Teaching Pronunciation

Aims of the Class1. Should we teach pronunciation at all?2. What is the goal of teaching pronunciation?3. What aspects of pronunciation do we need to teach?4. How can teachers help the students to practice pronunciation?

Should we teach pronunciation?

Two points of views on teaching pronunciation: Students do not need to learn pronunciation,

because pronunciation will take care of itself as the students develop overall language ability.

Failure in pronunciation is a great hindrance in language learning. Therefore the teacher should spend some time in teaching pronunciation.

Should we teach pronunciation?

Whether pronunciation needs special attention of focus depends on many factors, especially learner factors. Learners whose native language has similar sounds to

English vs. those whose native language has very different sounds from English;

Learners who have more exposure to English vs. those who only learn English in the class;

Adult learners vs. young ones

The goal of teaching pronunciation

Should we require the students to acquire native-like pronunciation?

Can the students achieve that goal?

To answer the question, we must take into consideration three things:

learner age,amount of exposure, and differences of individual ability.

1. Learner age

The Critical Period Hypothesis:

The hypothesis claims that if humans do not learn a foreign language before a certain age (perhaps around puberty), then it becomes impossible to learn the foreign language like a native speaker because of changes such as maturation of the brain.

The hypothesis is still controversial/debated, because both positive and negative answers have been given by researchers.

Most people agree, however, that those who learn a foreign language after puberty will have an accent.

1. Learner age

2. Amount of exposure

The exposure to the target language may decide the issue.

At the present time, the most Bengali learners of English do not have enough exposure to English to acquire native-like pronunciation.

3. Differences of individual ability

Students have different phonetic abilities due to biological and physiological differences. Some are more sensitive to sounds and are better at imitating sounds than others.

The realistic goals

Consistency: Be smooth, natural and fluent.

Intelligibility: Be understandable.

Communicative efficiency: Convey the meaning that is intended.

Aspects of pronunciation

Native speakers (or competent users of the language) know how to say a word – that is how to pronounce it. This knowledge is made up of three areas:

sounds,stress andintonation.

IPA examples

b bad, labd did, ladyf find, ifg give, flagh how, helloj yes, yellowk cat, backl leg, littlem man, lemonn no, tenŋ sing, fingerp pet, mapr red, trys sun, missʃ she, crasht tea, gettingtʃ check, church

θ think, both

IPA examples

ʌ cup, luckɑ: arm,

father æ cat, blacke met, bedə away,

cinemaɜ: turn,

learnɪ hit, sittingi: see, heatɒ hot, rockɔ: call, fourʊ put, couldu: blue, food

IPA examples

aɪ five, eye

aʊ now, out

eɪ say, eight

oʊ go, home

ɔɪ boy, join

eə where, air

ɪə near, here

ʊə pure, tourist

Word Stress

Word stress is your magic key to understanding spoken English. Native speakers of English use word stress naturally. Word stress is so natural for them that they don't even know they use it.

Non-native speakers who speak English to native speakers without using word stress, encounter two problems: They find it difficult to understand native

speakers, especially those speaking fast. The native speakers may find it difficult to

understand them.

What is Word Stress?

In English, we do not say each syllable with the same force or strength. In one word, we accentuate ONE syllable. We say one syllable very loudly (big, strong, important) and all the other syllables very quietly.

Let's take 3 words: photograph, photographer and photographic. Do they sound the same when spoken? No. Because we accentuate (stress) ONE syllable in each word. And it is not always the same syllable. So the shape of each word is different.

Aspects of Word Stress

totalsyllables

stressedsyllable

PHO TO GRAPH 3 #1

PHO TO GRAPH ER 4 #2

PHO TO GRAPH IC 4 #3

Aspects of Word Stress

There are two very important rules about word stress:

One word, one stress. (One word cannot have two stresses. So if you hear two stresses, you have heard two words, not one word.)

The stress is always on a vowel.

Aspects of Word Stress

This happens in ALL words with 2 or more syllables: TEACHer, JaPAN, CHINa, aBOVE, converSAtion, INteresting, imPORtant, deMAND, etCETera, etCETera, etCETera

The syllables that are not stressed are weak or small or quiet. Native speakers of English listen for the STRESSED syllables, not the weak syllables. If you use word stress in your speech, you will instantly and automatically improve your pronunciation and your comprehension.

Try to hear the stress in individual words each time you listen to English - on the radio, or in films for example. Your first step is to HEAR and recognise it. After that, you can USE it!

Why is Word Stress Important?

Word stress is not used in all languages. Some languages, Japanese or French for example, pronounce each syllable with equal emphasis.

Other languages, English for example, use word stress.

Word stress is not an optional extra that you can add to the English language if you want. It is part of the language! English speakers use word stress to communicate rapidly and accurately, even in difficult conditions. If, for example, you do not hear a word clearly, you can still understand the word because of the position of the stress.

Why is Word Stress Important?

Think again about the two words photograph and photographer. Now imagine that you are speaking to somebody by telephone over a very bad line. You cannot hear clearly. In fact, you hear only the first two syllables of one of these words, photo... Which word is it, photograph or photographer? Of course, with word stress you will know immediately which word it is because in reality you will hear either PHOto... or phoTO... So without hearing the whole word, you probably know what the word is ( PHOto...graph or phoTO...grapher). It's magic! (Of course, you also have the 'context' of your conversation to help you.)

