CHAPiER Your Pronunciation Profile

OBJECTIVES In this chapter, you will:

determine your pronunciation priorities-the features that will most improve your intelligibility.

explore your reasons for improving your pronunciation.

set personal goals for the course and beyond.

SUMMARY A pronunciation profile is a description of your pronunciation needs and goals. It is not a test. Many factors, including the sounds and stress patterns of your first language, influence your profile.

These three speaking tasks will help your teacher determine you r pronunciation needs. You and your teacher can use the form on page 5 to record observations.

~EF!C;SE i m Read the passage below. Then record yourself reading the paragraph as naturally as possible.

2

Pronunciation Learning

Have you ever watched young children play with the sounds of the

language they are learning? They imitate, repeat, and sing sound

combinations without effort. For young children, learning to speak a new

language seems automatic. No one would suspect that complex learning

is occurring. For adult learners, pronunciation of a new language is not

automatic. Adult learners have to put forth more effort. Why is progress

in adults more limited? Some experts say the reasons are biological or

physical. Others say they are social or cultural. No matter what the reason

is, it is important to realize a few things about clear speech. First, if you are

motivated and have good instruction, you will improve your pronunciation.

Second, it is not necessary to lose your accent or sound like a native speaker

to communicate clearly in English .

m Submit the recording to your teacher.

:O~?;:?C\3E Z Pl1 Choose one of the discussion topics. Then record your response. Speak informally for one to two minutes. Do not write or rehearse your answers.

1. Describe your school or work background. What kind of work do you hope to do in the future?

2. Describe the place where you grew up and an experience you had while growing up there.

3. Describe your first day in an English-speaking country. What continues to surprise or fascinate you the most about the country?

rn Listen to your recording from part A. Write notes and then record your answers to these questions. Submit the recording to your teacher.

1. Which part sounds the best to you? Why? 2. Which words or phrases do you think might be hard to understand? Why?

Pl1 Work with a partner. Take turns interviewing each other. Take notes in the form.

--- -- _ .. _- -- -- ---_. _-- .".- --- - - ...... - --- - - - .- - .

My Partner

Name:

Birth country:

Language or languages spoken:

Work or major area of study:

Dream job:

Favorite kind of music:

Last thing you read:

Favorite way to spend a Saturday:

Favorite sport to watch or play:

Favorite geographic location:

Strangest food ever eaten:

Other:

rn Choose three interesting pieces of information about your partner and introduce your partner to the class. You might begin this way:

Hello. My name is

who is from

. , and I'd like to introduce .

1 f

. ~.

[j Listen to the introductions of your classmates. Then write answers to t he questions.

1 . What are two things that made the speakers easy to understand?

a.

b.

2. What are two things that made the speakers hard to understand?

a.

b.

r~~ ~ ,f~ \'0 tl Pronunciation consists of more than consonant and vowel sounds. The rhythm or melody is important, too. Volume and rate of speech are also important. All of these factors contribute to how wel l yo u are understood in English.

~Xt~EG;SE~l. t'J In which situations do you want to speak clearly? Check the three most

4 ~>~ ::-:,--; ~";:'

important.

participating in casual conversations with native speakers

_ participating in meetings or discussions at work or school

asking and answering questions in the classroom

talking on the telephone

communicating online, such as with FaceTime or Skype

___ giving short reports or presentations at work or school

____ teaching at a university in the U. S.

__ interacting in the community (shopping, banking, etc.)

using English for inte rnational busi ness communication

other: ______________________________________________ ___

I] In a sma ll group, discuss the situations that are most important to the members of your group. Report these situations to the class.

Use this form to record your teacher's feedback on your pronunciation.

Name: Date:

.~-~--'-::---~--

2 3 -~T·-·,'- ~_~-¥~·'·-=O~~, ,~, _~ ... ~~~."_~~,~,.",,,,,-',,,,=_ .. , '.~=.=_~ __ _

1 Feature Little/No Some Good Difficulties

control control control

Consonant Sounds (Ch. 3; Consonant Sounds 6-11) 3 2

Vowel Sounds 1 2 3 (Ch. 2, 6; Vowel Sounds 1-5)

Grammatical Endings (Ch. 4) 1 2 3

Word Stress (Ch. 5, 6) 1 2 3

Rhythm (Ch. 7) 1 2 3

Thought Groups (Ch. 8) 1 2 3

Focus (Ch. 9) 1 2 3

Final Intonation (Ch. 10) 1 2 3

Connected Speech (Ch. 11) 1 2 3

Consonant Clusters (Ch. 12) 1 2 3

Delivery (speech rate, volume, eye contact, use of facial expression and upper body movement to convey meaning):

Pronunciation Strengths:

1.

2.

3.

Pronunciation Priorities:

1.

2.

