Pronunciation: Theory and Practice

Katie Bain

English Language Fellow

ktbain53@gmail.com

www.elfellowkbain.wordpress.com

Objective

Participants will become more familiar with general guidelines and strategies to help develop pronunciation skills for both themselves and their students.

Agree or Disagree?

1. Meaning is more important than pronunciation.

2. Pronunciation is easy to teach.

3. Pronunciation is easy to learn. 4. It is important to have a

perfect English accent. 5. Pronunciation is the least

important element of language teaching.

Agenda

1. Prosodya. Discussionb. Practical Application

2. The Color Vowel Charta. What is it?b. How can we use it in the

classroom?

3. Other Considerations

Prosody

The rhythm and melody of English.

(Gilbert, 2008)

The pitch makes the difference.

Examplea. Jane said, “Is that Mister Fogg?”b. Jane said, “Is that mist or fog?”Question: What was Jane talking about?(Gilbert 2005, 136)

(Gilbert, 2008)

Syllables are important!Teach your students to count the

number of syllables in words. This is a first step in

understanding where to put the stress in words.

(Gilbert, 2008)

Rhythm and Stress

dessert / desert foreign / for rain his story / history

(Gilbert, 2008)

Stressed Syllables

Stress mistakes can cause stress! ExampleStudent: Mrs. Stiebel, can you help me with comedy?

Teacher: Comedy?

Student: Yes, comedy is big problem.

Teacher: I don’t quite follow.

Student: (Patiently) Problem – this is worry.

Teacher: Yes, a worry. Um . . . you mean you have a

problem with comedy on TV?

Student: TV? (Trying again) The boss put me on

department comedy. Everybody on comedy, all the

time argue.

Teacher: Oh, you mean committee!

Student: Yes, what I told you, comedy. (Gilbert, 2008, p. 5)

The stressed word is important!

What’s the difference?

I wanted two hamburgers.

I wanted two hamburgers.

(Gilbert, 2008)

The Prosody Pyramid

(Gilbert, 2008)

Thought Groups…

Thought groups are separated by…

(a) a pause(b) a drop in pitch(c) lengthening of the last stressed

syllable (the most subtle signal)

(Gilbert, 2008)

Focus Word: The most important word in the thought group

(Gilbert, 2008)

The focus word is usually a content word. Content WordsNounVerbAdjectiveAdverb*Usually stressed.

Do you want some pancakes?

Structure WordsPronouns PrepositionsArticlesVerb “to be”*Usually reduced or

de-emphasized.

Do you want some pancakes?

(Gilbert, 2008)

The SCHWA!!!!

The stressed vowel soundWhat causes difficulty in

pronouncing vowels?◦Mouth Mechanics◦Learning sounds that don’t exist or

are not common in L1◦Differences in the rhythm of

languages◦Crazy English Spelling!◦Vowel Sounds vs. Vowel Letter

Names(Gilbert, 2008)

What are two types of vowel sounds?

Two Types of Vowel Sounds

Alphabet Vowel Sounds

Sound like letter names◦ Make◦ Green◦ Size◦ Go◦ Use

When spoken, the tongue shifts upward

Relative Vowel SoundsSometimes

referred to as “short”◦ Bat◦ Bet◦ Bit◦ Stop◦ Luck

Do not have off-glides

Tongue is more stationary

(Gilbert, 2008)

Alphabet Vowel Sounds

(Gilbert, 2008)

Alphabet Vowel Sounds

(Gilbert, 2008)

Spelling Rules for Low-Level Students

The Two Vowel Rule: • If there are two vowel letters in a short word, the

first vowel sounds like its alphabet name. The second vowel is silent.

cake these ice cone fruit main cream pie soap Sue

The One Vowel Rule: If there is only one vowel letter in a short word, it

sounds like a relative of the alphabet vowel. (Note: No off-glide.)

had bed his hot sunJan Ben Kim John Russ

(Gilbert, 2008)

Spelling Rules for High-Level Students

The Two Vowel Rule: If there are two vowel letters in the stressed syllable, the first

vowel usually sounds like its alphabet name. The second vowel is silent.

available complete advice approach recruitarrangement agreement mileage unloading accuse

The One Vowel Rule: If there is only one vowel letter in the stressed syllable, it usually sounds like a relative of the alphabet vowel.

apple relative interesting possible redundantadapted integrity articulatory accomplish husbandry

(Gilbert, 2008)

Consonants!

