01 English Pronunciation and Listening to Spoken English

8/21/2019 01 English Pronunciation and Listening to Spoken English

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01 English Pronunciation and Listening to spoken English

o Priorities and materials for phonology and phonetics

o English vowel sounds - the 12 monophthongs

o Presentation and practice of the 8 English diphthongs

o Materials to practise inal !onsonant !lusters in English

o "pecifying the priorities for pronunciation teaching

o #eaching intonation$ rhythm and stresso "peech versus written English

o Listening to spoken English% techni&ues for L2 learners

o "hould spoken English 'e the principal o'(ective in language learning)

o idiom$ clich*$ (argon$ slang$ motto$ phoneme$ allophone$ redundancy

02 "ynta+ , "emantics

o ays of presenting grammar

o "hort #e+ts for production and grammar presentation

o .ialogues for grammar-presentation or conversation-facilitation

o unction , orm% uses of the Present Perfect #ense

o /rammar content of !E as covered in leading e+am course 'ooks 1-18

o ey developments in the teaching of English voca'ulary during the mid 20th

centuryo #he importance of concordancers and corpuses in voca'ulary learning and

teaching todayo !hoosing a dictionary for English language learning

o unctional and linguistic analysis of occupational varieties of English

o "pecialist English dictionaries and companion work'ooks to develop voca'ulary

03 4istory and Practice of #E"L 5#EL methods , approaches

o 6udiolingualism 7drilling as ha'it formation

o !ognitive #heory 7awareness of the rules Mentalism

o 9otional : unctional approach i;e; setting 7topic areas : speech acts 7social

purpose of utteranceo #he !ommunicative 6pproach - the theoretical 'ackground

o !ommunicative Language #eaching and task-'ased learning

o .efinitions of learning

0< Language 6c&uisition orum on current methods , approaches and the role of the

teachero =#he appeal , poverty of !L#= 7>o'ert ?@9eill% March 2000

o =#he limits of functional5notional sylla'uses= 7>o'ert ?@9eill% 1

o =!rucial differences 'etween L1 and L2 6c&uisition= 7>o'ert ?@9eill% 18

o =.ogmas and .elusions in !urrent EL Methodology= 7>o'ert ?@9eill% 1

o =#he Myth of the "ilent #eacher= 7>o'ert ?@9eill% 6pril 1


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o ?'(ectives of test types% a aptitude ' placement c diagnostic d

achievement e proficiencyo hat are a discrete point tests ' tests of integrative skills)

o "u'(ective and o'(ective testing techni&ues

o "tandardiIed tests 7=psychometric o'(ective= , =linguistic realistic=

o #he main re&uirements of an efficient test - the pro'lem of =test ru'ric=

o

Gtem analysis - the facility value of an item and its discrimination inde+o #he pro'lems of assessing communication in a second language L2

o hat are a norm-referenced tests and ' criterion-referenced tests)

o #est relia'ility and validity% the most important aspects of 'oth for the teacher

5 tester)

0 .eveloping a Placement #est

o /etting started , types of test to avoid

o !ontent specification

o #he Placement #est

o Marking instructions and 6nswer ey

o Gtem 6nalysis for selective deletion Placement #ests set on an incline of

difficultyo #esting the test 1% Gtem analysis% facility value and discrimination inde+

o #esting the test 2% "tatistical measures of the Mean$ "tandard .eviation and>elia'ility

o >elia'ility versus Aalidity

o 6ccommodating =complete 'eginners= during a F0-minute Placement #est and

i'liography on Language #esting

08 6 Multiple !hoice Placement #est designed for &uick marking and optimum validity

o Part 1 /rammar

o Part 2 Aoca'ulary

o Part 3 >eading !omprehension

o Part < Listening !omprehension

o #ape "cript for Part < Listening !omprehension 7cassette$ minidisk or teacher

can read aloudo Protecting #E"# DBE"#G?9 P6PE>" for re-use 'y su'se&uent intakes of

studentso 69"E> "4EE#" G#4 />G." and ?AE>L6J" for easy marking

o Bsing computers or computer la's with or without Gnternet to administer and

mark the test

0 English Language #eaching songs and games

o olk songs listed 'y Level and fre&uency of pro'lematic English Aowel ,

!onsonant "oundso English Phoneme !hart% ey to pro'lematic Aowel , !onsonant "ounds

o olk songs listed 'y a #heme ' .iscussion #opic and c Level

o /ames for English Language Learning colour-coded 'y Level

10 >eading in the "econd Language !lass

o >eading is not the same as #e+t "tudy

o !lassroom activities and "kills for >eading

o L2 >eading o'(ectives for English for "pecific Purposes 7usiness and E"Po L2 >eading o'(ectives for English for 6cademic Purposes 7E6P !andidates for

English medium universities

11 riting in the "econd Language !lass

o 1 E+ercise-types for teaching writing in the second language class; 2 Gs

writing an e+tension of speaking)o 6d(usting lesson content to the conte+ts in which writing is needed

o !oherence and cohesion in esl student writing
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o !orrection techni&ues% 'ehaviourist 7steering round errors v cognitive

7earmarking the faulto Link to 6dult Literacy Materials for Iero 'eginners with no knowledge of our

alpha'eto Link to ! "killwise% writing- a community we' site$ offering general writing

tips and practice for learners at lower levelso Link to >oyal Literary und- help with essay writing for advanced learners

hoping to attend B universitieso Link to Letter writing guide- 71 advice 72 samples of letters written for

different purposes

12 Learner GndependenceK Learner 6utonomy and the e'K "elf-access !entres and

Practice #imeo "elf-access !entres% the rationale

o Bsing (avascript templates on other sites to make your computer la' teaching

, testing material interactiveo .ownloading freeware from the we' to run (avascript interactive teach5test

templates and how to create your own

13 Particular challenges for English language teachers% real communicationK very low

or very high level learnerso #he =authenticity argument= as applied to learners at different levels

o #eaching 'eginners - goals and strategiesK 2 different methods 7>o'ert ?@9eill%

180o #eaching advanced learners

G am inde'ted to >o'ert ?@9eill for giving me permission to use his e+cellent articles onLanguage 6c&uisition;

RSS webfeeds

1; --Easy 6ccessto the key parts of English language learning and teaching

2; --Pu'lished resources for English language learning and teaching7#ed Power@srecommendations% #his feed is intended for learners5teachers5.irectors of "tudies wishing toreview or select 'ooks5!.s5!.->?Ms on English language learning and teaching including

areas such as teacher training$ pronunciation$ listening to spoken English$ oral fluency$grammar$ voca'ulary$ reading and writing 7including handwriting , 'asic literacy;

3; --English pronunciationfor L1s% 6ra'ic$ !hinese$ !roatian$ .utch$ arsi$ innish$ rench$/erman$ /reek or 4ungarian

eturn to the #?P of this pageor go toooks for English Language #eachers

Teaching English sounds

#E6!4G9/ G9.EH: !?MM?9 MG"#6E" in P>?9B9!G6#G?9: 9EH#

Priorities for phonology in the pronunciation class

4ere are some of the main criteria%

1; Comprehensible% are learners a'le to identify the soundsand are their articulations understood 'y native speakers)
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2; Social Acceptability% are learners producing sounds that areaesthetically accepta'le to the ears of native speakers)

3; Ease of Production% do learners have a good chance ofsuccessfully learning to produce the sounds)


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OL1-OL2 #ree or #hree) % "tudent ook72nd Edition and 3 audio !.s - 'y 6nn aker$ LeslieMarshall OQQQQOL2-OL?M 'y .aniel ones$ Peter>oach$ ames 4artman and ane "etter OQQQQQ#he !ommunicative Aalue of Gntonation in English.avid raIil 7Ed; et al OraIil@s system fordescri'ing how intonation works#eaching English Pronunciationoanne enworthy O /ood for language teachers em'arking onthe theory and practice English Phonetics and PhonologyPeter >oach O6 Practical !ourse% good for higher levellearners as well as teachers; 6ccompanying audio recording also availa'le 6 !ourse in Phonetics'y Peter Ladefoget O th 6ugust 2000 #his 'ook O originally pu'lished in 1C has also 'een through several editions and is stillacknowledged as the 'est course for university undergraduates seriously interested inarticulatory phonetics; Like the a'ove title$ it is offered as a =course=$ though it sufficientycomprehensive to satisfy the needs of students of linguistics; =Phonetics= focuses on =theproduction of sounds=$ while =Phonology= e+tends to the =study of sounds within a languagesystem=; "tudents whose practical and linguistic interests relate directly to the Englishlanguage$ should consider an easy practice 'ook from the section a'ove or the ne+t title inthis section 'y 6; !; /imson;/imson@s Pronunciation of EnglishO 2nd March$ 2001 ?riginally pu'lished in 1F2 as =6n introduction to the pronunciation of English=$ there has'een nothing to 'etter this course$ which covers the production of speech$ sounds in alanguage$ the English vowel sounds and the English consonant sounds as well as social 7e;g;>eceived Pronunciation$ geographical 7e;g; >egional Aariations and historical perspectives;English 6ccents and .ialects% 6n Gntroduction #o "ocial 6nd >egional Aarieties ?f English Gn#he ritish Gsles'y 6rthur 4ughes and Peter #rudgill
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#his 'ook is most suited to students of sociolinguistics who wish to sample variations from=received pronunciation= within the geographical regions specified in the title; #he level ofanalysis is for people with a 'ackground in linguistics; 4owever$ an actor or actress wishing toperfect their Lowland "cots$ .evon or .u'lin accent and to pick up some of the le+ical items ina particular dialect$ may find this a valua'le source; #here is an accompanying audio cassette;Gnternational English% 6 /uide to Aarieties of "tandard English'y Peter #rudgill and ean4annah

