TESOL of Graduate PORTFOLIO # 1054017 Oh Su Jin Teaching Pronunciation

TESOL of Graduate

PORTFOLIO

# 1054017 Oh Su Jin

Teaching Pronunciation

Table of contents

1. Introduction

2. Participants

2.1. Tutees’ general profile

2.1.1. Tutee A’s profile

2.2.2. Tutee B’s profile

2.2. Tutor’s profile

3. Diagnostic test 3.1. Diagnostic test

3.2. Need analysis questionnaire

3.3. Survey and Interview

4. Tutee A’s test sheets

5. Tutee B’ s test sheets

6. Analysis of the test results

7. Goals and objectives

7.1 Objective for Tutee A

7.2 Objective for Tutee B

Table of contents8. 8. The curriculum plan

8.1. Overview of lesson (schedule and plan for each lesson)

8.2. Lesson 1

8.2.1 Lesson plan

8.2.2 Material

8.2.3 Description and reflection

8.3 . Lesson 2

8.3.1 Lesson plan

8.3.2 Material


8.4. Lesson 3

8.3.1 Lesson plan

8.3.2 Material


8.5. Lesson 4

8.5.1 Lesson plan

8.5.2 Material


8.6. Lesson 5

8.6.1 Lesson plan

8.6.2 Material

(two class combined)

9. Achievement test

9.1. Overview

9.2. Analysis test results

10. Overview Journal

This portfolio is designed to…

-To assist students in identify different sound system and

help them to deal with specific pronunciation problem using

communicative practice

-To incorporate materials that linked to teaching pronunciation

to students in EFL classroom

- To help to prepare available material and resource as a

the whole communicative language approach.

-To assist students in identify different sound system and

help them to deal with specific pronunciation problem using

communicative practice

-To incorporate materials that linked to teaching pronunciation

to students in EFL classroom

- To help to prepare available material and resource as a

the whole communicative language approach.

1. Introduction

This tutoring is scheduled like this…

1. Introduction

Stage Before tutoring

3/21Organizing the whole project

Find and select subject - Choose subject as tutees-- Make a whole schedule for this project

4/4Diagnostic test

Give diagnostic testDo the survey Interview subjects regarding goals and background- Gathering information regarding the background of tutees and goal - Designing the diagnostic test based on analysis of strength and weakness of tutees

Stage Tutoring

4/11Analyze the test (20 mins on the

internet)

Analyze the results of test- Finding out what area needs be enhanced most

5/7Tutoring 1 (50

mins)

Syllable and word stress

5/10Tutoring 2 (50

mins)

Consonant sound and word stress Distinction the consonant using phonetic Alphabet comparison chartFocused on /p/, /b/ and /f/,/v/ and /p/,/f/

5/17Tutoring 3 (50

mins)

Intonation Distinction the consonant sound /l/ and /r/

5/24Tutoring 4 (50

mins)

Distinction voiced consonant and voiceless consonantThe sound th between /θ/ and /ð/

5/30(it was

cancelled)

Syllabic consonant /t/ and /n/ combinationThe nasal consonant [n4]

6/6Achievement

test (30 mins)

Engaging various communicative teaching method based on teaching pronunciation Create achievement testMeasure progress

2.1. Tutees’ general profile

• 20 years old

• 1 grade college students

Age / Grade

• Speaking and listening : Intermediate

• Reading and writing : Intermediate

Proficiency level

• 2 students as the tutees (Private tutor)

• Meet them once a week after finishing their regular semester class

Number of students

Students have enthusiasm to improve their English pronunciation. However, they

have fear to speak in English since they think their English proficiency level is not

enough to communicate with foreigners. Even if they have been exposed to English

environment in public school for over 8 years, their confidence and motivation is

low due to the fact they could not have enough chance to listen to native English

speaker.

Motivation

2. Participant

2.1.1. Tutee A’s profile

• 20 years old


Age / Grade

• Speaking and listening : Inter-high


Proficiency level

• been to English speaking countries for 1 month as a travelling

• taking a ESL course once a week in college semester

Learning experience

General background

2. Participant

Name: Kim Su Jeong

-Seem fully aware of pronunciation problem and different basic sound system

and also specific symbol of pronunciation

-Seem unaware of intonation (thought group)

-Seem to know general knowledge syllable (known as a separate segment)

-Seems to enormous energy to improve English and try to repair pronunciation

2.1.2. Tutee B’s profile

• 20 years old


Age / Grade

• Speaking and listening : Inter-mid


Proficiency level

• never been to English speaking countries

• taking a ESL course once a week in college semester

Learning experience

General background

2. Participant

Name: Park Hyeon Jeong

-Seem unaware of pronunciation problem or unaware of different basic sound

system and specific symbol of pronunciation

-Seem unaware of stress and intonation

-Seem to know general knowledge syllable (known as a separate segment)

-Seem to unaware of intonation or thought group

Tutor’s profile

• 31 years old

• Teacher for 6 years

Age / Profession

• Speaking and listening : Advanced

• Reading and writing : Advanced

Proficiency level

• Have been teaching English young learners and adults as well

• Mainly taught English as second language and English grammar to

students for university entrance exam

Teaching experience


Motivation

As a non-native speaker who is teaching English as second language, teaching pronunciation in various way should be conducted in the class. However, there is no doubt that it is not easy at all to teach pronunciation as a non-native speaker even a professional teacher. Therefore, there should be useful and practical teaching method developed based on analysis of this small project.

