seeing what they are learning. *Musical-Instead of finding music a distraction, these people learn well when information is presented through music. *Kinesthetic-Movement and physical activities help these people learn. *Intrapersonal-These people learn best if they associate new information directly with their own experiences. *Interpersonal-These people learn well by working with others. You will often encounter situations that do not match your strongest learning style. If you know what your strengths are, you can develop strategies to balance your weaknesses, for a more successful learning experience. IV. Text four Bungling burglars let down by overloaded lift Detectives called to a shop which is in South end, Essex early yesterday morning, found two burglars who were stuck in a lift with the office safe. Alerted when people who were leaving a theater which in next door had heard shouts for help and banging from spoils, which is in the High Street, the police found that the offices, which are above, had been ransacked. In their haste to get away, two men, who were both in their 20s, had tried to take a heavy office safe downstairs in a small service lift. They did not notice a sign on the door which warned that it was meant for no more than two people. It stuck between floors because they overloaded it. The two burglars had been trying to attract attention for more than six hours they were locked in, but it was not until the club Arts, which is next door, closed its Christmas Eva special that anyone heard them. They could easily have stayed there over Christmas until the staff who work in Spoils came in again on Tuesday morning. The burglars who had hoped the safe would be either Christmas present, said they had never been so pleased to see police and firemen in their lives. V. Text five _I'm making your birthday cake, Max. _Thanks, how about making a car-shaped cake, mom? _sorry, that's too difficult, it will be a round cake. _why don't you open your presents now? _That's a good idea, I'll open this one first. Great it's a remote-control car! _let's put the batteries in now. _okay _Does it work? _let's see...
- 4. 4 _Ah! My cake! _Becareful max! _You wanted a car-shaped cake, now you have one.! Interviews I. Interview one A: Hello B: Hello A: How are you? B: I'm fine thank you. A: What's your name? B: My name is Matin. A: What's your last name? B: Golnazi... I'm Golnazi. A: How old are you? B: I'm thirteen. A: What day is today? B: Today is ummm Wednesday...Thursday... Tuesday. A: Today is Tuesday. Can you tell me a story of your book? B: yes... Baz and Tess are in the living room. They have a new baby brother. He's Adam. Baz points to the Jig and Pat. Adam says: Hello Pat and Jig. Jig says: Hello Adam and Baz. Adam says: Goodbye Jig. Jig says: Goodbye. A: ok. Thank you. II. Interview two A: Hello B: Hello A: How are you? B: I'm fine thank you. A: What's your name? B: My name is Pezhman. A: What's your last name? B: Is Babayi. A: My last name is Babayi. How old are you? B: Eleven… I’m eleven. A: What day is today? B: Today is Tuesday. A: What’s your father’s name? B: ummm… B: Ok; Thank you. Sit down Pezhman.
- 5. 5 III. Interview three -Hello,how are you today? -Hello, I'm fine, thank you - Honey can you introduce yourself to us? - Yeah, I'm Sara, I was born on 27th of March in 1985 in Tehran, I 'm 31 years old. - Honey are you married or not? - NO, I'm single - Don't you want to get married? - No I don't want - Sara do you have any brothers or sisters? - I have brother and 2 sisters - And what do they do? - My brother is lawyer and one of my sister is university student and another one is high school student. - Sara what do you do? I mean what is your major? - My major is cinema but right now I don't have any job and I'm a job hunter, I'm studying for