This is a simple example of how word stress helps us understand English. There are many, many other examples, because we use word stress all the time, without thinking about it.

Where do I Put Word Stress?

There are some rules about which syllable to stress. But...the rules are rather complicated! Probably the best way to learn is from experience. Listen carefully to spoken English and try to develop a feeling for the "music" of the language.

When you learn a new word, you should also learn its stress pattern. If you keep a vocabulary book, make a note to show which syllable is stressed. If you do not know, you can look in a dictionary. All dictionaries give the phonetic spelling of a word. This is where they show which syllable is stressed, usually with an apostrophe (') just before or just after the stressed syllable.

1 Stress on first syllable

rule example

Most 2-syllable nounsPRESent, EXport, CHIna, TAble

Most 2-syllable adjectives

PRESent, SLENder, CLEVer, HAPpy

2 Stress on last syllable

Rule example

Most 2-syllable verbs

to preSENT, to exPORT, to deCIDE, to beGIN

Important!

There are many two-syllable words in English whose meaning and class change with a change in stress. The word present, for example is a two-syllable word. If we stress the first syllable, it is a noun (gift) or an adjective (opposite of absent). But if we stress the second syllable, it becomes a verb (to offer). More examples: the words export, import, contract and object can all be nouns or verbs depending on whether the stress is on the first or second syllable.

Stress on penultimate syllable (penultimate = second from end)

rule example

Words ending in -icGRAPHic, geoGRAPHic, geoLOGic

Words ending in -sion and -tion

teleVIsion, reveLAtion

4 Stress on ante-penultimate syllable (ante-penultimate = third from end)

rule example

Words ending in -cy, -ty, -phy and -gy

deMOcracy, dependaBIlity, phoTOgraphy, geOLogy

Words ending in -al CRItical, geoLOGical

Allophonic Processes

allophone is the idea that a phoneme may be pronounced in many different ways

AspirationElisionAssimilation

Aspiration-increasing your puff

This is a noise made when a consonantal constriction is released and air is allowed to escape relatively freely.

English p t k at the beginning of a syllable are aspirated in most accents so that in words like ‘pea’, ‘tea’, ‘key’ the silent period while the compressed air is prevented from escaping by the articulatory closure is followed by a sound similar to h before the voicing of the vowel begins.

aspiration

It is noticeable that when p t k are preceded by s at the beginning of a syllable they are not aspirated.

Pronunciation teachers used to make learners of English practise aspirated plosives by seeing if they could blow out a candle flame with the rush of air after p t k – this can, of course, lead to a rather exaggerated pronunciation (and superficial burns).

Assimilation-becoming like the

neighbours

If speech is thought of as a string of sounds linked together, assimilation is what happens to a sound when it is influenced by one of its neighbours. For example, the word ‘this’ has the sound s at the end if it is pronounced on its own, but when followed by ʃ in a word such as ‘shop’ it often changes in rapid speech (through assimilation) to ʃ, giving the pronunciation ðiʃʃɒp.

Elision-getting lost

Some of the sounds that are heard if words are pronounced slowly and clearly appear not to be pronounced when the same words are produced in a rapid, colloquial style, or when the words occur in a different context; these “missing sounds” are said to have been elided. It is easy to find examples of elision, but very difficult to state rules that govern which sounds may be elided and which may not.

Elision of vowels

Elision of vowels in English usually happens when a short, unstressed vowel occurs between voiceless consonants, e.g. in the first syllable of ‘perhaps’, ‘potato’, the second syllable of ‘bicycle’, or the third syllable of ‘philosophy’.

Elision of consonants

Elision of consonants are also significant sometimes. For example, t and d sounds are dropped when they are followed by any consonants.

Next class first boy

As far as pronunciation is concerned, students benefit from both mechanical practice and meaningful practice.

Practising sounds

Practising sounds

Pronunciation is difficult to teach without drills on sounds. However, drilling an individual sound for more than a few minutes a time may be boring and demotivating.

It is important to combine drilling pronunciation exercise with more meaningful exercises.

Sometimes we need to focus on some individual sounds,

e.g th in theme, th in them

Perception practice

Aim: to develop the ability to identify and distinguish between different sounds.

Ways of perception practice:

Using minimal pairs. e.g. “Which word is read?”

will, welltill, tellfill, fell

Ways of perception practice:

Which order?.

e.g. You hear: “…”

and you read: bit bet pet

You hear: “…”

and you read: bear tear ear

Ways of perception practice:

Same or different? e.g. You hear:

met, meetwell, wellwell, will

Ways of perception practice:

Odd man out. e.g. You hear:

bit, bit, bit, pit

Ways of perception practice:

Completion. e.g. You hear: gate, late, fate, date, hate,

rate, Kate

and you write: ate, ate, ate, ate, ate, …

Production practice

Aim: to develop the ability to produce sounds

Ways of production practice

Listen and repeat. Fill in the blanks. Make up sentences. (last, fast, calm,

dark…Use meaningful context. Use pictures.

A: Would you please turn down the radio a little bit?

B: Sorry.↘ (with a sharp falling: No, I don’t want to.)

Or:B: Sorry.↗(with a rising: What did you say?)

Intonation: An Example