Name: Oh Su Jin

My name is Oh Su Jin. I have been taking MA TESOL course in

third semester in order to be professional EFL teacher. Teaching

pronunciation is not an easy task and it is often likely to be

ignored in EFL class. However, due to the fact that language is a

means of communication, I suppose that understanding different

sounding system based on phonological factors is necessary. In

fact, I do not think ESL teachers need to teach all different kinds

of separate phonemes system in the class, but we should be able

to help students with different sounding system so that students

will be motivated and sensitive to this aspect of English.

My short pronunciation lesson will be about different consonant

sounding system and mainly focus on discrimination of sound /l/

and /r/. Confusing the sound /l/ and /r/ will often lead to

misunderstanding in the conversation. For example, from the

sentence ‘I eat rice’, learners who is confused or do not know

how to make correct pronunciation would say ‘I eat rice/lice/’,

which is totally wrong. What is worse is that once people get

confused these two sounds, it becomes habitual. Therefore,

some of phonemes system should be taught in various and

effective ways in the class. I hope analysis from my lesson will

help to produce accurate consonant sound and enable student to

make correct articulate consonant. Lastly finishing this product

portfolio, I would become more confident by applying practical

teaching method into my EFL classrooms.


3.1. diagnostic test

3. Diagnostic test

3.1. diagnostic test

Purpose Question A Question B Question C

To diagnose(check) existingperception of …

Discrimination of the sound /p/, /b/ and /f/, /v/, and /l/,/r/ in each word

Discrimination of the sound /p/, /b/ and /f/, /v/, and /l/,/r/ in the sentences

Focused on the distinction between /f/ and /v/

3.1. Diagnostic test

3.2. Need analysis questionnaire

According to Robin Walker from ‘Teaching the pronunciation of English as

a Lingua Franca’ (ELF), it is said that four different area can be identified in

terms of ELF. Individual consonant sounds, groups of consonants (clusters),

vowel, and unclear stress placement are introduced and these four areas

can be essential to compare and distinguish between two different

languages. In this test, discrimination of consonant sounds are mainly

focused especially dealing with some of individual consonant sound such

as /p/, /b/ and /f/, /v/, and /l/,/r/. The test I made was based on multiple

choice of sound-discrimination. /p/, /b/ and /f/, /v/, and /l/,/r/ these three pair

sounds are mainly very difficult to pronounce distinctively for Korean English

learners. In fact, 39 college students were asked what sounds they feel

difficult to pronounce, and 6 out of 39 answered /p/, /b/, 13 out of 39

answered /l/,/r/, and 20 out of 39 said /f/, /v/ sound is the most difficult and

confused to be corrected and accurate. In terms of this project, more

detailed research and investigation should be done, which means I gave two

tutees the test that I made based on first rough research. First of all, for

question 1, three pair sounds /p/, /b/ and /f/, /v/, and /l/,/r/ are shown as

minimal pairs randomly as well as even number of questions given. Students

are supposed to listen to each word that foreign teacher said (One of my

friends who is an American helped me with pronunciation.). Then they

circled as they heard such as ‘lock’, ‘rock’, ‘fan’, ‘van’, and ‘bear’, ‘pear’.

Most of word pairs are taken from the website

http://www.susancanthony.com and some of them are designed by me.

Since the words that form a minimal pair make learners distinguish in the

individual consonant easily and minimal pairs have been employed for a long

time in pronunciation teaching, most of questions are designed that way.

Next, question B consists of 6 sentences which have two /p/, /b/ and /f/, /v/,

and /l/, /r/ sound respectively. They were supposed to be only read by

students. As those sentences are being read by students, the teacher should

get tutees repeat after the teacher and listen carefully how they exactly

make an accurate pronunciation. Lastly, question C comes from the esl

home page http://www.esl-lab.com/pron3.htm in the purpose of finding how

students feel differently in terms of different position of /f/ and /v/ sound.

(Initial, Medial, Final position) By asking these questions, they would feel the

extent of difficulty depending on position in a word.

Survey for General Background 1. What is your name? 2. What is your native language? 3. What is your major? 4. Are you an undergraduate or a graduate student? 5. Have you ever studied English abroad?(name countries) 6. Have you ever studies American English? 7. Approximately what percentage of time do you speak English each day? a.0-20% b. 20-40% c. 40-60% d. 60-80% e.80-100% 8. Please describe your experience in learning English a. How long have you studied English? b. What kind of English courses have you taken? c. What kind of English teachers have you had, ie, native speakers and/or non-native speaker? d. Have you had exposure to native speakers of English in your country? 9. Which English have you had more experience with American, British, Australian, Indian, South African, or any other? Have you had any difficulty to understand native speakers in terms of some phoneme? 10. If you had, what sound do you think you have difficulty to understand?

Survey for General Background 1. What is your name? 2. What is your native language? 3. What is your major? 4. Are you an undergraduate or a graduate student? 5. Have you ever studied English abroad?(name countries) 6. Have you ever studies American English? 7. Approximately what percentage of time do you speak English each day? a.0-20% b. 20-40% c. 40-60% d. 60-80% e.80-100% 8. Please describe your experience in learning English a. How long have you studied English? b. What kind of English courses have you taken? c. What kind of English teachers have you had, ie, native speakers and/or non-native speaker? d. Have you had exposure to native speakers of English in your country? 9. Which English have you had more experience with American, British, Australian, Indian, South African, or any other? Have you had any difficulty to understand native speakers in terms of some phoneme? 10. If you had, what sound do you think you have difficulty to understand?