3. _______ ._ ------------- ----

5

-'\,t:'::

6 ." ... .... .

a Work in a group. Discuss your answers to these questions.

1. What is your most difficult speaking situation?

2. What is your most difficult listening situation?

""'> ' ',-., " i~"" i;, ~, : HU l U~ !, f.! :; :"'"',, ~ ,~~;, i-: ,if' f~ I\:: ~; ii Iff ~{ C ~ -.:.. , "' ..... j""

When setting goals, it is importa nt for you to be real is tic. Most adul ts

do not succeed in achieving a native·like pronunciation . Why'

• It is usually not possible. Most adu lt learners do not eliminate all

traces of their accents.

• It is not necessary. It is possible to speak Eng lish cl early and be

fully understood while maintain ing aspects of your accent.

• It may not be desirable. Accents are im porta nt to so me speakers

because an accent identifies thEir country and cul ture.

" a Read the different pronunciation levels. Check your current level. Circle the level you plan to achieve by the end of this course.

Pronunciation Levels

Levell-Minimal Listeners understand only occasional words.

level2-low Listeners need constant repetit ion. It is very difficult for listeners to understand you, even if they often speak with nonnative speakers.

level 3-Fair Listeners who often speak with nonnative speakers can understand much, but not nearly enough, of what you say. Frequent pronunciation va riations cause misunderstandings.

level +-Usually adequate Listeners understa nd most of what you say. Accent and pronunciation variations distract listeners bu t only occasionally cause misunderstandings. Listeners have to make an effort to understand you when distracted.

level 5-Easy to understand You are fully understood. Yo u have a noticeable accent and patterned pronunciation variations, but they do not cause misunderstandings.

level 6-Nearly native-like You are fully unde rstood. You have rare, isolated mispronuncia tions with no patterns of error. Your pronunciation is almost native-like.

CHAPTER Overview: Syllables, Stress, and Sounds

OBJECTIVES In this chapter, you will preview:

syllables and syllable stress.

vowel sounds in stressed syllables.

the schwa /a/ sound in unstressed syllables.

vowel and consonant symbols in dictionaries and in Well Said.

SUMMARY In this chapter, you will become familiar with syllables, word stress, and phonetic symbols. Syllables and word stress are basic to learning other aspects of English stress and intonation. Phonetic symbols will help you be more comfortable with using this text as well as with using a dictionary for pronunciation.

Print dictionaries use special symbols to represent sounds, but the symbols vary from dictionary to dictionary and can be confusing. While most online dictionaries provide audio pronunciations, you may not perceive the most important aspects of English pronunciation. Whether you use a print or audio dictionary, this, chapter will raise your awareness of the features of English that listeners need to identify words in the speech stream.

When you listen to a word in an audio dictionary, pay attention to the number of syllables or beats it has. Each vowel sound in a word creates a syllable.

Listen to the examples.

One syllable Two syllables Three syllables

o o 0 000

sent present president

In print dictionaries, the boldfaced entry word shows syllables for the written word; syllables for pronunciation are usually indicated between slanted lines, right after the entry word.

pre-sent /prE zant/ pre-si-dent /prE za dant/

The number of syllables for writing and speaking usually match, but not always.

veg e ta ble

/vEd3 ta bal/

four written syllables

three spoken syllables

See Appendix C for common English words with skipped syllables.

7

~:;<!,::~~iCJS~: 'i rJ With a partner, guess how many spoken syllables are in each word. Write the words in the correct columns below.

-arrive competition immediate page

-authority WfiOili manager please

business dictionary omitted positive

center essay 6Wfl text

One Syllable Two Syllables Three Syllables Four Syllables

,.",-

II) Check your answers with your print or audio dictionary.

III Listen and repeat the words in each column of part A.

EXEP-iC£SE :2 rJ These words have become more and more common over the last few years. With a partner, guess the number of syllables in each word.

8 -"'; i~\ 3;'?;;'"

1 . selfie 5. foreclosure

2. hashtag 6. Twitter

3. app 7. equality

4. Sudoku 8. globalization

II) . Listen and check the number of syll ables in the words in part A. Check your answers with your class.

III oj Listen again and repeat the words.

In words with more than one syllable, pay attention to the strongest syllable-the syllable with primary stress. That syllable is longer, clearer, louder, and higher in pitch than the other syllables.

:.-]; Listen to the difference between the stressed and unstressed syllables in these words.

o 0

free dom o 0 0

fan tas tic o 00 0

ed u ca tion

In this book, the stressed syllable is marked with boldfacing or with a large circle. Print dictionaries usually place a stress mark /'/ before the syllable with primary stress.

pre-51-dent /'p rE Zd ddnt/

Note: Words with three or more syllables sometimes have three levels of stress:

strong or primary stress ,ap pli 'ca tion

light or secondary stress ,ap pli 'ca tion

no stress ,ap pli 'ca tion

In clear speaking, the primary stress matters the most.