#his study takes English 'eyond the ritish Gsles; 4ere the analysis focuses on variations from=received pronunciation= across !ontinents; =Gnternational English= covers the distinctivefeatures of English in England$ 6ustralia$ 9ew Realand$ "outh 6frica$ ales$ the B"6$ !anada$Greland$ the est Gndies$ est 6frica and Gndia; 6gain$ the work is pro'a'ly most likely toappeal to students of sociolinguistics 7language and society at university level; 4owever$ thisand the previous title make e+cellent 'ackground reading for any student undertaking stylisticanalysis of any regional$ social or occupational variety of English; "i+th formers in B"econdary "chools are now continuously assessed on pro(ect work$ which may include a studyof the language of (ournalism 7news reports$ advertising$ pop music$ fashion$ teenagers orother social groups; #hese pro(ects are usually functionally 'ased and ade&uate attention isusually given to language function and le+is; urther consideration could pro'a'ly 'e e+tendedto how phonetic , phonological features help to recognise the functions of professional and5orsocial registers; "ome 'ackground in phonetics or phonology is really needed to get the mostout of these works;

4and'ook of the Gnternational Phonetic 6ssociation% 6 /uide to the use of the GnternationalPhonetic 6lpha'et#he head&uarters of GP6 is in Bniversity !ollege London$ which has 'een graced 'y thepresence of many of the B@s 'est linguists$ especially those specialising in phonetics andphonology; Gf you are looking towards a recognised &ualification in 'oth the practice andtheory of phonetics$ then the hand'ook will allow you to see the GP6 !hart and will give yousome idea of the num'er of sounds you will have to cover$ including the 'ila'ial click 7akissing sound which e+ists in several 6frican languages$ though not in EnglishS; Likelycandidates for the recognised pu'lic e+amination include linguists who are e+pected to 'e a'leto transcri'e speech or speech therapists who are e+pected to have a thorough knowledge ofspeech organs and the methods of articulation; Linguists such as .avid !rystal have madevalua'le contri'utions 'oth to language teaching theory and to description of languagedisa'ility; #here are careers for good phoneticians 'oth in education and the health service at

levels ranging from classroom teacher or practical therapist to senior researcher;

Academic research

Educational resources for phonetics and phonologyfrom niersity College ondon*

People from various fields 7higher education$ language disa'ility$ drama who wish to pursuean interest in phonology 7e;g; for doctoral research should take this linkfor a description ofthe M6 in Phonologyoffered at Bniversity !ollege London - the home of the GnternationalPhonetic 6lpha'et;

Gf you want to sample a te+t 'ook for the study of speech pathology and audiology 7which you

may well use on a B!L course$ take the link to a "peech "cience Primer% Physiology$6coustics$ and Perception of "peech;

Pronunciation
http://www.amazon.co.uk/exec/obidos/ASIN/0713163623/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521637511/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521637511/thehistorofbr-21http://www.phon.ucl.ac.uk/resource/index.htmlhttp://www.phon.ucl.ac.uk/courses/pg/maphonol.htmlhttp://www.phon.ucl.ac.uk/courses/pg/maphonol.htmlhttp://www.amazon.co.uk/exec/obidos/ASIN/0582746213/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0713163623/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521637511/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521637511/thehistorofbr-21http://www.phon.ucl.ac.uk/resource/index.htmlhttp://www.phon.ucl.ac.uk/courses/pg/maphonol.htmlhttp://www.phon.ucl.ac.uk/courses/pg/maphonol.htmlhttp://www.amazon.co.uk/exec/obidos/ASIN/0582746213/thehistorofbr-21


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Common +ista!es in English by anguage ,ac!ground

All languagesArabic Chinese Croatian

-utch "innish "rench .erman

.ree! %ungarian /talian 0apanese

1orean

Persian

Portuguese Russian

Spanish Swedish Taiwanese Thai

Tur!ishO Assimilation O Phonemic

transcriptionOEnglish PhChart

=Bnless the teacher understands how the student is using his speech organs in producing anative language sound and what he should 'e doing to reproduce the foreign language soundaccepta'ly$ he cannot help the student 'eyond a certain stage of earnest 'ut inaccurateimitation;= Oilga >ivers - #eaching oreign Language "kills

!an your teacher tell you how many phonemes there are in the English languageand how touse your organs of articulation to produce these sounds)#eachers who have studied the sound system of your languagewill also 'e in a 'etterposition to help you with common mistakes;

Practice materials referred to in the lists222222222222222222222222222222222Practicee3ercises' minimal pairs

1. English Pronunciation Gllustrated% "tudent@s ookand !assette

2. "hip or "heep)% "tudent@s ookand !assettes

9ote% there is now a revised "tudent@s ookwhich comes together with < audio !.s

3. 4eadway% Bpper-intermediate% Pronunciation% ookand !assettes

4. 4eadway% Gntermediate% Pronunciation% ookand !assettes

5. 4eadway% Pre-intermediate% Pronunciation% ookand !assette

6. 4eadway Pronunciation% Elementary% ookand !assette

7. Pronunciation #asks%"tudent@s ook$ !assette "etand#eacher@s ook

8; 4ow 9ow$ rown !ow)% "tudent@s ook and !assettes

Clic! herefor the published materials / would now recommend for teachers andlearners of English pronunciation*

RSS Webfeeds

--Pu'lished resources for English language learning and teaching7#ed Power@srecommendations% #his >"" feed is intended for learners5teachers5.irectors of "tudies
http://www.btinternet.com/~ted.power/l1all.htmlhttp://www.btinternet.com/~ted.power/l1arabic.htmlhttp://www.btinternet.com/~ted.power/l1chinese.htmlhttp://www.btinternet.com/~ted.power/l1croatian.htmlhttp://www.btinternet.com/~ted.power/l1dutch.htmlhttp://www.btinternet.com/~ted.power/l1finnish.htmlhttp://www.btinternet.com/~ted.power/l1french.htmlhttp://www.btinternet.com/~ted.power/l1german.htmlhttp://www.btinternet.com/~ted.power/l1greek.htmlhttp://www.btinternet.com/~ted.power/l1hungarian.htmlhttp://www.btinternet.com/~ted.power/l1italian.htmlhttp://www.btinternet.com/~ted.power/l1japanese.htmlhttp://www.btinternet.com/~ted.power/l1korean.htmlhttp://www.btinternet.com/~ted.power/l1farsi.htmlhttp://www.btinternet.com/~ted.power/l1portuguese.htmlhttp://www.btinternet.com/~ted.power/l1russian.htmlhttp://www.btinternet.com/~ted.power/l1spanish.htmlhttp://www.btinternet.com/~ted.power/l1swedish.htmlhttp://www.btinternet.com/~ted.power/l1taiwanese.htmlhttp://www.btinternet.com/~ted.power/l1thai.htmlhttp://www.btinternet.com/~ted.power/l1turkish.htmlhttp://www.btinternet.com/~ted.power/assimilation.htmlhttp://www.btinternet.com/~ted.power/phonetics.htmhttp://www.btinternet.com/~ted.power/phonetics.htmhttp://www.btinternet.com/~ted.power/phon00.htmhttp://www.btinternet.com/~ted.power/phon00.htmhttp://www.btinternet.com/~ted.power/phon00.htmhttp://www.btinternet.com/~ted.power/phon00.htmhttp://www.btinternet.com/~ted.power/phonominimal.htmlhttp://www.btinternet.com/~ted.power/phonominimal.htmlhttp://www.amazon.co.uk/exec/obidos/ASIN/0521206340/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521263506/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/052128354X/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/052128354X/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521263581/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/052160673X/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339718/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339726/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339688/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339696/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339742/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339750/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339408/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339408/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339416/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/052138611X/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/052138611X/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521384532/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521386101/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521386101/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0080253547/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/013424334X/thehistorofbr-21http://www.btinternet.com/~ted.power/phono.html#rec%23rechttp://www.btinternet.com/~ted.power/resourcesfeed.xmlhttp://www.btinternet.com/~ted.power/resourcesfeed.xmlhttp://www.btinternet.com/~ted.power/resourcesfeed.xmlhttp://www.btinternet.com/~ted.power/l1all.htmlhttp://www.btinternet.com/~ted.power/l1arabic.htmlhttp://www.btinternet.com/~ted.power/l1chinese.htmlhttp://www.btinternet.com/~ted.power/l1croatian.htmlhttp://www.btinternet.com/~ted.power/l1dutch.htmlhttp://www.btinternet.com/~ted.power/l1finnish.htmlhttp://www.btinternet.com/~ted.power/l1french.htmlhttp://www.btinternet.com/~ted.power/l1german.htmlhttp://www.btinternet.com/~ted.power/l1greek.htmlhttp://www.btinternet.com/~ted.power/l1hungarian.htmlhttp://www.btinternet.com/~ted.power/l1italian.htmlhttp://www.btinternet.com/~ted.power/l1japanese.htmlhttp://www.btinternet.com/~ted.power/l1korean.htmlhttp://www.btinternet.com/~ted.power/l1farsi.htmlhttp://www.btinternet.com/~ted.power/l1portuguese.htmlhttp://www.btinternet.com/~ted.power/l1russian.htmlhttp://www.btinternet.com/~ted.power/l1spanish.htmlhttp://www.btinternet.com/~ted.power/l1swedish.htmlhttp://www.btinternet.com/~ted.power/l1taiwanese.htmlhttp://www.btinternet.com/~ted.power/l1thai.htmlhttp://www.btinternet.com/~ted.power/l1turkish.htmlhttp://www.btinternet.com/~ted.power/assimilation.htmlhttp://www.btinternet.com/~ted.power/phonetics.htmhttp://www.btinternet.com/~ted.power/phonetics.htmhttp://www.btinternet.com/~ted.power/phon00.htmhttp://www.btinternet.com/~ted.power/phon00.htmhttp://www.btinternet.com/~ted.power/phon00.htmhttp://www.btinternet.com/~ted.power/phonominimal.htmlhttp://www.btinternet.com/~ted.power/phonominimal.htmlhttp://www.amazon.co.uk/exec/obidos/ASIN/0521206340/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521263506/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/052128354X/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521263581/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/052160673X/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339718/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339726/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339688/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339696/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339742/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339750/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339408/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339416/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/052138611X/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521384532/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521386101/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0080253547/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/013424334X/thehistorofbr-21http://www.btinternet.com/~ted.power/phono.html#rec%23rechttp://www.btinternet.com/~ted.power/resourcesfeed.xml