Survey

3.3. Survey and interview

Taken from Hundreds more free handouts at www.eslDiscussions

Questions Tutee 1 Tutee 2

1) What comes to mind when you hear the word ‘pronunciation’?

Difficult Difficult

2) Are you happy with your pronunciation?

No No

3) What do you do to improve your pronunciation?

Practice/ listening Listening tape

4) Do you like studying pronunciation in class?

No No

5) Do you prefer British or American pronunciation?

American American

6) What problems do you have with pronunciation?

/TH/ sound /l/ /r/ /TH/ sound

7) Is pronunciation very important to you?

Seems to yes Yes

8) What’s the biggest communication problem you’ve had because ofpronunciation?

Speedy Unknown words

9) What areas of pronunciation are you working on at the moment?

Not really Intonation

10) Do you think pronunciation is easy?

No No

Total comment Hope this lesson eventually helpful to improve my pronunciation

Give more tip how I can practice for my pronunciation

Interview

3.3. Survey and interview

7. Goal and objectives

Most of all, I would like to let my tutee express their opinion at the end of

the whole lesson, ‘it is more than I expected’ or ‘now I raise my awareness

of stress and intonation of English sentence.’ ‘I feel like more comfortable

to pronounce certain sound like /θ/ and /ð/’. Some English teachers

assume there is no point to teach these supra-segmental factors such as

intonation, and stress. Through this I tried let them not only realize the

pronunciation features but also bring their full confidence when they

confront listening problem. Therefore teaching how these sound work and

when they happen in utterance should be taken into deep consideration to

achieve my goal.

First of all awareness of two contrast sound such as /f/ and /p/ or /v/ /b/

need to be accomplished. As a non-native speaker and a teacher who is

teaching English as a foreign language, I have obviously known for a long

time that it is almost impossible to get rid of mother tongue dealing with

some sound. In particular, in case if there is no such particular sounding

system in mother language such as /f/ and /v/ sound that English has

distinctively. In Korean, most of people who have been learning English

have been struggling to make two sound distinctive due to absence of

those sound in Korean. From my personal experience, foreigner

Tutee A(Kim)

Tutee B (Park)

Purpos

e

-To be able to identify

between

/l/ and /r/ consonant sound

-To be able to aware of

word

Stress and intonation/

prominence

-To be able to identify

between

/p/ and /f/, /θ/ and /ð/

and /l/ and /r/ consonant

sound

- To identify word inotan

7. Goal and objectives

never understood if Korean people were confused or pronounced almost

same like ‘face / 페이스 /’, ‘vace / 페이스 /’, ‘base/ 페이스 /’. In English, it should

be pronounce ‘face /feis /’, ‘vace /veis/’, ‘base /beis/’. The reason why they

could not understand is not just the fact that Korean does not have those

sounding system but also the fact that Korean do not know accurately how to

pronounce when they learn. In fact, from the result of test, my tutees, they

actually did not know that much difference of two sounds and how to exactly

pronounce even they have been learning English almost 7 years. In addition,

they emphasized in the survey that they have difficulty in understanding

when they confront the words that have /f/ and /v/ sound. In particular, when

these sounds come to the end of word such as save/seiv/ and safe/seif/, they

felt very confused. In ESL class, we are likely to ignore teaching

pronunciation and mainly deal with conversation part. However, if we apply

teaching pronunciation into our communicative lesson, it would be more practical and effective

at the end. Therefore, the goal and purpose of this project is to assist students in identifying

different sounding system and help them how to deal with using communicative and practical

tasks and activities. For example, practicing and doing communicative tasks that have many /f/

and /v/ sound, such as ‘creating the story using these words in any other’ or ‘doing two role-play

based on scenarios’. Therefore, this project will contain potentially useful and operative teaching

pronunciation method in various and practical ways.

8.1. Overview of Schedule and plan

8.8. The curriculum plan

Date Focus Activity5/7Lesson 1 (50 mins)

Syllable and word stress -Raise awareness of syllable--Syllable counting --Help Ss to raise awareness of word stress

1. Explicit explanation in terms of syllable (easy words+ difficult words)

2. Pair work 3. Count syllable using

‘syllable Sleuth’ from www.tlsbooks.com

4. Explicit explanation of word stress

5. Word stress bingo

5/10Lesson 2 (50 mins)

Consonant sound and word stress Distinction the consonant using phonetic Alphabet comparison chartFocused on /p/, /b/ and /f/,/v/ and /p/,/f/

1. Review and practice word stress using quiz taken from

http://downloads.bbc.co.uk/worldservice/learningenglish/quiznet/pdfs/73_stress_patterns.pdf and http://stuartmillenglish.files.wordpress.com/2010/09/unstressed-words.pdf

2 Explicit explanation of the consonant sound by showing the picture of inside of mouth

3 . Word repetition4. Minimal pairs distinction 5. Listening exercise

5/17Tutoring 3 (50 mins)

Intonation Distinction the consonant sound /l/ and /r/

1. Dictation activity2. Practice using sentences (Minimal pair distinction)3. Dictation 4. Tongue Twister 5. Pair work (Minimal pair)