M.A. - Ok, honey what are your favorite things in your life? - My favorite things are: reading, watching movie, walking, photography and writing. - And the last question is what are your personal goal? - My personal goal is I hope not to leave dreams never and I want to make movies that I like - Ok, thank you very much, I hope you pass your exam successfully and follow your dreams - Thank you IV. Interview four - Hi, how are you today? - Hi, I'm fine, thanks - Guy, could you please introduce yourself to us? - Yeah, I'm Abolfazl, I'm Iranian, I was born in 1984, in Tehran, in Iran, I'm 32 years old and I'm attorney at law and legal adviser, I'm active in human rights - Ok, that's interesting. So your major is law? - Yes - Ok, Abolfazl do you have any brothers or sisters? - I have no brother but I have three sisters - Are they older or younger? -Are younger - Ok, are you married or single? - I'm single - And don't you want to get married? - I don't know - Ok, so you said you are a lawyer, Abolfazl, what are your favorite things in your life? - My favorite thing in my life are read the books and listen music, classic music in Iran - You mean Iranian music? - Iranian music and climb mountain and lyrics - Lyrics and philosophy
- 6. 6 - Lyrics andphilosophy and reading books about philosophy, reading book about philosophy of law, about history, contemporary history - That's interesting and the last question is: what is your personal goal? - My personal goal is approach to truth and hope to successful man in my job - I hope you follow your dreams and be a successful man in your job. - Thank you very much -Thank you V. Interview five _Hi, what's your name? _Hi, I'm Amin. _what's your last name? _Ranjbar _How old are you Amin? _I'm twelve years old. _And do you go to school? _Yes, I do. _Very good, what sports do you like Amin? _I like playing soccer. _Just only soccer? _Yes _Very good, how often do you play soccer? _I play soccer once a week. _good, do you have brothers or sisters? _Yes I have one brother. _what is his name? _Muhammad. _Do you like Muhammad? _Nice, how old is he? _It's sixteen years old. _Does he play guitar? _No he isn't. _And what color do you like? What's your favorite color? _I like blue. _Do you have blue T-shirt? _Yes. Yes, yes _And can you tell me what do you have in your bedroom? _bedroom? Ummm... _No problem you can think. What do you have in your bag? _I have three book, I have three pencil and one pen. _good thanks, and Amin do you like egg? _No. _No! What do you like for breakfast? _I like cheese, tea and... _How about bread? _Bread? What?
- 7. 7 _Bread like Barbari!Lavash! _Yes yes! Barbari lavash!! _ok thank you so much dear VI. Interview six _Hi what's your name? _Leila _what's your last name Leila? _Alimohammadi _what do you do? _I'm a student, in the university _Very good, what do you study? _English translation _so, are you educated, or still studying? _No I'm studying _Leila would you please read this text for me? _Yes, sure _don't worry honey, your mistakes are accepted _thank you Procedure The study included two phases. In Phase 1, the participants were interviewed and asked to introduce themselves and they were allowed to talk about anything regarding their personal information. In Phase 2, a passage with appropriate level of difficulty was given to the participants to be read aloud. Results and discussion Table 1 words Correct pronunciation Learner’s errors Type of error
- 8. 8 School /skuːl/ /əskuːl/ interlingual The /ðə//də/ interlingual Says /sez/ /seɪz/ intralingual Sam /sæm/ /sʌm/ mistake This /ðɪs/ /dɪs/ interlingual There /ðər/ /triː/ mistake Class /klæs/ /kelæs/ interlingual Ms. /mɪz/ /mɪs/ intralingual We /wiː/ /viː/ interlingual Living room /lɪvɪŋruːm/ /lɪvɪngruːm/ interlingual Look /lʊk/ /luːk/ intralingual Our /aʊr/ /аːr/ interlingual By /bɑɪ/ /beɪ/ mistake Friend /frend/ /fərend/ interlingual Play /pleɪ/ /peleɪ/ interlingual Yellow /ʝeloʊ/ /ʝelouː/ interlingual Adam /ædəm/ /ædæm/ mistake Brother /brʌðər/ /bərʌdər/ interlingual