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wishing to review or select 'ooks5!.s5!.->?Ms on English Language #eaching including areassuch as teacher training$ pronunciation$ listening to spoken English$ oral fluency$ grammar$voca'ulary$ reading and writing 7including handwriting , 'asic literacy;

--English pronunciationfor L1s% 6ra'ic$ !hinese$ !roatian$ .utch$ arsi$ innish$ rench$/erman$ /reek or 4ungarian

--English pronunciationfor L1s% Gtalian$ apanese$ orean$ "panish$ Portuguese$ >ussian$

"wedish$ #aiwanese$ #hai or #urkish

The 20 English Vowel Sounds: 12 monophthongs(5 long & 7 shot!"nd # diphthongs

G have added pages on the 12 English Monophthongsand the 8English .iphthongs; #he pageon monophthongsshows the fi+ed tongue positions 7the height of the front or the 'ack of thetongue and the degree of retraction for producing these sounds in >eceived Pronunciation;#he tongue travels 'etween some of these fi+ed positions to produce the diphthongs; Learnersoften find the C long English vowel sounds and the diphthongsdifficult to produce$ sincelearners@ native languages more commonly feature most of the short English vowel sounds;

4ord lists to practise English diphthongs% introduction:13: 1


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1; 9 t 9 changes to 9 p 9 before 9 m 9 9 b 9 or 9 p 92; 9 d 9 changes to 9 b 9 before 9 m 9 9 b 9 or 9 p 93; 9 n 9 changes to 9 m 9 before 9 m 9 9 b 9 or 9 p 9


10/48

9ote% Paralinguistic featuresidentified 'y .illian ,rown; Aaria'les include%pitch span,placing in voice range, tempo, loudness, voice setting (unmarked, breath, creak!articulator setting (unmarked"tense!, articulator precision (precise"slurred"unmarked!, lipsetting (pursed"smiling!, direction o# pitch (rise"unmarked!, timing (unmarked"e$tended!,%ause (unmarked"pause!;

#hese features are correlated with descriptions from noels'replied"said,retorted"e$claimed, important"pompous"responsible, dadl"depressed"miserable, e$cited,an$ious"&orried"nervous, shrill"shriek"scream, &arml, coldl, thought#ull, se$il,crossl"angril, 'ueried"echoed/illian rown uses feature analysis (@ 2 or 9)to make the connections; #he idea of 5Para2anguage5is from Abacrombie; .esmond Morris has written a popular 'ook on the su'(ect- English people converse at 2< inches apart;

The impot"n*e of inton"tion in so*i"l inte"*tion

TRN2TA1/N.% /iving the floor to another person or taking your turn in a conversation% riseand fall are used as a signal for when to speak and when not; >emain at a high pitch if youwant to continue talking; 6 fall shows completion; 7"ee raIil

/N"R+AT/N STRCTRE7"ee ?@!onnor% +a;or stress itemspick out the mostimportant words in the sentence% they point to the new9un!nown informationin thesentence; Michael 4alliday has done most work on this;

9ote that one function of intonation is stress* The tonic (stressed item)is the itemwhich has the greatest amount of pitch moementon it;

.mpli*"tions fo te"*hing English ponun*i"tion

Many linguists and teachers suggest that teachers should focus on teaching STRESSrather than R/SE B "Asince there is a massive difference 'etween how one person andanother perceives an utterance; Jou need a machine to determine whether it@s a rise or a fall;

6t higher levels - for e+ample$ pronunciation sessions for learners involved in the language ofnegotiation or presentation in fields such as 'usiness or education$ emphasis should also 'egiven to TP/C STRCTRE- also related to turn2ta!ing* Topic Switching'"tart high;hen people switch tack$ they mark it with their voice;

Oa CNCS/N'#eacha'le items are

1; "entence "#>E""2; !ontrastive "#>E"";

O' .istinguish 'etween productionand comprehensionin your teaching;

Oc Teach intonation in conte3t*e;g; 'eing angry - use model dialogues to representparticular functions of the voice; "ome practice in linking intonation patterns to attitude willpro'a'ly help in clearer communication of meaning in spite of the findings of the "cottishGntonation Pro(ect;

/se of di"logues "s English ponun*i"tion te"*hing m"tei"ls

!ould a prose te+t have 'een used to e&ual effect or does the target depend heavily on face toface communication)


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Many dialogues in English course'ooks are written specifically for grammar demonstration onthe one hand and conversation-facilitation on the other; Gn each case$ useful voca'ulary is alsodemonstrated;

!olin Mortimer@s dialogues in #he !am'ridge Elements of onun*i"tionseries 7e;g;=Stress Time5# 54ea! "orms5# 5in! p5and 5Clusters5 include single le+ical items andconversational phrases i;e; some very essential features of speaker5listener interaction;

The impot"n*e of me"ningful *ontets "nd the ele3"n*e ofinton"tion p"*ti*e

4ow important is it to memoriIe dialogues incorporating these different o'(ectives) >emem'erMonsieur le "urveillant@s son in 6lgeria who memoriIed the whole 'ook; 6sk him where helives and he@s very puIIledS

>emem'er 4asdru'el in an English Primary "chool; 4is family has moved from "pain; 4e hasmastered phonics and look and say and his reading appears to 'e fluent$ though he has a totallack of intonation , stress; 4e has no idea what the words meanS

>emem'er the gentleman who can impress us 'y instantly recalling sporting facts; #ry him oninternational politics; 4is memory training permits him to recall every date associated withcountless events - some trivial and some important; hat he is almost totally una'le to do isto link information and to evaluate what is trivial and important in relation to a further goal orgreater purpose; #he a'ility to select according to priority and to com'ine information in otherthan a chronological se&uence appears to 'e missing;

4ining inton"tion p"*ti*e to p"*ti*e in g"mm"ti*"l "**u"*)

6lthough 'ooks for practising English synta+ in written form such as /ntermediate English.rammarhave their purpose$ we are failing as teachers if we do not provide learners with thephonological rehearsal and memory training needed to achieve accuracy in oral English; Manyimportant opportunities were lost to learners when language la'oratory pattern drills 7of the

more meaningful variety went out of fashion; !oupled with practice in stress and intonation$these drills can contri'ute far more effectively to communication skills than li'raries ofmaterials descri'ed as =authentic= - which often do not re&uire learners to produce any soundsor syntactic forms at all;

"chools and "elf 6ccess !entres which really provide language practice opportunities willpossess materials providing simultaneous rehearsal of synta+ and pronunciation; #he 'est ofthese are%

1ernel essons Plus aboratory -rillsand 1ernel essons /ntermediate -rills'y>o'ert ?@9eill;