Schedule and plan for each lesson

Date Focus Activity5/24Tutoring 4 (50 mins)

Distinction voiced consonant and voiceless consonantThe sound th between /θ/ and /ð/

1. Explicit explanation showing the picture of mouth

2. Listening exercise3. Pair work (Minimal pair)4. Story Dictation in pair 5. Dialogue / Role play

5/30Tutoring 5 (30 mins)

Syllabic consonant /t/ and /n/ combinationThe nasal consonant

1. Could not be done due to the tutee’s schedule

6/6Achievement test (1hr 50 mins)

Engaging various communicative way of teaching pronunciation Create achievement testMeasure progress

1. Using black cards, Students make the speed quiz or match the questions card with answer cards.

8.8. The curriculum plan

Tutoring Lesson plan for Syllable and word stress

Objective -Students will be able to raise awareness of syllable -Students will be able to identify word stress and how it works in the English sentence

Materials 1. ‘Syllable Sleuth’ Handout from the website http://international.ouc.bc.ca/pronunciation/ 2. ‘Word stress(14 . Help yourself’)Handout from the websitehttp://fds.oup.com/www.oup.com/pdf/elt/products/exams_ielts_mc_help_14a.pdf3. ‘Word Stress Bingo’ ‘Pronunciation pyramid’ http://www.soundsofenglish.org/activities/printable/

Procedure 1. Give explicit explanation in terms of syllable using ‘Pronunciation pyramid’ from the website

(easy words+ difficult words) 2. Have tutees experience Counting syllable

using ‘syllable Sleuth’ fromwww.tlsbooks.com

3 . Have tutees do pair work 4. Give Explicit explanation of word stress5. Have tutees play word Stress Bingo

Homework Handout ‘Stuart mill English’ from www. Startmillenglish.com

Syllable and word stress

8.2.1 Lesson plan 1

8.2.2 Material (sample)



8.2.2 Material (Homework)


Tutoring 1

Describe

Through this lesson 1, my goal is to let my students raise awareness of the

concept of ‘syllable’ by engaging target activities. First of all, explicit

explanation in terms of what the syllable was given using easy words. After

that using the ‘pronunciation pyramid’ gave them more clear picture related

to syllable. It seemed that my two tutees knew the general concept of

syllable. However, they were not aware of how it works in the individual

words and sentences. What I did next was to give various examples from

simple words to hard words and to do many repetition. Secondary, I let them

count the syllable using the material that I took from www.tlsbooks.com . In

this material, students could have a chance to count various syllable from

words based on ‘dot’ mark, which means students figured out how to make

separate sounds with consciousness. Thirdly, they did the match their

answer as doing pair work. In this pair work, they were supposed to produce

their own pronunciation by looking up electronic dictionary. Fourthly, we

went through all the answers and then I gave them extra explanation using

word stress reference.

Interpret

It seemed that my two tutees knew the general concept of syllable.

However, they had not been aware of how it works in the individual words

and sentences at all. In particular, students looked up into electronic

dictionary, and realized that it had dot mark in each words. This occasion

made me feel surprised, because they tried to produce more clearly after

they caught attention of it. Since not many English lesson focused on word

stress or intonation (supra -segmental), majority of students do have enough

opportunity to realize how these words stress affects on pronunciation. In

my point of view, with more effort to produce the sentences based on

accurate stress and intonation, students would be much more likely to feel

comfortable and familiar to North American accent. Hopefully, general rules

applied in the English sentences that I taught in this lesson would be much

useful than students thought.

Evaluation

If I did not teach word stress or syllable using various ways for this

project, I never would realize at all the fact that students never be

conscious of stress and intonation. This chance enables me to employ

and develop appropriate pronunciation teaching method for my future

EFL class. Importantly, through this lesson 1, my goal was to let my tutee

be aware different sound system and how each sound system has

different strength and emphasis respectively.

The reasons why I started with ‘pronunciation pyramids’ is that I wanted

to check how much they actually know the general system of syllable

based on their existing words. At this point, I felt that I should have done

this more specifically in my diagnostic test. While I was doing this,

students were slightly becoming realize each syllable. In particular, after

we have done the paper ‘syllable sleuth’ hand out, they still had a

difficulty to understand how it works. However, when we played with

bingo game dealing with easy words, student did not feel any problems.

Plan

I think that the goal I was trying to teach has been achieved, because

when students did not sense any complexity. However, I realized that to

give more clear details, I should have adapted more accessible approach

and employed fun factors. I thought, since they are adults, it really did

not matter to use any source of paper and it did not have to be colorful

and simple, that make my tutee feel difficult to accomplish the

objectives. This wrong concept could make my future students have a

difficulty to learn pronunciation. Therefore, I decide myself that various

exercise and techniques that I have a plan to use should allow students

to practice in real situation by giving concise feedback. By enabling

learners to see an improvement in communicative and practical ways, it

leads that learners feel more positive about their pronunciation.