EXERCISE 3 P'J Listen to the words. Put a large circle above the syllable with primary stress in each word. ' c· ··

1. me thod 5. pre sent (noun)

2. i de a 6. pre sent (verb)

3. de mo era cy 7. equa Ii ty

4. de mo erat ic 8. in for ma tion

m Compare your answers with a partner. Then check your answers with your class.

III Say the words in part A with your class. Tap the syllables on your desk. Tap firmly for stressed syllables and lightly for unstressed syllables.

9

EXE'RC'S!': A· rJ With a partner, guess the stressed syllable in each word. Put a large circle above your answer. Then find the word in a print or audio dictionary. Mark the syllable with the correct primary stress.

Guess the primary stress T --- ' Check your dictionary --- _.. .. - .... .. - - _.. ' ''- j . -_._-------_ .. _-_ .... _._--, .. ---

1. ca nal 1. ca nal

2. ho tel 2. ho tel

3. spe ci fic 3. spe ci fic

4. dis tri bute 4. dis tri bute

5. af ter noon 5. af ter noon

6. as sump tion 6. as sump tion

7. in di vi du al 7. in di vi du al

8. bi 0 10 gy : 8. bi 0 10 gy . _ ____ _ _ .. ""_ .. .... _ __ ._L ________ . _________ _____ .. _ .. _ ...

rn Say the words with a partner.

In words with more than one syllable, pay special attention to the vowel sound in the stressed syllable. It is the most important vowel sound in the word.

Most print dictionaries for English learners use IPA (International Phonetic Alphabet) symbols to represent vowel sounds. Symbols can vary from dictionary to dictionary.

C::-:X ",:::O;G ', ~,E 5 rJ Look these academic words up in a dictionary. Write the symbol your dictionary uses for the vowel sound in each stressed syllable. Then find the Pronunciation Guide or Key in the dictionary. Write the key word for each symbol.

Word Symbol KeyWord

1. 'va lid

2. 'Ie gal

3. ap 'proach 4. 'pro cess

5. cre 'ate 6. 'e vi dence

7. e co 'no mic 8. 'da ta

rn With a partner, practice saying the words in part A.

10

----,.-------------------------

TIP 't'Vowel Sounds with One and Two Symbols

Look at the vowe l chart on p. 12. Notice that some vowel sounds are represented by one

sym bol and others are fo llowed by the Iyl or Iwl sound. The sou nds with one symbol are simple vowels. The lips, jaw, and tongue do not move when you say them. Repeat these

simple vowels and the key words.

laol cat /El let I II it lal hot IAI cup

Five vowel sounds are pronounced just like the alphabet letters A, E, I, 0, and U. These so unds

involve a gliding movement from the vowel to either a Iyl or Iwl sound. Repeat these sounds

and the key words.

leyl late liy I eat layl fine lowl road luwl too

~XE.RC ! SE 13 rJ Listen. Repeat the words with simple vowel sounds in the stressed syllables.

I1l

Make the stressed vowels full and clear.

l ael /£/ /II 10/ /A/

factor method Income promise custom

statue credit fini sh object subject

relax select insist respond conduct

fantastic expensive participate psychology construction

Listen. Repeat these words with alphabet vowel sounds in the stressed syllables. Make the stressed vowels full and clear.

A /eY/

paper

vacation

debate

today

EJiY/ I /ay/ o jowl

media fin al notice

feature minor program

achieve advise October

repeat define suppose

~~py,ig"119911>y Ron<l1 Glnbc'9cn

" Class, I've got a lot of material to cover, so to save time I won 't be using vowels today.

Nw Its bgn, pIs pn t pg 122."

U /uw/

music

assume

produce

afternoon

11

12

rc:;)OERCISE! r.il Complete the chart by writing the symbol your dictionary uses for the bold vowe' sound in each key word.

Pronunciation Guide: Vowe ~ Soumis iJJnd Symbol> -----~ ... ~---=~

KeyWords Well Said, 4e Newbury House Your Dictionary Dictionary

1. eat, deep (iYj /i! 2. it, dip III /11 3. late, pain feYl leII 4. let, pen /£/ /£/ 5. cat, fan 11lO/ 11lO1 6. bird, turn /3 rl /3rl 7. cup, suffer* IA I /A /

about /a/ /al 8. hot, stop /01 /01 9. too, new luwI lui

10. good, could /ul lu/ 11 . road, note lowl loul 12. law, walk /)1 hi 13. fine, rice /ayl lar/ 14. out, now lawl laul 15. boy, join I)yl IJrl

* The vowel sound/symbol in CJJP and syffer is used in stressed words and syllables; the vowel sound/symbol in Qbout is used in unstressed syllables.