- 9. 9 Playground /pleɪgrɑʊnd/ /pəleɪgrɑʊnd/ interlingual And /ənd/ /ænd/ intralingual Brown /brɑʊn//bərɑʊn/ interlingual I /ɑɪ/ /eɪ/ mistake His /hɪz/ /hɪ/ /əz/ mistake They /ðeɪ/ /deɪ/ interlingual Thirteen /θɜːrtiːn/ /tɜːrstiː/ mistake Wednesday /wenzdeɪ/ /vɪnzdeɪ/ interlingual Table 2 words Correct pronunciation Learner’s errors Type of error Overcome /oʊvərkʌm/ /ʌvərkʌm/ intralingual Wondering /wʌndəriŋ/ /vʌndəriŋ/ interlingual Taught /tɒːt/ /tɑʊt/ intralingual Seeing /siːɪŋ/ /siːɪng/ interlingual Know /noʊ/ /nəʊ/ interlingual Might /mɑɪt/ /mɑɪ/ mistake Identify /ɑɪdentɪfɑɪ/ /ɪdentɪfɑɪ/ intralingual Logical /lɒdʒɪkəl/ /lodʒɪkəl/ intralingual
- 10. 10 Formula /fɔːrmʝulə/ /fɔːrmulə/ interlingual Through /θruː//trɑʊ/ Interlingual Intralingual Associate /əsoʊʃieɪt/ /əsoʊsieɪt/ intralingual Strength /streŋθ/ /strendʒ/ Interlingual intralingual Strategies /strætɪdʒiːz/ /strætɪdʒiːs/ intralingual Balance /bæləns/ /bʌlɔːns/ interlingual Thirty two /θɜːrti tuː/ /tɜːrti tuː/ Interlingual Weakness /wiːknɪs/ /viːknɪs/ interlingual Thing /θɪŋ/ /tɪng/ Interlingual Book /bʊk/ /buːk/ intralingual History /hɪstəri/ /hɪstoʊri/ intralingual Contemporary /kəntempəreri/ /kəntempoʊreri/ Intralingual Truth /truːθ/ /truːs/ Interlingual Personal /pɜːsənəl/ /pɜːsoʊnɑl/ intralingual Goal /goʊl/ dark /goʊlll/ clear interlingual Athlete /æθliːt/ /ætlɪt/ Interlingual Career /kərɪr/ /kærɪr/ intralingual Creative /krieɪtɪv/ /kərieɪtɪv/ interlingual Financial /fɑɪnænʃəl/ /fɑɪnænʃɪʌl/ intralingual
- 11. 11 Manageable /mænɪdʒəbəl/ /mæneɪdʒəbəl/ intralingual Dream/driːm/ /diːriːm/ interlingual Adjust /ədʒʌst/ /æddʒʌst/ Reflect /rɪfləkt/ /rəfləkt/ intralingual Down /dɑʊn/ /dʌn/ interlingual Children /tʃɪldrən/ /tʃɪldərən/ interlingual photography /fetɑːgrəfi/ /fɔtɔgəræfi/ interlingual Thirty /θɜːrti/ /tɜːrti/ interlingual Walking /wɑːkɪŋ/ /wɑːlkɪŋ/ intralingual Table 3 words Correct pronunciation Learner’s errors Type of error Bungling /bʌŋgəliŋg/ /bʌngəlig/ interlingual Burglars /ˈbɜːrglər/ /bɜːrgˈler/ interlingual Which /wɪtʃ/ /vɪtʃ/ interlingual Two /ˈtuː/ /tˈuː/ intralingual Hoped /hoʊpt/ /hoʊpd/ intralingual Stuck /stʌk/ /əstʌk/ interlingual
- 12. 12 Were /wər/ /vər/ interlingual Essex/ɛsɪks/ /ekses/ mistake With /wɪθ/ /vɪθ/ interlingual When /wen/ /ven/ interlingual Blue /bluː/ /buːluː/ interlingual Than /ðæn/ /dæn/ interlingual Week /wɪk/ /vɪk/ interlingual Work /wɜːrk/ /wɔrk/ interlingual Them /ðem/ /dem/ interlingual Twelve /twelv/ /tuːelv/ intralingual Birthday /bɜːrθdeɪ/ /bɜːrsdeɪ/ interlingual Thanks /θænks/ /tænks/ interlingual Will /wɪl/ /vɪl/ interlingual Batteries /bæterɪz/ /bʌtterɪz/ interlingual
- 13. 13 Tasks and activities Schwa: /ə/ As there is no Schwa in Persian phonetic system, it is difficult for Iranian EFL learners to pronounce it. As can be seen in tables, some words such as personal /pɜːsənəl/, Career /kərɪr/, belong to this category. Task I We taught learners directly what the schwa is by writing it on the board and how to pronounce that correctly by imitation and repetition. Task II We asked them to find some examples through looking up in their dictionaries and producing the correct pronunciation of schwa in the instances. Task III Listening comprehension We brought up the learners with an audio and its script to listen carefully and find out the words consisting schwa and then we elicited the answers. Task IV Reading aloud We gave learners a passage to underline the schwa sounds and read aloud. Th: /ð/ /θ/ Show them the place of articulation of /ð/ and /θ/ to asked them to imitate Task I Using minimal pairs Three tree Through true Thought taught Think sink Those doze They day