8.2.1 Lesson plan 2

Tutoring Lesson plan for consonant sound /f/, /v/, /p/

Objective -Students will be able to identify consonant sound and word stress -Students will be able to distinguish some consonant using phonetic Alphabet comparison chartFocused on /p/, /b/ and /f/,/v/ and /p/,/f/

Materials 1. Quiz cards that contain the various sound /f/, /v/, /p/ 2. Storybook that contain the various sound /f/, /v/, /p/ 3. Image of inside of mouth 4. Final consonant bingo 5. The international phonetic alphabet

Procedure 1. Review and practice word stress using quiz taken from

http://downloads.bbc.co.uk/worldservice/learningenglish/quiznet/pdfs/73_stress_patterns.pdf and http://stuartmillenglish.files.wordpress.com/2010/09/unstressed-words.pdf

2. Give explicit explanation of the consonant sound by showin

the image of inside of mouth3 . Have Ss do word repetition4. Have Ss do ‘Minimal pairs distinction’5. Have Ss do listening exercise – part one/ part

two 6. Exercise Dictation and tongue Twister7. Play bingo game

Homework Practice tongues twister at home

Consonant sound /f/, /v/, /p/


Describe (/p/and /b/)

My plan was first, giving explicit explanation of the consonant sound by

showing the image

of inside of mouth, do the repetition, minimal pairs, listening exercise,

dictation, and lastly

tongues twister and playing the bingo game. However, I realized soon I

had too much plan

and it could not be working effectively. So I changed my whole plan

that included only

having them did word repetition and minimal pair distinction and just

did the final

consonant game.

Interpret

After I gone through everything I tried, I realized I had too much plan

for my tutees and that made them feel bored. From the first place, I

though after giving the detailed information of these sound using

‘phonetic chart’, they would be able to understand based on basic

element of phoneme. It turned out it was not true at all. In fact, My goal

was to help students to distinguish among the sound /f/, /v/, /p/, /b/. In

particular, my tutees have difficulty recognize the sound between /p/

and /f/, which means they could not perceive the difference two sound.

The noticeable fact is that they seems to be well aware of two sound in

words, whereas they were unable to make accurate pronunciation in

sentences that contains two sounds.


Evaluation and Plan

This is one area of language learning where few people would question the

use of contrastive analysis. For instance, to give some simple examples, we

can predict that Arabic speakers will have difficulty distinguishing between /

p / and / b / , Japanese speakers will not perceive the difference between / l /

and / r / and Spanish speakers will hava a problem realising consonant

clusters like [ sts ]. Having informed him or herself of some of the main areas

of contrast between native language and target language and what

difficulties students have, it then remains for the teacher to build this

information into some meaningful classroom exercises.


Tutoring Lesson plan for intonation and distinction the consonant sound /l/ and /r/

Objective -Students will be able to use discourse-appropriate intonation patterns in their EFL situation.-Students will be able to identify and distinguish two consonant sound between /l/ and /r/ through a communicative practice.

Materials At a Restaurant (Ordering a Meal) taken from http://www.eslflow.com/dialoguesandconversations.html Handout

Procedure 1. Teach Ss how to make the sound and have Ss listen with

their eyes closed. 2. Do the Minimal pairs (Listen to the following

word pairs and ask them make the distinction.3. Tongue Twister (Have Ss say the following

sentences aloud, and concentrating on the sound /l/ and /r/.

4. Do the pair dictation considering the thought group. (Tutee A read the text (needs to repeat as many times as the partner needs) whereas tutee B write the sentences as she hear.)

5. Do the role play as a communicative practice After practicing using handout, teacher give new

situational cards to make their own sentences (or they use the same sentences if they feel difficult)

Homework Practice restaurant conversation

Intonation+ The consonant sound /l/ and /r/

8.3.1 Lesson plan


Sentence Pattern


8.3.2 Material (Potential)

Describe (Intonation + /l/and /r/)

My original plan was first, giving explicit explanation of how to make the

consonant sound, do the

minimal pairs, tongue twister as a listening exercise, lastly have them do

dictation. However, too

much planning did not help to achieve my goal, which made me change my

plan and lesson.

I tried minimize my tutoring as effective as I can so that my tutees would not

confused at the end.

First of all, I teach how to make the sound and have Ss listen with their eyes

closed. And I have

them did the minimal pairs (Listen to the following word pairs and ask them

make the distinction.

In addition I Had students say the following sentences aloud such as ‘Laura

and Larry rarely lull their rural roosters to sleep’ and they were supposed to

concentrate on the sound /l/ and /r/.

Lastly I had them do the role play using the handout ‘At a Restaurant

(Ordering a Meal) taken from

http://www.eslflow.com/dialoguesandconversations.html as a Communicative

practice.

Interpret

In fact, teaching ‘intonation(thought) was part of my original plan. Since I

have been focused on specific sound that I thought my tutees have difficulty

to deal with such as /l/ and /r/. However, only teaching those consonant have

not been attractive to my tutees. In addition, they asked me the questions

how they could be more likely to make a English accent or sound, this

situation made me make a decision to add teaching intonation (thought

group) to my tutees using communicative teaching method. Besides I

learned regarding how important teaching intonation or thought group is

from my lesson by professor Ven Black. I have known the fact that be aware

of such divisions can provide much clear massage or information in

utterance. Of course, it was kind of difficult to teach a lesson only giving

lecture in term of supra-segmental like intonation or thought group.

Therefore I tried to use the exercises (procedure 4. Do the pair dictation

considering the thought group.) Tutee A read the text (needs to repeat as

many times as the partner needs, whereas tutee B write the sentences as

she hear.) I thought that this practice has combined two goal

(intonation(though group) and the consonant sound /l/ and /r/ and it would

work very effectively.