>o'ert@s drills provide rehearsal in repetition$ su'stitution 7simple$ varia'le or progressive$transformation 7e;g; Duestion , 6nswerK #ense to #ense$ com'ination 7e;g; collocatione+ercises; 4owever$ phonology$ stress and intonation is 'eing rehearsed all the time;Moreover$ >o'ert@s skill in relating synta+ 7e;g; structural forms in different ver' tenses tomeaning and situation$ escapes the shortcomings of drills that teach =structure speech= andoffers the rehearsal and production opportunities that must 'e present in the curriculum if weare to have any chance of teaching oral communication; Meaningful conte+ts and naturalisticsettings are present throughout;

Learners and teachers should 'e suspicious of any theory related to communicative languagewhich ignores the essential need for active rehearsal and production of phonology 7vowel ,consonant sounds$ stress and intonation patterns 7signalling meaning and attitude and


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synta+ 7also related to meaning via concepts such as time and completion;

Phoneticsis defined as the study of sounds$ while Phonologye+tends to the study ofsounds within a language system; 6ll spoken and written languages are systems;

#o deny learners rehearsal in the recognition and production of English phonemes andsyntactic forms in the name of some theory of !ommunicative Language #eaching dependent

on =authentic materials= is a'solute madness and has nothing to do with teachingcommunication; Gt also portrays a mistaken notion of authenticity; 9early all speeches andte+ts that can 'e found in the world are produced with some purpose in mind; #here is nothingculpa'le a'out creating written or spoken material designed especially to help people learnEnglish; Gf material developed to practise phonology ,5or synta+ completely ignores function$attitude and meaning$ then it is pro'a'ly not very good material; 6uthenticity is not an issue;#e+ts or dialogues tailored to the phonology or grammar pro'lems of learners from specificlanguage 'ackgrounds can 'e perfectly authentic as teaching material; hy choose te+tsdesigned to help or appeal to people with needs and interests which 'ear no relevance tolearners@ pro'lems and goals)

.nton"tion h"s 3"ious fun*tions in diffeent wold l"ngu"ges

?n this page$ we have 'een concerned with the functions of intonation in spoken English; Gnworld languages$ intonation is used to mark%

1; gender2; num'er3; &uantity


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Practice of sentence stress is achieved 'y cueing the learners with &uestions while re&uiringthem to use the whole sentence in reply; #he second time this is done$ the learners candiscard the parts of the sentence which do not contain the important element of the answer inorder to form a more natural response;

#he teacher provides cues such as% =Gs ohn going to righton;;;)=$ =Gs anet going toLondon;;)=$ =Gs anet going away from righton;;;)=$ =Gs anet coming from righton;;;) Gsanet going to sell her mother a pair of red$ leather shoes)=$ =Gs anet going to 'uy herselfthree pairs;;;)= =Gs anet going to 'uy herself a pair of 'lue$ suede shoes 5 red$ leathersandels)=

Gt will 'ecome clear to learners that there are many variations of sentence stress$ which willdecide the meaning of their responses;

6 practice session on stress could also 'e included in a lesson aimed at improving listeningcomprehension; Learners who listen to utterances in a linear way$ giving e&ual importance toeach word in se&uence$ are e+hi'iting very poor listening strategies; Learners who do this areusually the ones who complain that it is too fast and ask for sluggishly slow collo&uial; hatthey are missing is the fact that in the English language$ the words carrying the importantmeaning are often located at or towards the end of an utterance or sentence; ords such as

=G= 7and more difficult items than su'(ect pronouns placed near the 'eginning of sentencesare often fairly redundant in terms of meaning since they refer to known territory% i;e; thelistener already knows that it is =you= who is speaking; #ry the following techni&ue to makeyour learners more rela+ed a'out rapidly spoken utterances%

EH6MPLE "E9#E9!E O!% =G don@t know whether you@re wondering who G am$ 'ut may Gintroduce myself; G@m #arIan;=

4aving deli'erately recited the unimportant parts of this utterance at 'reakneck speed$reassure your learners 'y asking them (ust to listen to the important components near the endof the utterance$ especially the words and sylla'les carrying the main stress; Make the pointthat native speakers only listen out for one or two propositions in an utterance and all that thisone really communicates is =ME;;;#6>R69=; Learning what parts of an utterance to discard

7not even to assign to =the recycle 'in= is a very important listening strategy; 9ative speakerswould find listening comprehension impossi'le if they did not know how to process utterancesin this way; Gt may 'e worth mentioning that the keys and tunes used at the 'eginning ofsentences can communicate attitudes i;e; they can tell you if the speaker is angry or trying to'e friendly$ polite$ formal or cold; ithout understanding any of the words$ it is still possi'le todetect the speaker@s attitude;

9onsense words 7(ust =pure noises=S can even 'e used to practise conveying attitude; Gnmultilingual classes$ this can form the 'asis of an interesting contrastive linguistics pro(ect ondifferences and common ground in the use of tunes and keys to communicate feelings andattitudes; Leo ones includes activities of this kind in =9otions of English= O!am'ridge; 6skyour learners to utter a nonsense sentence such as =G love you= several times$ telling themwhat attitude Oe;g; warmth$ indifference$ pride$ hostility$ 'oredom$ interest you wish them tocommunicate on each occasion; ame 6cademy teachers try to get learners to sing with

e+pression; #he challenge for language teachers is to get learners to speak with e+pression;

Phonology$ stress patterns and tunes are all interrelated; #o achieve the correct rhythm$ it isnecessary to know when to use weak forms Othis fre&uently involves the neutral vowel=schwa=$ which is under-deployed 'y many second language learners; Learners whose nativelanguages have many consonant sounds$ 'ut relatively few vowel sounds$ especially longvowels and diphthongs Oe;g; native speakers of 6ra'ic languages and dialects$ are likely tohave poor stress timing and to make insufficient use of pitch variation 7i;e; intonation;

/ood material to practise e+pression 7i;e; rhythm$ stress and intonation includes situational-


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'ased te+ts designed for role play where utterances are short 7'ut dramaticS; "ome of the'est role play te+ts G have used were provided 'y .oug !ase and en ilson and the EnglishLanguage #eaching #heatre; #he two 'est titles were% =?ff "tage= 1 4einemann O1Csketches V accompanying audio-cassette and =urther ?ff "tage= 18< O10 sketches Vaccompanying audio ,5or video cassette; Bnfortunately$ these materials are no longer inprint; 6s smaller pu'lishers are taken over 'y larger ones$ editors who may not have hadmuch classroom teaching e+perience are sometimes too involved in the promotion of new

material of &uestiona'le value and overlook older =(ewels in the crown=; .oug !ase and enilson@s e+cellent material is in no way dated; en ilson is also remem'ered for his keyparticipation in the "olid ritish 4at and$ which produced =Mister Monday , other songs forthe teaching of English= OLongman 13; #hese songs are also landmark material and couldstill 'e successfully used to practise synta+ aurally 5 orally instead of reading throughlandmark material such as >aymond Murphy@s =English /rammar in Bse=$ which will itself 'e20 years old soonS

Listening practice can also take the form of discrimination e+ercises where the same utteranceis recited using different sentence stress patterns; #he learners do not even have to see thesentence written down$ 'ut it is helpful if they have an 6nswer /rid where they have to choose'etween three possi'le meanings for each utterance% meaning O6$ O or O!; #he sameutterance can 'e used in successive discrimination test &uestions applying different stresspatterns until each of the alternative meanings O6 O and O! have 'een e+hausted$ thoughthe learner will need to mark their answers in the correct se&uence; #hus$ seven differentutterances$ each presented three times$ would re&uire a ready-made 6nswer /rid offeringtwenty-one different meanings;

#he 'est pu'lished material G have used of this kind was .onn yrne and /ordon alsh@s=Listening !omprehension 1 #eacher@s ook= OLongman 13 containing sample utterances topractise phonology OBnits 1-11$ stress$ rhythm and intonation OBnits 12-1F; #he 6nswer/rids were contained in an accompanying student@s work'ook entitled =PronunciationPractice=; #hese materials have long 'een out of print$ though it is &uite easy for nativespeakers of English to produce their own;

#he 'est pu'lished material$ still availa'le$ for practice of stress timing and placement is="tress #ime= and =eak orms= contained in !olin Mortimer@s =Elements of English= listed

'elow%

Re*ommended m"tei"ls fo p"*ti*e in English stess "nd inton"tionp"ttens

Elements of Pronunciation% "tudent ookO or intermediate upwards to practise stress timing$weak forms$ consonant clusters$ link up Elements of Pronunciation% !assette#his 'ook consists of practice materials for =stress time=$ =weak forms=$ =liaison= 7linkages'etween words and =consonant clusters=; ocus on these areas of pronunciation is oftenneglected; !olin Mortimer@s practice dialogues are graded in order to make the materialaccessi'le to levels of proficiency ranging from post elementary to higher intermediate;

4eadway% Bpper-intermediate% Pronunciation% ook"arah !unningham$ ill owler O orphonology$ stress and intonation com'ined
http://www.amazon.co.uk/exec/obidos/ASIN/0521269385/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521263344/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339718/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521319145/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521584574/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339688/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339718/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521269385/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521269385/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521263344/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339718/thehistorofbr-21


