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Priori%es and prac%ce for teaching pronuncia%on 2
IH DOS Conference 9 – 11 January 2014
4) Sentence stress
“If I were you, I wouldn’t even look at him!”
| if i were you | i wouldn’t even look at him |
thought group thought group (tone unit)
| if i were you | i wouldn’t even LOOK at him |
focus words (tonics)
4) Sentence stress
| if i were you | i wouldn’t even look at him |
thought group thought group
if i were you i wouldn’t even LOOK at him
4) Sentence stress
I LOVE speaking English I love SPEAKING English I love speaking ENGLISH I love speaking English
4) Sentence stress
Focusing listening • Pass me the blue [von]
I’M GOING TO WORK
I’M GOING TO WORK
I’M GOING TO WORK
I’M GOING TO WORK
Department of Employment, Trade and Industry
4) Sentence stress
Hancock Pronuncia%on Games Intona%on direc%ons
4) Sentence stress
o o O o o o O o o O o o O o o
Can I help you?
4) Sentence stress
Can I help you? What does she do? Can you swim? What %me is it? Do they want one? What’s the date? Do you like it? What’s the %me? How does it work?
When can we go? How long is it? When did they come? How much are they? Where are you from? How old are you? Where’s the cat? Have they won? Will you come?
4) Sentence stress
o o O o o o O o o O o o O o o
can you SWIM
what’s the DATE
what’s the TIME
where’s the CAT
have they WON
will you COME
what does she DO
when can we GO
when did they COME
how does it WORK
where are you FROM
can i HELP you
do they WANT one
do you LIKE it
what TIME is it
how LONG is it
how MUCH are they
how OLD are you
Hancock Pronuncia%on Games
Rhythm dominoes
4) Sentence stress Star7ng a mee7ng Good morning everybody. Thank you for being here today. Asking for an opinion Any thoughts about this? How do you feel about that? Agreeing I agree with Jane. I think you’re right. Disagreeing I’m not so sure about that. That’s not how I see it.
A: Which ROOM are you in? 217? B: No. I’m in 257.
4) Sentence stress
Hancock Pronuncia%on Games
Rhythm dominoes
5) Monolingual groups
Mul7lingual Pair/Group
Desire to communicate Convergence on common pronuncia7on
Replacement of unintelligible features from mother tongue by mutually intelligible items
Increased interna7onal intelligibility
5) Monolingual groups
Mul%lingual Pair/Group
Desire to communicate Convergence on common pronuncia%on
Replacement of unintelligible features from mother tongue by mutually intelligible items
Increased interna%onal intelligibility
Monolingual Pair/Group
Desire to communicate Convergence on common pronuncia%on
Reinforcement of mother-‐tongue influenced pronuncia%on features
Increased mother-‐tongue accent & local intelligibility. Decreased intelligibility
5) Monolingual groups
“... the task of the EFL pronuncia<on teacher is simplified by the homogenous first language background of the learners since knowledge of this language can generally be brought to bear in construc<ng the pronuncia<on syllabus.”
Donna Brinton, Speak Out!, 1995
5) Monolingual groups
L1 vs English Consonants (Spanish) (Near-‐) Equivalent Not an L1 phoneme Decep%vely similar
1. Common ground = lighter load
5) Monolingual groups
L1 vs English Consonants (Spanish) (Near-‐) Equivalent f θ s tʃ m n l Not an L1 phoneme v ð z ʃ ʒ h dʒ ŋ r j w Decep%vely similar p b t d k g
1. Common ground = lighter load
5) Monolingual groups
Sounds Problem (Spanish) Ini%al /p, t, k/ aspira%on (phaper thaper chaper) Medial+Final /b, d, g/ plosive ≠ frica%ve (β ð ɣ)
Confla%on /t, θ, d, ð/ plosive ≠ frica%ve alveolar ≠ dental
Vowel length long = too short / short = too long
2. L1-‐specific focus
5) Monolingual groups
2. L1-‐specific focus
5) Monolingual groups
Tailor-‐made minimal pair exercises for consonants
Student A Student B 1 (a) Can I make you a coffee? Yes, black with two sugars,. 1 (b) Can I make you a copy? Yes, please – I’ll read it later. 2 (a) Your cat’s purr is lovely. But it keeps me awake at night. 2 (b) Your cat’s fur is lovely. Yes, I’m always stroking it.
2. L1-‐specific focus
5) Monolingual groups
Tea for two
Tetera
dedo
day is done
3. Exploring the L1-‐L2 interface
5) Monolingual groups
la caixa, Xosé
Yo me llamo …
4. Exploi%ng the L1
5) Monolingual groups
English sound Spanish help z (zoo) /s/ + voicing v (very) /f/ + voicing ð (that) /θ/ + voicing dʒ (June) /tʃ/ + voicing ʒ (measure) /ʃ/ + voicing
4. Exploi%ng the L1
5) Monolingual groups
English sound Spanish help ŋ (bring) vengo del banco elision mas rojo assimilation Sampedro
4. Exploi%ng the L1
5) Monolingual groups
• listen & content • listen & transcribe
• listen & focus selected pron features • imitate (transcrip%on)
• (& record? class assignment? marks?)
4. Exploi%ng the L1 -‐ clones