However, my tutees could not have the goal, because their English

proficiency was not enough for dictation following only listening. So I

changed the plan and adopted one of the communicative teaching method

that communicatively helps students to understand intonation. I tried to

found out valuable intonation teaching lesson plan from the internet

resource

http://www.eslcafe.com/idea/index.cgi?display:990687901-7981.txt, and

applied this lesson to tutees. First of all, teachers explained that in English

you have to give stress to certain words to deliver certain meanings and

after that reviewed examples like "Oh" and give emphasis to

disappointment, anger, surprise, and idea. Secondary, I modeled a sentence

with my intonation using high pitch or low pitch. For example, dealing with

‘You want me to give you money.’, I tried to emphasize first on ‘MONEY?’ and

then ‘GIVE?’ and ‘YOU?’ After that I did let them do many repetition in chunk.

With this way, simple dialog can be also committed. Through this practice,

they were becoming more conscious of placement for stop to make their

sentence clearer while the conversation going on. In terms of the

communicative approaches to language teaching, pronunciation need to be

considered as integral in achievement of communicative competence.

Accordingly Celce-Murcia(1987) and Wong(1987a) emphasized that teaching

pronunciation should be accomplished with communicative language

teaching (CLT). Therefore a variety of CLT teaching method has to be done

with well prepared material in the classroom.

Evaluate

The dialogue ‘At a Restaurant (Ordering a Meal) that I found was to help

practice pronunciation feature that I was trying to teach and also to help

practice intonation (thought group). Furthermore, since they are college

students whose major is ‘Hotel Business’, dealing with restaurant

conversation would be effective as well. Especially, from this observation, I

suppose that teaching intonation always did not have to be taught in

discrimination of intonation patterns using intonation contour, whereas it

can be easily adapted to use simple dialogue and have learners repeat after

the teacher in many way. As a result, I naturally distinguish the meaning

expressed by different stress and intonation patterns.


Plan

The activities that I found was to help practice pronunciation feature that I

was trying to teach

and also to help practice intonation. Furthermore, since they are college

students whose major is

a ‘Hotel business’, dealing with restaurant conversation would be effective as

well. Considering

these fact, my future plan for teaching pronunciation should contain

practical practice based on

target students’ needs. I found out several useful dialog and useful lesson

plan in terms of teaching

intonation on the website http://www.eslcafe.com/idea/index.cgi?

display:990687901-7981.txt and

http://www.wcjhs.tyc.edu.tw/year95/ev/files/hotel.pdf. I hope these material

would be functionally

and practically useful in their EFL situation.


8.5.1 Lesson plan

Tutoring Lesson plan for distinction voiced consonant and voiceless consonantThe sound [th] between /θ/ and /ð/

Objective -Students will be able to distinguish voiced consonant and voiceless consonant. -Students will be able to identify two consonant sound /θ/ and /ð/ in communicative practice.

Materials 1. www. youtube video clip (using my laptop) - "TH" Pronunciation English Meeting ESL Lesson http://www.youtube.com/watch?v=Ag4qoNzEH4w-English Pronunciation - TH http://www.youtube.com/watch?v=RDn5TvAUnQM&feature=related2. worksheet from http://www.jamesabela.co.uk/

Procedure 1. Have them watch the video to be aware of how to

pronounce exactly + give more examples words.

2. Explain using worksheet and have them repeat after tutor

In order to let them know voiced/ unvoiced.

Homework

The sound [th] between /θ/ and /ð/

http://www.youtube.com/watch?v=RDn5TvAUnQM&feature=related


http://www.youtube.com/watch?v=Ag4qoNzEH4w







Describe

First of all, I let them watch the YouTube video

http://www.youtube.com/watch?v=RDn5TvAUnQM&feature=related and try

to imitate to be aware of how it works. After this, I gave them explanation

explicitly how two sound make different sound. At this point, I tried to focus

on voiced and unvoiced sound in English pronunciation. Next, I had them

repeat the words that contain these sounds and did the minimal pair

together. Then we watched the second video

http://www.youtube.com/watch?v=Ag4qoNzEH4w. Thirdly they did the

minimal pair distinction (part one and two). After that they practice using

tongue twister following my pronunciation. Lastly, they did the information

gap exercise game, that is intended to help them make appropriate sound

in a game.

Interpret

Distinction between two consonant sound /θ/ and /ð/ definitely most

challenging job for teachers and learners in Korea. Not only the fact that

Korean do lack of these kind of sound but also the issue we never

distinguish voiced and unvoiced in mother tongue. This is main reason that

I employed video clip from the internet. Sometime as a non-native speaker,

I probably have my own pronunciation problem and I could not teach using

my own bad phonemic problem. The noticeable happen is that they felt

little more problem making sound /ð/ rather than /θ/, because they felt

sometime no difference between /ð/ and /d / or /t/. At this moment, I did

not realize tutee might be confused between two sound, because I have no

problem until now.

This is why I select ‘information gap exercise’ more focused on /ð/ . It

seems like that they have no conception regarding voiced and unvoiced

sound.