15/48

4eadway% Bpper-intermediate% Pronunciation !assettes4eadway% Gntermediate% Pronunciation% ook"arah !unningham$ ill owler4eadway% Gntermediate% Pronunciation% !assettes4eadway% Pre-intermediate% Pronunciation% ookill owler$ "ue Parminter4eadway% Pre-intermediate% Pronunciation% !assette4eadway Pronunciation% Elementary% ook"arah !unningham$ Peter Moor4eadway Pronunciation% Elementary% !assette

#he !ommunicative Aalue of Gntonation in English.avid raIil 7Ed; et al O or teachers andlearners e;g; language of presentations ,5or negotiation

Gntonation in !onte+t% "tudent@s ookar'ara radford$ .avid raIil 7Ed; O or intermediateand a'ove with help from a teacher Gntonation in !onte+t% #eacher@s ookGntonation in !onte+t% !assette

Tet to p"*tise S6RT E$84.S6 VWE4 S/$,S

The story of ,etty ,otter and the butter- short vowels

etty otter had some 'utter$=ut$= she said$ =this 'utter@s 'itter;Gf G put it in my 'atter$Gt would make my 'atter 'itter;ut a 'it of 'etter 'utter-etter than the 'itter 'utter-#hat would make my 'atter 'etter;=

"o she 'ought a 'it of 'utter$etter than the 'itter 'utter$6nd she put it in her 'atter$6nd it made her 'atter 'etter;

"o it was 'etter etty otterought a 'it of 'etter 'utter;

The cold old house- long vowels and diphthongs

G once knew a house$6 cold$ old house$6 cold$ old house 'y the sea;Gf G were a mouse$Gn a cold$ old house$hat a cold$ old mouse G would 'eS

/ ;oined the nay- long vowels and diphthongs

G (oined the navy$#o see the sea;6nd what did G see)G saw the sea;

The wild roer- long vowels and diphthongs
http://www.amazon.co.uk/exec/obidos/ASIN/0194339726/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339688/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339696/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339742/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339750/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339408/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339408/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339416/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521584574/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521319145/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521319153/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521264901/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339726/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339688/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339696/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339742/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339750/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339408/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194339416/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521584574/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521319145/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521319153/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0521264901/thehistorofbr-21


16/48

G@ve 'een a wild rover for many a year$6nd G@ve spent all my money on whisky and 'eer$ut now G@m returning with gold in great store$9ow G never will play the wild rover no more

6nd it@s no$ nay$ never$9o nay never$ no more$

ill G play the wild rover)9o$ never$ no more;

Songs fo p"*tising English phonemes

"ee the "ong #itleson this we' site listed 'y level and 'y fre&uency of English sound;

#E6!4G9/ G9.EH: !?MM?9 MG"#6E" in P>?9B9!G6#G?9: P4?9EME !46>#: 6!:9EH#


hen G used to teach$ G grouped the diphthongs as they appear a'ove and 'elow; G did notteach them all at once; "ee the vowel &uadrilateralon the previous pagefor tongue positions;

G would strongly recommend that they are taught 7or self-taughtS a few at a time$ 'acked up'y plenty of practice materials for repetition ,5or reading aloud 7e;g; poems or songs - click4E>Efor song materials so that learners can really train their speech; Gt is a good idea forlearners to record and play 'ack their voices$ since it can 'e difficult to speak and listen tooneself at the same time; #o see all the English sounds$ refer to the English Phoneme !hart;

Wh) do most le"nes find diphthongs diffi*ult "t fist-

#here are eight English diphthongs altogether; #o make diphthongs$ your tongue$ lips 7andyour (aw on occasionsS have to move; "ometimes the (ourney your tongue makes is shortand very controlledK in some of the diphthongs$ it has to move a long distance in your mouth$involving a lot of (aw movement too;

Learners find diphthongs difficult 'ecause producing them is a motor skill 7like 'ody 'uildingSwhich has to 'e practised in order to o'tain a good result; Jou cannot succeed in Englishpronunciation 'y understanding alone; #he muscles you have to train to make Englishdiphthongs are unlikely to 'e identical to those you use in production of vowel sounds in yourfirst language;

Bnderstanding is also important; 6lthough you can train to a certain e+tent through repetition7parrot fashionS$ you will 'e a'le to make further improvement through awareness of the

manner of articulation 7e;g; the a'sence or presence of lip rounding ,5or tension$ siIe ofaperture$ degree of (aw movement$ the starting and finishing tongue positions$ and 'oth thedirection and e+tent of tongue movement;

esenting diphthongs + simil"ities "nd diffeen*es

#he English language has twenty vowel sounds; #o see all the English sounds$ refer to theEnglish Phoneme !hart; #he first 12 of the English vowel sounds are M?9?P4#4?9/"; #hetongue stays at ?9E fi+ed location in the mouth to produce each M?9?P4#4?9/;
http://www.btinternet.com/~ted.power/folkphono.htmlhttp://www.btinternet.com/~ted.power/teflindex.htmhttp://www.btinternet.com/~ted.power/phono.htmlhttp://www.btinternet.com/~ted.power/phono.htmlhttp://www.btinternet.com/~ted.power/folkchart.htmhttp://www.btinternet.com/~ted.power/esl0104b.html#%23http://www.btinternet.com/~ted.power/esl0105.htmlhttp://www.btinternet.com/~ted.power/teflindex.htmhttp://www.btinternet.com/~ted.power/phono.htmlhttp://www.btinternet.com/~ted.power/phono.htmlhttp://www.btinternet.com/~ted.power/esl0105a.htmlhttp://www.btinternet.com/~ted.power/esl0104b.htmlhttp://www.btinternet.com/~ted.power/esl0104b.htmlhttp://www.btinternet.com/~ted.power/esl0104b.htmlhttp://www.btinternet.com/~ted.power/folkphono.htmlhttp://www.btinternet.com/~ted.power/folkphono.htmlhttp://www.btinternet.com/~ted.power/folkchart.htmhttp://www.btinternet.com/~ted.power/folkchart.htmhttp://www.btinternet.com/~ted.power/folkphono.htmlhttp://www.btinternet.com/~ted.power/teflindex.htmhttp://www.btinternet.com/~ted.power/phono.htmlhttp://www.btinternet.com/~ted.power/folkchart.htmhttp://www.btinternet.com/~ted.power/esl0104b.html#%23http://www.btinternet.com/~ted.power/esl0105.htmlhttp://www.btinternet.com/~ted.power/teflindex.htmhttp://www.btinternet.com/~ted.power/phono.htmlhttp://www.btinternet.com/~ted.power/esl0105a.htmlhttp://www.btinternet.com/~ted.power/esl0104b.htmlhttp://www.btinternet.com/~ted.power/esl0104b.htmlhttp://www.btinternet.com/~ted.power/esl0104b.htmlhttp://www.btinternet.com/~ted.power/folkphono.htmlhttp://www.btinternet.com/~ted.power/folkphono.htmlhttp://www.btinternet.com/~ted.power/folkchart.htmhttp://www.btinternet.com/~ted.power/folkchart.htm


17/48

"ounds 13 to 20$ the ne+t eight English vowel sounds$ are .GP4#4?9/"; #hey presentgreater difficulty to people learning English 'ecause the tongue travels 'etween two fi+edlocations; Gt is important to know e+actly what to do with the speech organs 7i;e; the positionof the tongue$ lip-shape , tension$ siIe of mouth opening in each location and the mannerand direction of the movement;

"*ti*e m"tei"ls: *li* on diphthongs 9 19 1;9 159 1


18/48

1 as in 'ear 7the animal$ pair and hair; #he starting position is

as in =egg= or ='ed= with tongue in mid position at front of mouth; #o

make the diphthong$ using a small controlled movement$ pull your tongue slighty 'ack frommid front to the mid central position in your mouth;

18 as in =tour=$ =poor= 7talking poshS or the first sylla'le of =tourist=; #he

starting position is with tongue pulled 'ack 'ut small mouth aperture as in=hook=$ ='ook= or =look=;

#o make the diphthong$ this time the small controlled tongue movement goes from the 'ackpostion to the mid central position$ losing the lip rounding and rela+ing your mouth from the

tight starting position;

T%E AST T4 -/P%T%N.S hae the bac! owel (tongue pulledbac! but small tight mouth aperture as in 5hoo!5# 5boo!5 or 5loo!5) as the"/N/S%/N. PS/T/N*

1 as in =oh=$ =no=$ =so= or =phone=; #he starting position is the neutral

vowel sound$ also known as =shwa= $ which sounds like a grunt$ as in theweak form of =the= or =a=; #o start in this way$ the tongue should 'e fi+ed in mid centralposition in your mouth with lips rela+ed; #o make the diphthong$ it is a short controlledmovement in the opposite direction of C a'ove% from the centre to the 'ack moving yourrela+ed lips into a tighter small round aperture; Jour cheeks should move in a 'itS