What are two types of consonants?

Two Types of Consonants

Stop ConsonantsFormed by stopping

the air flow to the mouth.

/b/ /p//d/ /t/ /g/ /k/

Continuant Consonants

Can be continued as long as desired.

All other English consonant sounds are continuants or combinations between continuants and stops (like in church and judge). (Gilbert, 2008)

Stop vs. Continuant

(Gilbert, 2008)

Video ViewingStress and Rhythm In American E

nglish Pronunciation

How can this knowledge affect your instruction?

Pronunciation Part 2

Vowel Discovery ActivityWork with a small group or in

partners. Sort your words into two groups

according to their vowel sounds.◦There are two color words that are the titles of each group.

◦There are five total words (including the color word) in each group.

Present your words to the class on the board.

The Color Vowel Chart

How do you use the Color Vowel Chart?

Once you’ve identified the stressed syllable, identify the color of the stressed vowel – the peak.

Your Names!◦ Food Vocabulary

Carrot Apple Mango Watermelon Banana Zucchini Broccoli Avocado Lettuce

◦Other topics?

More Video ViewingDemonstration of Color Vowel Ch

art

Color Vowel Yoga

Part 3: Activities

Try to have students LISTEN first.

(Thompson, 2012)

Use rubber bands to emphasize stress

(Thompson, 2012)

Make Color Word Charts

(Thompson, 2012)

Engage students in QUALITY REPETITION.

(Gilbert, 2008)

Choral Reading

Linking Words in Sentences Example ExerciseHave students practice linking with /s/

in thefollowing sentences.1. The boats entered the water.2. The coats all need to be cleaned.3. She has less of everything.4. Is the boss in the office?5. The nights are long here.(from Gilbert 2005, 82)

Practice Intonation with Kazoos

(Gilbert, 2008)

• Would you like french fries or chips?• I’ve never been to the zoo before.• I don’t know which way to go. • If it rains, no one will come to class.

Repeat Dialogues Various Times in Different Voices and Volumes

A: Hi! How are you?B: Good, thanks. How are you?A: Great! Are you going to the party

this weekend?B: You bet I am! Are you?A: Yep! What are you going to bring?B: I think I’ll bring some cheese. A: Okay, I’ll bring some bread. See ya

there!B: See ya there!

Use Jazz ChantsHow do you spell dog?

d-o-g How do you spell cat?

c-a-t How do you spell octopus?

Don’t ask me!

Jazz Chant Video

(Thompson, 2012)

Grammarchant: Irregular Verbs from Grammar Chants by Carolyn Graham

Say, said. Stop on red. Eat, ate. Don’t be late. Break, broke. Have a coke. Take, took. Learn to cook. Speak, spoke. Tell a joke. Write, wrote. Get off the boat!

(Thompson, 2012)

IF IT RAINS I’LL WEAR MY RAINCOAT BY CAROLYN GRAHAM

If it rains / I’ll wear my raincoat. If it doesn’t rain / I won’t. When it’s cold / I always wear my

gloves. When it isn’t cold, / I don’t. If it snow I won’t wear sandals. If the sun comes out I will. But if it rains I’ll wear my brand

new coat. If I don’t I’ll get a chill.

(Thompson, 2012)

Use Poems!

HOLD FAST TO DREAMS (excerpted) by Langston Hughes Hold fast to dreams, For if dreams die, Life is a broken-winged bird, That cannot fly.

(Thompson, 2012)

What other strategies do you have for your students?

What other strategies do you have for yourself?

Sources Gilbert, J. B. (2008). Teaching pronunciation using the

prosody pyramid. New York, NY: Cambridge University Press.

Thompson, S. (2012, May 12). Speaking clearly: Activities for improving pronunciation.Shaping the Way We Teach Webinar Series. [Webinar]. Retrieved from http://shapingenglish.ning.com/page/page/list?q=pronunciation

Taylor, K., Thompson, S. (2013, September 26). Teaching spoken english with the color vowel chart Shaping the Way We Teach Webinar Series. [Webinar]. Retrieved from http://shapingenglish.ning.com/page/webinar-11-2

THANK YOU!

Katie Bainktbain53@gmail.com

www.elfellowkbain.wordpress.com