Evaluation

My own opinion on this lesson, is that letting them aware that sound /θ/

and /ð/ exist and how they are said in the sentence could be essential, but it

is also significantly important to comprehend and understand the core

meaning from speaker’s intention. In fact, people feel nervous as soon as

they are very good at make right pronunciation and I do not want my tutee

feel same way. In short, for teaching voiced and unvoiced such as /θ/ and

/ð/ /, I should first consider how these sounds are embedded in our

communicative practice. Most of all,

Plan

I felt like having tutees repeat after me using many minimal pair did not

work very effectively. Even if it seemed that they were able to distinguish

between /θ/ and /ð/ in each words. Once they confront in the normal speed

sentence, they cannot find out which sound activates. This occasion made

me change my original plan that included minimal-pair and tongue twister.

Doing tong twister might be helpful to understand for my tutees. However,

eventual goal could be achieved by only automatic practice. This is why I do

not think my lesson was successful and I did realize I need to apply many

different resource even using young learners’ game. Therefore for the future,

I would use various games which is targeting to all learners and try not to

focus on only one element through the lesson.


Tutoring Various communicative approach dealing with overall sound system taught so far

Objective -Students will be able to review using different practiceEspecially watching video clip or play game, and dealing with elementary storybook .

Materials 1. Laptop for showing video clipReview 1 (explain syllable "fifty" or "fifteen"? )Video clip

http://www.youtube.com/accurateenglish#p/u/1/gxlnpgwGcOU

Review 2 Video clip (using sitcom ‘Friends’) http://www.youtube.com/watch?

v=k83DLNwHFTk&feature=relatedReview 3 storybook ‘The fisherman and his wife’Review 4 Card game

Procedure(1hr 50 mins)

Two class combined

1. Have them watch video clip from YouTube site. to let them remind syllable session that is the first class.

2. Have them watch the sitcom ‘FRIENDS’ without any sound and have them guess what they might say by considering situation

3. Using the storybook that have /f/ sound and try to tell the story each other

4. Play card game (contained /f/,/l/, //ð/ sound)5. Have them do the achievement test

Since last time we could not have any class, I tried to combine two class communicative practice and achievement together.

communicative practice + Achievement test

8.6.1 Lesson plan

FRIENDS Series - The one where no one's readyhttp://www.youtube.com/watch?v=k83DLNwHFTk&feature=related


9.1. overview of Achievement test

9.1. overview of Achievement test

9.2.Analysis test result (Journal)

Type of Questions

Tutee A(Kim) Right answer/total

Tutee B (Park) Right answer/total

Purpose

Question A (5points) (Syllable/word stress)

5 right answer (1~5) / Total 5 points

4 right answer (wrong for b) /Total 4 points

For testing perception of word stress

Question B (12points) (consonant discrimination)

9 right answer (wrong for 5,7,11)Total 9 points

8 right answer(wrong 5,9,10,12)Total 8 points

For testing how they distinguish specific Consonant that they’ve learn through the session

Question C (1point) (intonation)

2 right answer(wrong for b-2)Total 2 points

2 right answer(wrong for b-2)Total 2 points

For testing perception of intonation

Question D (Dialogue) (18 points) Recording

References (Table 2) 13

References (Table 2) 14

Dialog used to test pronunciation with a focus on intonation and prominence/ Recording for self-correction.

Total (=total 36 points)

27 28

First of all, I would like to examine how much they improved based on

element they have learn through the whole project. I set up 4 different

questions that contain our main contents and made a achievement test.

First of all, Questions A was set up for testing the perception of their word

stress. Since word stress has been taught in the beginner of the lesson and

also basic session, I asked them to circle primary word stress by looking at

divided syllable. As a result, tutee A got all right answer whereas tutee B

also got high score as it is seen from table 1. I suppose they achieved the

goal from the beginning of the lesson. Next, questions B was set up for

testing how they distinguish specific consonant that they’ve learn such as

/p/ and/f/, /l/ and/r/ and lastly between /θ/ and /ð/.

<Table 1> Overview of result

I set up at least 4 sentences that have each pair of sounds and test them in

the sentence. The reasons why I did not set up only distinction in a word is

that I easily can catch up when these sounds are said respectively. However,

as these consonant sounds occur in the sentence, it is difficult for them to

recognize especially in discourse. As a result, tutee A got 9 right answer

whereas tutee B also got 8 score as it is seen from table 1. It seemed tutee A

had still difficulty to recognize /l/ and /r/ sound in the speaking sentences

which means she needs to practice in listening activities that have many /l/

and /r/ sound. In contrast, tutee B also had problem distinction /θ/ and /ð/

and /l/ and /r/. It is clear from the table 1 that both tutees got all right

answer from category that asked them to distinguish /p/ and /f/ which made

me feel worthwhile. At the same two tutees have also same problem to

distinguish between /θ/ and /ð/. In fact distinction between /θ/ and /ð/ sound

is never easy task at all due to absence of Korean language. However I

recognize from the score and through the lesson especially from

communicative practice. It could be overcome naturally by having them

engage various active practice. Speaking of questions 3, I wanted to

diagnose for perception intonation. There both got 2 points out of total 3

points. For this test, I actually reviewed how they mark contour intonation in

the sentences but I also realized it would be much effective to give multiple-

choice format as Celce-Murcia(2010) points out from the book. So that they

might be able to feel more clear the fact that intonation reflect what they

hear. Plus I also sense teaching supra-segmental is never easy job as a

teacher. Lastly, questions D took amount of energy and effort to evaluate in

the reality, because I never notice how hard I should evaluate this

communicative test, as I was designing this question. My original plan was

just recording their conversation and give them self-correction and teacher’s

correction. However, it turned out there is no validity in this test. I tried to

find out at least objectively appropriate evaluation form and used the one

(shown table 2) that I slight changed for my own test question.