20 as in all the words of =4ow now 'rown cowS=; #he starting position is

the vowel sound as in =at= ='ad= or =rat= with tongue front 'ut also low7i;e; mouth open; #o make the diphthong the (ourney for your tongue from front low 7mouthvery open to 'ack high 7small tight mouth aperture is a very long e+cursion; Jour (aw willmove a lot too;


"Kissing Consonants"2007
http://www.btinternet.com/~ted.power/teflindex.htmhttp://www.btinternet.com/~ted.power/phono.htmlhttp://www.btinternet.com/~ted.power/phono.htmlhttp://www.btinternet.com/~ted.power/esl0105a.htmlhttp://www.btinternet.com/~ted.power/esl0104b.html#vowel03http://www.btinternet.com/~ted.power/esl0105h.htmlhttp://www.btinternet.com/~ted.power/esl0104b.html#vowel07http://www.btinternet.com/~ted.power/esl0105g.htmlhttp://www.btinternet.com/~ted.power/esl0104b.html#vowel06http://www.btinternet.com/~ted.power/esl0104b.html#vowel06http://www.btinternet.com/~ted.power/esl0105f.htmlhttp://www.btinternet.com/~ted.power/esl0104b.html#vowel02http://www.btinternet.com/~ted.power/esl0105e.htmlhttp://www.btinternet.com/~ted.power/teflindex.htmhttp://www.btinternet.com/~ted.power/phono.htmlhttp://www.btinternet.com/~ted.power/esl0105a.html


19/48

4?ME - E9/LG"4

Lesson Materials

.iscussion #opics

Phrasal Aer's

6dvanced Particles

eginners@ >eader

6dvanced >eader

6dult Literacy

!lass 4andouts

Language /ames

.icewords

uggler

Pronunciation

!onsonant !lusters

Phonology

Educational #echnology

B 'ook recommendations

B" 'ook recommendations E9/LG"4 LG9"

6maIon;co;uk

6maIon;com

#E6!4G9/ G9.EH

#ed Power

!ontact Me

hat@s 9ew)

"E6>!4 E"L "G#E

4ome righton

Consonant Clusters inde3

"ull word lists7each link is a separate page-------for consonant clusters beginningwith'

5 m 5 5 p 5 5 ' 5 5 f 5 5 v 5 5 5 5 N 5 5 n 5 5 t 5 5 d 5 5 s 5

5 l 5 5 r 5 5 5 5 5 5 5 5 5 5 ( 5 5 T 5 5 k 5 5

6!-------/L?""6>J-------6""GMGL6#G?9 P>6!#G!E-------?9LG9E P>?9?B9!G9/.G!#G?96>J

uic! reference7(umps to section 'elow-----------for consonant clusters beginningwith'
http://www.btinternet.com/~ted.power/index.htmlhttp://www.btinternet.com/~ted.power/literacy.htmlhttp://www.btinternet.com/~ted.power/discuss.htmlhttp://www.btinternet.com/~ted.power/phrasal.htmlhttp://www.btinternet.com/~ted.power/adv00.htmlhttp://www.btinternet.com/~ted.power/first.htmlhttp://www.btinternet.com/~ted.power/clifford.htmhttp://www.btinternet.com/~ted.power/lit00.htmlhttp://www.btinternet.com/~ted.power/lev03.htmlhttp://www.btinternet.com/~ted.power/games.htmhttp://www.btinternet.com/~ted.power/dicewords.htmlhttp://www.btinternet.com/~ted.power/dicewords.html#jugglerhttp://www.btinternet.com/~ted.power/phono.htmlhttp://www.btinternet.com/~ted.power/clustersindex.htmlhttp://www.btinternet.com/~ted.power/phonetics.htmhttp://www.btinternet.com/~ted.power/teflresources.htmlhttp://www.btinternet.com/~ted.power/teflcourses.htmlhttp://www.btinternet.com/~ted.power/eltbooksus.htmlhttp://www.btinternet.com/~ted.power/links.htmlhttp://www.amazon.co.uk/exec/obidos/redirect-home?tag=thehistorofbr-21&site=amazonhttp://www.amazon.com/exec/obidos/redirect-home/englishlangua-20http://www.btinternet.com/~ted.power/teflindex.htmhttp://www.btinternet.com/~ted.power/ted.htmlhttp://www.btinternet.com/~ted.power/tedcontact.htmlhttp://www.btinternet.com/~ted.power/tedcontact.htmlhttp://www.btinternet.com/~ted.power/tedsearch.htmlhttp://www.btinternet.com/~ted.power/brightonindex.htmlhttp://www.btinternet.com/~ted.power/clusters01m.htmlhttp://www.btinternet.com/~ted.power/clusters02p.htmlhttp://www.btinternet.com/~ted.power/clusters03b.htmlhttp://www.btinternet.com/~ted.power/clusters04f.htmlhttp://www.btinternet.com/~ted.power/clusters05v.htmlhttp://www.btinternet.com/~ted.power/clusters06thvl.htmlhttp://www.btinternet.com/~ted.power/clusters07thvd.htmlhttp://www.btinternet.com/~ted.power/clusters08n.htmlhttp://www.btinternet.com/~ted.power/clusters09t.htmlhttp://www.btinternet.com/~ted.power/clusters10d.htmlhttp://www.btinternet.com/~ted.power/clusters11s.htmlhttp://www.btinternet.com/~ted.power/clusters13l.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc13r.html%23cc13r.htmlhttp://www.btinternet.com/~ted.power/clusters14ch.htmlhttp://www.btinternet.com/~ted.power/clusters14ch.htmlhttp://www.btinternet.com/~ted.power/clusters14ch.htmlhttp://www.btinternet.com/~ted.power/clusters15j.htmlhttp://www.btinternet.com/~ted.power/clusters15j.htmlhttp://www.btinternet.com/~ted.power/clusters15j.htmlhttp://www.btinternet.com/~ted.power/clusters16sh.htmlhttp://www.btinternet.com/~ted.power/clusters16sh.htmlhttp://www.btinternet.com/~ted.power/clusters16sh.htmlhttp://www.btinternet.com/~ted.power/clusters173.htmlhttp://www.btinternet.com/~ted.power/clusters173.htmlhttp://www.btinternet.com/~ted.power/clusters173.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc17j.html%23cc17j.htmlhttp://www.btinternet.com/~ted.power/clusters18ng.htmlhttp://www.btinternet.com/~ted.power/clusters19k.htmlhttp://www.btinternet.com/~ted.power/clusters20g.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#%23http://www.btinternet.com/~ted.power/clustersindex.html#glossary.html%23glossary.htmlhttp://www.btinternet.com/~ted.power/assimilation.htmlhttp://www.howjsay.com/http://www.howjsay.com/http://www.btinternet.com/~ted.power/index.htmlhttp://www.btinternet.com/~ted.power/literacy.htmlhttp://www.btinternet.com/~ted.power/discuss.htmlhttp://www.btinternet.com/~ted.power/phrasal.htmlhttp://www.btinternet.com/~ted.power/adv00.htmlhttp://www.btinternet.com/~ted.power/first.htmlhttp://www.btinternet.com/~ted.power/clifford.htmhttp://www.btinternet.com/~ted.power/lit00.htmlhttp://www.btinternet.com/~ted.power/lev03.htmlhttp://www.btinternet.com/~ted.power/games.htmhttp://www.btinternet.com/~ted.power/dicewords.htmlhttp://www.btinternet.com/~ted.power/dicewords.html#jugglerhttp://www.btinternet.com/~ted.power/phono.htmlhttp://www.btinternet.com/~ted.power/clustersindex.htmlhttp://www.btinternet.com/~ted.power/phonetics.htmhttp://www.btinternet.com/~ted.power/teflresources.htmlhttp://www.btinternet.com/~ted.power/teflcourses.htmlhttp://www.btinternet.com/~ted.power/eltbooksus.htmlhttp://www.btinternet.com/~ted.power/links.htmlhttp://www.amazon.co.uk/exec/obidos/redirect-home?tag=thehistorofbr-21&site=amazonhttp://www.amazon.com/exec/obidos/redirect-home/englishlangua-20http://www.btinternet.com/~ted.power/teflindex.htmhttp://www.btinternet.com/~ted.power/ted.htmlhttp://www.btinternet.com/~ted.power/tedcontact.htmlhttp://www.btinternet.com/~ted.power/tedcontact.htmlhttp://www.btinternet.com/~ted.power/tedsearch.htmlhttp://www.btinternet.com/~ted.power/brightonindex.htmlhttp://www.btinternet.com/~ted.power/clusters01m.htmlhttp://www.btinternet.com/~ted.power/clusters02p.htmlhttp://www.btinternet.com/~ted.power/clusters03b.htmlhttp://www.btinternet.com/~ted.power/clusters04f.htmlhttp://www.btinternet.com/~ted.power/clusters05v.htmlhttp://www.btinternet.com/~ted.power/clusters06thvl.htmlhttp://www.btinternet.com/~ted.power/clusters07thvd.htmlhttp://www.btinternet.com/~ted.power/clusters08n.htmlhttp://www.btinternet.com/~ted.power/clusters09t.htmlhttp://www.btinternet.com/~ted.power/clusters10d.htmlhttp://www.btinternet.com/~ted.power/clusters11s.htmlhttp://www.btinternet.com/~ted.power/clusters13l.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc13r.html%23cc13r.htmlhttp://www.btinternet.com/~ted.power/clusters14ch.htmlhttp://www.btinternet.com/~ted.power/clusters15j.htmlhttp://www.btinternet.com/~ted.power/clusters16sh.htmlhttp://www.btinternet.com/~ted.power/clusters173.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc17j.html%23cc17j.htmlhttp://www.btinternet.com/~ted.power/clusters18ng.htmlhttp://www.btinternet.com/~ted.power/clusters19k.htmlhttp://www.btinternet.com/~ted.power/clusters20g.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#%23http://www.btinternet.com/~ted.power/clustersindex.html#glossary.html%23glossary.htmlhttp://www.btinternet.com/~ted.power/assimilation.htmlhttp://www.howjsay.com/http://www.howjsay.com/