- 14. 14 Task II Tongue twisters Thelearners were asked to read these sentences to differentiate /ð/and /θ/ from /t/, /d/ and /s/ - On that day, their brother thought there are three trees on those streets. - They were sinking in their thoughts. - Those men think their brothers were dozing. Task III Another task is family tree that we asked them to working in pairs. In this way the students asked about the relationship of the people in the family tree. W: /w/ Persian students of English have a big problem in producing /w/ and in distinguishing /w/ from /v/. Based on communicative framework we started to teach them how /w/ is articulated. In this way we said that if the tongue-body gesture is high and back, toward the velum, and the lips are rounded, the result is the /w/ but /v/ is formed with the lower lip on the upper teeth. We asked the to repeat and imitate this sounds with a listening practice to discriminate the feature correctly. Then they had some activities and tasks that we mention them below: Task I Minimal pairs Vest west Very wary Vine wine Viper wiper Veil wail Verse worse Task II Controlled practice Complete these questions then practice with your partner. A: Who’s that? B: That’s Miss West. A: Where’s she from? B: She’s from Vancouver, Canada. A: What’s her first name? B: It’s Celia. A: Who are the two students over there? B: Their names are David and William. A: Where are they from? B: They from Washington.
- 15. 15 Task III Read thistexts «Living in a wonderful villa in Venezuela, Vivian loves to dive and wade in the lovely sea every week day. In her villa, in the evening, Vivian can jive for five hours on the week-end. «Vivian and Willy discuss their vacation. Vivian: I've waited a long time for this vacation Willy: well, Vivian, I have too, that's why I want to wander around Mount Vesuvius for a while. Task IIII Communicative practice Choose seven words from the list below. Then create a story by using these words. Write, windy, weapon, always, watermelon, which, power, low, watch, war, weather, winner /ŋ/ At first we teach student the differences between /ŋ/ and /g/ by making clear when we use each of them. i.e. as the word singer consists of sing + er, so it is pronounced as /ŋ/, whereas the word finger is composed of one part, so it is pronounced as /ŋg/. Task I Communicative practice In this way the students could play a game of Twenty Questions with present progressive yes/no questions.
- 16. 16 Dark /l/ Weexplain that whenever /l/ comes at first it is pronounced clearly and when it is at the end it is not clear, besides when it is in the middle position it depends on the stress pattern, i.e. in word 'callous' the stress is not on /l/, so it is dark, but in word 'Pilatus' the stress is on /l/ and is clear Then we can have a chart which distinguish the differences... clear clear dark dark Initial position Initial clusters Final position Final clusters lee clear fill fault look glib pull bulk Linking To teach the linking to students, showing the sequence of vowel consonant can be a good try, in case of our present error: stuck in a lift ; we have the intervocalic consonant sharing in vc+v sequence. Then according to the rule here we have a kind of resyllabification and process of pronouncing changes to stu.ckina.lift Stress pattern For stress pattern which we can add the words: nineteen and photography as wrong pronunciation because s/he puts the stress on first syllable *nineteen We can write the stress part bigger on the board: For example: nineTEEN and phoTOGraphy Articles such as the or a are not stressed in the context and have the reduced from. Article the, following by a word starting with a vowel should be pronounced differently from when it's starting with a consonant. The error here is the office /ðɪ ɒfɪs/ not /ðə ɒfɪs/