Category

Standard Excellent Good Fair

3 2 1

1. Physical delivery

( 9 points)

Were gestures used appropriately?

3 2 1

Did the speaker make appropriate eye contact when she respond?

3 2 1

Was the her facial expression pleasant and Animated?

3 2 1

2. Clarity (3 points)

Was the speaker’s voice loud enough?

3 2 1

3. Pronunciation( 6 points)

Did the speaker use appropriate stress and intonation?

3 2 1

Were consonants she learned pronounced correctly?

3 2 1

Total /18 points

Table 2. Oral presentation evaluation form

Tutee A Tutee B

1. Physical delivery 8 9

2. Clarity 3 3

3. Pronunciation 2 2

Total 13 14

Table 3. The result of question D’s evaluation


In fact, both tutee were uncomfortable to record themselves but they feel

much worthwhile after getting used to it. For this test, I was planning to test

for their pronunciation with a focus on intonation and prominence. In fact, I

do not think my question is exactly ‘The Communicative Approach to

Testing’, because it is not tended to be a measure of how the testees are able to use

language in real life situations. It means that they do not need to use productive skills. However,

i assume the ‘communicativeness’is placed on understanding some elements through the dialog

somehow. In taking part in this role-play style test, tutees must comprehend and respond

considering intonation and consonants. I examined three category divided such as Physical

delivery, Clarity ,Pronunciation and tried to give score based on ‘excellent’,

‘good’ and ‘fair’. As a result, tutee A 13 whereas B 14. Amazingly, my tutee

B turned to become more confident to use those consonant even if she

attained lower score than tutee A in the pure written test. I knew she put

effort in improve her English and she wanted to be proficient English speaker

for her career. I think her own endeavor triggers her motivation and it turned

to be a result that she was happy about. After we listen to their voice in the

recorder, they said they got fully awareness of their pronunciation problem

as well as intonation.

As a teacher, I also feel that particularly from this test result especially

questions D, testing could become more complicated, when testees' English proficiency gets

more advanced. In other words, teachers should consider a number of ways to test listening and

speaking, because it is impossible to separate those skill and the test for diagonise these

combined skills can enable learners to consicous feedback based on prounication features.



To summarize from the result, my two tutees have been succeed in

achieving the goal that I have been trying because of their final score in

achievement score but also the their perception towards pronunciation that I

felt. Since they have gone through all my lesson within short period of days, I

did not expect a lot from the first place. Beside, I also did have much expose

to teaching pronunciation and did not consider giving lesson related

pronunciation during my teaching days. This fact leads me to find out

religiously various resources that can be applied for their lesson. In fact,

before the lesson started, I believed that apart from using knowledge of my

tutees in order to be aware of their pronunciation problems, it could be also

valuable to have some prior knowledge of what elements of English

phonetics and phonology are likely to cause problems to most of learners in

Korea. Asking those common pronunciation problem that might have to over

30 college students enabled me not only to set up the whole lesson’s

direction and goal but also to consider students’ needs from the beginning.

As time goes by, I felt my lesson was becoming more focused on my original

plan due to the knowledge and awareness from the professor’s lecture.

Importantly, even if the tutoring schedule was not done as I planned, I now

feel much more confident in dealing with teaching pronunciation in my EFL

class. Most of all, awareness of ‘English as Lingua Franca(ELF)’ from the

lecture in this semester made me increase confidence and break my

prejudice that teaching pronunciation should be taught by only native

speakers. In fact, after everything I have done trying, I have no longer fear

having teaching pronunciation with my students and also realize how my

designed lesson could be embedded in ESL educational setting. Still now

majority of English learners feel less confident and less conscious about their

pronunciation. Therefore consideration of the most effective lesson and

instruction should be completed in many ways.

In short, I realized two main key factors from this whole project. First of all,

according to Celce-Muria (2010) from the book, it is extremely essential for

teachers to bring awareness of the knowledge in the area of the partical

phonetics. In brief, in order to help learners to know how the overall sound

system works and teach it more effectively, teachers must possess

principled methodology that includes the knowledge such as various organs

of speech and feature of stress,


intonation, articulation, and sound system in the functional and meaningful

discourse. In this point of view, I also gained enormous knowledge and

information through this whole lesson. The most important fact that I realized

from this project, the knowledge leads me to determine what problems my

potential learners might some related to pronunciation. In fact, having

information what difficulties students might have, it always remains for the

teacher to build this information into some meaningful classroom exercises.

Secondary, all the curriculum material and lesson plan for teaching

pronunciation should be prepared for a the whole communicative language

approach. It should be a communicative exercise that needs to contain

students’ desire and realistic purpose. In other words, such approaches and

activities should be an integral part of any language teaching when learners

make pronunciation in the active learning process.

Hopefully this project could guide me to set the realistic goal dealing with

English as a lingua franca(ELF) and help me to go toward appropriate

direction with effective instruction considering two fact that I emphasize

above. Consequently, it results to increase learner’s both intelligibility and

comprehensibility at the end.

Documents

TESOL of Graduate PORTFOLIO # 1054017 Oh Su Jin Teaching Pronunciation