20/48

5 m 5 5 p 5 5 ' 5 5 f 5 5 v 5 5 5 5 N 5 5 n 5 5 t 5 5 d 5 5 s 5

5 l 5 5 r 5 5 5 5 5 5 5 5 5 5 (5 5 T 5 5 k 5 5

1issing Consonants Ted owe 2007 +++++++++.ntodu*tion

hen there are three or more consonants together$ native speakers do not always produce asmany consonant sounds; or e+ample$ the final consonant cluster in the word =fifths= isusually reduced to the last two consonant phonemes; /ood pronunciation materials need toinclude practice of elision7missing phonemes out and assimilation7a change in the &uality ofthe phoneme - perhaps to a different phoneme altogetherS;

=KISSING CONSONANTS= practises final consonant clusters$ since lists of initialconsonant clusterscan easily 'e found in a dictionary$ and consonant strings at the'eginnings of words generally cause fewer difficulties;

My practice e+amples of the consonant clusters are short samples of connected speech$ mainlydrawn from the ritish 9ational !orpus; G have 'een guided in selecting e+amples 'y

@fre&uency of use@$ 'ut G have also tried to make the e+amples as helpful as possi'le tolearners of English; G do not su'scri'e to the mistaken concept of @authenticity@ which negatesthe role of teachers and discourages them from vetting what they present to their students;#he overwhelming ma(ority of writers and speakers attempt to take their intended audienceinto account;

Learners of English as a "econd Language$ some who will already 'e @teachers of English@ intheir own country$ need to know when a native speaker would simplify a consonant cluster inconnected speech; 6 second area of difficulty is that the spellings of G96L !?9"?969#!LB"#E>" are often >'4SE >R.E$,S- i;e; a very poor guide to how they are pronouncedwithin connected speech;

English pronunciation is a little more complicated than simple differences 'etween individual

phonemes such as the vowel sounds in pairs of words such as =ship= and =sheep=; #he num'erof manoeuvres a learner has to perform is far greater in connected speech$ where there arealso words containing strings of at least three consonant phonemes$ involving trickyad(ustments in place and manner of articulation;

Managing this (uggling act can 'e a little easier if learners are taught to recognise ways inwhich native speakers simplify strings of three consonants through elision7missing out one ofthem , 5 or assimilation7changing a consonant phoneme so that the manner of articulation ismore similar throughout the consonant cluster;

"uccess at the a'ove makes connected speech more fluent to listen to; Practice at this willmake it less o'vious that English is not your native language;

#?P of Page

beginning with oiced bilabial nasal22229 m 9 222222222.SSARF

001---------mp 7final -------'ump$ camp$ hemp$ limp$ lump$ ramp

002---------mps 7final -----amps$ camps$ lamps$ lumps$ mumps$ trumps
http://www.btinternet.com/~ted.power/clustersindex.html#cc01.html%23cc01.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc02.html%23cc02.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc03.html%23cc03.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc04.html%23cc04.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc05.html%23cc05.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc06.html%23cc06.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc07.html%23cc07.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc08.html%23cc08.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc09.html%23cc09.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc10.html%23cc10.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc11.html%23cc11.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc13.html%23cc13.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc13r.html%23cc13r.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc14.html%23cc14.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc14.html%23cc14.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc14.html%23cc14.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc15.html%23cc15.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc15.html%23cc15.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc15.html%23cc15.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc16.html%23cc16.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc16.html%23cc16.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc16.html%23cc16.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc17.html%23cc17.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc17.html%23cc17.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc17.html%23cc17.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc17j.html%23cc17j.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc18.html%23cc18.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc19.html%23cc19.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc20.html%23cc20.htmlhttp://en.wikipedia.or/wiki/Elisionhttp://en.wikipedia.or/wiki/Elisionhttp://en.wikipedia.org/wiki/Assimilation_(linguistics)http://en.wikipedia.org/wiki/Assimilation_(linguistics)http://en.wikipedia.org/wiki/Elisionhttp://en.wikipedia.org/wiki/Assimilation_(linguistics)http://www.btinternet.com/~ted.power/clustersindex.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#glossary.html%23glossary.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc01.html%23cc01.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc02.html%23cc02.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc03.html%23cc03.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc04.html%23cc04.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc05.html%23cc05.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc06.html%23cc06.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc07.html%23cc07.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc08.html%23cc08.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc09.html%23cc09.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc10.html%23cc10.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc11.html%23cc11.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc13.html%23cc13.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc13r.html%23cc13r.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc14.html%23cc14.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc15.html%23cc15.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc16.html%23cc16.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc17.html%23cc17.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc17j.html%23cc17j.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc18.html%23cc18.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc19.html%23cc19.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#cc20.html%23cc20.htmlhttp://en.wikipedia.or/wiki/Elisionhttp://en.wikipedia.org/wiki/Assimilation_(linguistics)http://en.wikipedia.org/wiki/Elisionhttp://en.wikipedia.org/wiki/Assimilation_(linguistics)http://www.btinternet.com/~ted.power/clustersindex.htmlhttp://www.btinternet.com/~ted.power/clustersindex.html#glossary.html%23glossary.html


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003---------mf 7final -------lymph$ nymph

00


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02


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0


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0F2---------lmI 7final ------elms$ films

0F3---------lp 7final --------help

0F


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088---------lkts 7final ------mulcts

beginning with oiced aleolar appro3imant2222229 r 9 ----O ack

rm 7final -------silent 'efore a consonant in England , ales-------=alarm= 5 l %m 5$

=arm= 5 %m 5$ =warm= 5 w %m 5

rm 7final -------generally pronounced 7, sometimes rolled in "cotland , Greland----------------=alarm= 5 l %rm 5$ =arm= 5 %rm 5$ =warm= 5 w %rm 5

#he 5 r 5 within these consonant clusters is generally pronounced in !anada most parts of theB"6;

#he 5 r 5 is pronounced 'y all English speakers when it precedes a vowel sound$ as in =angry= 5Wr 5 or =Ie'ra= 5 Ie'r 5;

5 r 5 can precede several other consonants sounds$ though in these conte+ts it is rarelypronounced in England and ales;

beginning with oiceless post2aleolar affricate22229 9 ----O ack

08---------t 7final -------hitched$ matched$ watched

beginning with oiceless post2aleolar affricate22229 9 ----O ack

00---------d 7final ------caged$ edged$ forged$ (udged$ waged

beginning with oiceless post2aleolar fricatie22229 9 ----O ack

01---------t 7final -------cashed$ fished$ mashed$ washed

beginning with oiceless post2aleolar fricatie22229 9 ----O ack

02---------d 7final -------leisured$ measured$ pleasured$ treasured

beginning with oiced palatal semi2ocalic22229 ; 9 ----O ack

5 t 5 V 5 ( 5 is often replaced 'y 5 5 in words such as =nature= 5 ne 5$ =future= 5 f(u% 5$=feature= 5 fi% 5$ and =creature= 5 kri% 5; #his type of assimilation is known ascoalescence; "ee ikipediaon Jod-coalescence;

5 d 5 V 5 ( 5 is often replaced 'y 5 5 in words such as =gradual= 5 grW l 5 and individual 5; #his type of assimilation is known as coalescence; "ee ikipediaon Jod-coalescence;
http://www.btinternet.com/~ted.power/clustersindex.htmlhttp://www.btinternet.com/~ted.power/clustersindex.htmlhttp://www.btinternet.com/~ted.power/clustersindex.htmlhttp://www.btinternet.com/~ted.power/clustersindex.htmlhttp://www.btinternet.com/~ted.power/clustersindex.htmlhttp://www.btinternet.com/~ted.power/clustersindex.htmlhttp://en.wikipedia.org/wiki/Yod_coalescencehttp://en.wikipedia.org/wiki/Yod_coalescencehttp://en.wikipedia.org/wiki/Yod_coalescencehttp://en.wikipedia.org/wiki/Yod_coalescencehttp://www.btinternet.com/~ted.power/clustersindex.htmlhttp://www.btinternet.com/~ted.power/clustersindex.htmlhttp://www.btinternet.com/~ted.power/clustersindex.htmlhttp://www.btinternet.com/~ted.power/clustersindex.htmlhttp://www.btinternet.com/~ted.power/clustersindex.htmlhttp://www.btinternet.com/~ted.power/clustersindex.htmlhttp://en.wikipedia.org/wiki/Yod_coalescencehttp://en.wikipedia.org/wiki/Yod_coalescencehttp://en.wikipedia.org/wiki/Yod_coalescencehttp://en.wikipedia.org/wiki/Yod_coalescence