[) Listen and repeat the key words for each vowel sound.

I

Vowel sounds in stressed syllables are long and clea r, but vowel sounds in unstressed syllables are weak and unclear. They are usually reduced to the schwa sound lal, as in Qbout.

a vail able la 've' la ball

::KE~iC ~SE 8 rJ With a partner, look these words up in a dictionary. Write the symbol lal over each schwa sound.

"

1. of fi ce 4. pro tec tion

2. of fi cial 5. suc ces ful

3. com pete 6. po Ii ti cal

rn ,. Listen and repeat each word in part A.

Q CHOOSE YOUR PATH

• For an overview of all fifteen English vowel sounds, turn to Vowel Sounds 1, page 120 .

• To move forward with con sonant sounds, continue with the chapter.

lijel@eI@ii"i.ji'd,g Spelling often provides clues to the pronunciation of consonant sounds, but not always. Notice the different pronunciations for the letter g.

~old = Igi as in g.o ~eneral = Id31 as in Lob

And notice the different spe llings for the sound If I as in shoe.

share ralio sogal assure

EXERC!SE 9 rJ Write the symbol(s) used in your dictionary for the underlined letter(s) in each set of words. Then find the pronunCiation guide in yo ur dictionary and write the key word for each symbo l.

Symbol KeyWord

1. lero, lo~e, clo~e (verb), ralor

2. show, iniliate, pressure, spegal

3. check, fu rniture, nature, situation

5. [oke, graduate, a~ent, schedule

rn ','c' Listen. Repeat the words in part A. ::,:: " ', .. ' .c.

14

'j c: rJ Complete the chart by writing the symbol your dictionary uses for the bold consonant sound in each key word.

.... ' ; ' .r ." <,,4 . ~'. ' . r S " I -,~[·GrH.E1 Ci'h~~ On \.JlLHa e : ,-onSOna:-l t 30tHlt.lS a rr1 C ymLCO. S

""",,,,===-~~~~~-'" . . ~.".-==-=--"=,,,,~...r~, - .=.~=---'"

Key Word Well Said, 4e Newbury House Dictionary Your Dictionory

1. pie Ipl Ipl 2. boy Ibl Ibl 3. t en It I It I 4. d ay Idl Idl 5. key Ikl Ikl 6.go Igl Igl 7. fine If I If I 8. van /vi Ivl 9. thin k 181 181

10. they 101 101 11 . see lsI lsI 12. zoo Izl Izl 13. shoe IJI IJI 14. measure 131 131 15. choose ItJI ItJI 16. job Id31 ./d31 17. my Iml Iml 18.no Inl Inl 19. sing IrJI IrJI 20. let III III 21. r.ed Irl Irl 22. w e Iwl Iwl 23. yes Iyl Iyl 24. home Ihl Ihl

[] Listen and repeat the key word for each consonant sound.

TIP T Pronouncing Key Words

Before a discussion or presentation, th ink about two or three key words you wi ll need. Be sure

you can pronounce the words clea rl y. Check a dictionary or ask someone who spea ks Eng lish

we ll to say the words for you.

The words will sound more natural if you ask the speaker to use them in sentences. You can

also ask speakers to record words and sentences so you can hear and practice them over

and over.

."'>i.~';:~C~SE oj': rJ Think about an upcoming situation. Wri te five words that you want to say clearly. Write the dictionary pronunciations. For example, if you want to buy a used car, you might want to know how to pronounce words such as mechanic, guarantee, and inspection.

Your Words

1 .

2.

3.

4.

S.

6.

Dictionary Pronunciation

(] Write a short sentence you might use w ith each word above.

1.

2.

3 . .

4.

S.

6.

13 Dictate each sentence to your partner three times-clearly and naturally.

1.

2.

3.

4.

S.

6.

15

,:;)Eti:t.\:2:i2 '\;2: rz! The cartoon shows pronunciation symbols for Zhevalski, the last name of a football player. Write your name below. Write the number of syllables. Use symbols from pages 12 and 14 to write the pronunciation of your name.

16 c.

77dW

Syllables Pronunciation

Example:

First name: / . /

m Ask your partner to use the symbols to pronounce your name. Are there any sounds in your name that do not exist in English?

Q CHOOSE YOUR PATH

• For an overview of consonant sounds, turn to Consonant Sounds 6, page 146. • For intensive practice with the sounds most likely to interfere with und erstanding:

see Vowel Sounds 2-5, pages 127- 145 and Consonant Sounds 7-11, pages 153-175.

• To learn about voiceless and voiced co nso nant sounds, continue to Chapter 3 .

... Some consonant and vowel mispronunciations cause more problems in communication than others. The consonant and vowel practices reflect those sounds that research considers most useful to study.