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beginning with oiced elar nasal22229 : 9 ----O ack

03---------T 7final -------length

0


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ila'ial consonants5 m 5$ 5 p 5 and 5 ' 5 are made with 'oth lips;

La'io-dental consonants5 f 5 and 5 v 5 are made with the upper teeth and the lower

lip;

.ental consonants5 5 and 5 N 5 are made with the tip of the tongue against the

upper teeth;

6lveolar consonants5 n 5$ 5 t 5$ 5 s 5$ 5 I 5 and 5 l 5 are made with the tip of the tongue

against or near to the ridge 'ehind the upper teeth; Postalveolar consonants5 5$ 5 5$ 5 5 and 5 5 are made with the tongue near or

touching the 'ack of the alveolar ridge$ placing them a 'it further 'ack in the mouththan the alveolar consonants$ which are at the ridge itself$ 'ut not &uite as far 'ack asthe hard palate;

Aelar consonants5 T 5$ 5 k 5 and 5 g 5 are made with the 'ack part of the tongue

against the 'ack part of the roof of the mouth;

Manner of articulation

9asal consonants5 m 5$ 5 n 5 and 5 T 5 are made with the velumlowered$ allowing air

to escape through the nose;

Plosives or stop consonants5 p 5$ 5 ' 5$ 5 t 5$ 5 d 5$ 5 k 5 and 5 g 5 are made 'y

stopping the airflow in the vocal tract; ricative consonants5 f 5$ 5 v 5$ 5 5$ 5 N 5$ 5 s 5 and 5 I 5 are made 'y forcing air

through a narrow channel 'y placing two articulatorsclose together;

6ffricate consonants5 5 and 5 5 start as plosives$ 'ut release as fricatives ratherthan directly into the following vowel;

#?P of Page

English Pronunciation'contrastie linguistics#E6!4G9/ G9.EH: !?MM?9 MG"#6E" in P>?9B9!G6#G?9: 9EH#

Spe*if)ing pioities fo English ponun*i"tion te"*hing in "

monolingu"l setting: Swedish le"nes

6ow would )ou "ssess the pioities fo ponun*i"tion te"*hing fo "gi3en goup of le"nes-Refe if possible to " goup )ou h"3e "*tu"ll) woed with?

G have chosen as my sample a group of "wedish learners of English; #he learners are allemployed 'y agersta 6 steel works in !entral "weden; G have 'ased this study on theaccompanying recording of a class discussion; #he students were clearly involved in thediscussion su'(ect and had forgotten that they were 'eing recorded; 6lthough the recordingwas not made with pronunciation in mind$ it contains a spontaneous sample of speech unlikethose elicited through picture stories or reading passages in formal e+aminations;

#he choice of a monolingual group of fairly advanced learners was deli'erate; agersta is 'yno means a mono-cultural town; Manual workers in the steel works are predominately ins
http://en.wikipedia.org/wiki/Bilabial_consonanthttp://en.wikipedia.org/wiki/Labiodental_consonanthttp://en.wikipedia.org/wiki/Dental_consonanthttp://en.wikipedia.org/wiki/Alveolar_consonanthttp://en.wikipedia.org/wiki/Postalveolar_consonanthttp://en.wikipedia.org/wiki/Velar_consonanthttp://en.wikipedia.org/wiki/Manner_of_articulationhttp://en.wikipedia.org/wiki/Nasal_consonanthttp://en.wikipedia.org/wiki/Soft_palatehttp://en.wikipedia.org/wiki/Stop_consonanthttp://en.wikipedia.org/wiki/Fricative_consonanthttp://en.wikipedia.org/wiki/Place_of_articulationhttp://en.wikipedia.org/wiki/Affricate_consonanthttp://www.btinternet.com/~ted.power/clustersindex.htmlhttp://www.btinternet.com/~ted.power/teflindex.htmhttp://www.btinternet.com/~ted.power/phono.htmlhttp://www.btinternet.com/~ted.power/phono.htmlhttp://www.btinternet.com/~ted.power/esl0108.htmlhttp://en.wikipedia.org/wiki/Bilabial_consonanthttp://en.wikipedia.org/wiki/Labiodental_consonanthttp://en.wikipedia.org/wiki/Dental_consonanthttp://en.wikipedia.org/wiki/Alveolar_consonanthttp://en.wikipedia.org/wiki/Postalveolar_consonanthttp://en.wikipedia.org/wiki/Velar_consonanthttp://en.wikipedia.org/wiki/Manner_of_articulationhttp://en.wikipedia.org/wiki/Nasal_consonanthttp://en.wikipedia.org/wiki/Soft_palatehttp://en.wikipedia.org/wiki/Stop_consonanthttp://en.wikipedia.org/wiki/Fricative_consonanthttp://en.wikipedia.org/wiki/Place_of_articulationhttp://en.wikipedia.org/wiki/Affricate_consonanthttp://www.btinternet.com/~ted.power/clustersindex.htmlhttp://www.btinternet.com/~ted.power/teflindex.htmhttp://www.btinternet.com/~ted.power/phono.htmlhttp://www.btinternet.com/~ted.power/esl0108.html


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and there are many East /ermans$ Poles$ .anes$ 9orwegians and #urks employed in the localservice industries; My lower level classes would contain a high proportion of non-"wedes$especially ins; 4owever$ serious consideration of priorities for pronunciation teaching has torefer to differences 'etween learners@ native phonological systems and the target system%

5nless the teacher understands how the student is using his speech organs inproducing a natie language sound and what he should be doing to reproduce theforeign language sound acceptably# he cannot help the student beyond a certainstage of earnest but inaccurate imitation*5 (4ilga Riers2 Teaching "oreignanguage S!ills)*

Gn the interests of economy$ G have limited my contrastive analysis to "wedish; #he purpose ofchoosing a fairly advanced group is to allow two levels of analysis; #he first is a 'roader level$which was the main reason 'ehind the phonemic transcription; Gn elementary groups oflearners$ priorities for pronunciation relate closely to intelligi'ility; Moreover$ the test forintelligi'ility is fairly cut and dry; 6t higher levels of attainment$ priorities can relate to moredetailed (udgements such as ma+imum intelligi'ility and social accepta'ility; G therefore wishto include a second level of analysis$ which is sufficiently narrow to account for 'oth phonemicand phonetic differences;

or a &uick overview of the different areas of analysis and the progress of my students inpronunciation$ stress$ rhythm and intonation$ initial reference can 'e made to an 6ppreciation"cale used for grading E+amination candidates% =6rels !ertificate ?ral E+amination=candidates%

0 1 2 3 < C F 8 10

0 unintelligi'le2 poor pronunciation and intonation patterns< fair controlF very few errors 'ut hesitant8 accurate control of pronunciation$ stress , intonation10 fluent and with natural pace

Bseful scales for assessing language skills can 'e found in the English "peaking Bnion@s E"Bramework 18'y ;; !arroll , >; est;

My students 7as can 'e heard in the recording oscillate 'etween F and 8 on this scale; Gnorder to diagnose the priorities for future pronunciation teaching$ a fuller analysis of therecording must now follow;

The honemi* T"ns*iption

Phonological description relates closely to the standard of intelligi'ility since the phonemes oflanguage systems distinguish 'etween the meanings of words as well as allowing recognitionof words; #he transcription revealed phonemes which were not realised as a result of non-

e+istence of the sounds in L1$ differences 'etween "wedish and English orthography 7i;e;students had written forms in mind or free 7idiosyncratic variations; #here were also somelesser allophonic variations which came close to 'eing phonemic;

Vowel Sounds

5i%5 replaced 'y Oi 5swi%d 5 /oranK 5li%st5 and 5mi%l5 ert

55 replaced 'y Oi 5stT5 /oran

5e5 moving towards OW 5wet5 5end5 ert
http://www.amazon.co.uk/exec/obidos/ASIN/0582031613/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0582031613/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0582031613/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0582031613/thehistorofbr-21


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5e5 replaced 'y 5e5 and OW 5den 5 9ote% =dansk= "w orthography versus =danish=Eng orthography

55 schwa is under-used and sometimes replaced 'y 5%5 the vowel sound in

=girl=% 5k%nt5 instead of 5knt5 or 5k%nt

Documents

01 English Pronunciation and Listening to Spoken English