Aspects of phonetics and phonology in pronunciation
Preview:
DESCRIPTION
Course for the MTEFL of FUNIBER: Definitions and video observation of a lesson.
Citation preview
- 1. Pronunciation: Aspects of Phonology and Phonetics M.Ed.
Maria Luisa Mu - 2014
- 2. Contents Part 1: Aspects of Phonology and Phonetics Part 2:
Teaching Pronunciation
- 3. WHY teach pronunciation? English is not pronounced as it is
written: vowels and consonants can be pronounced in different ways
and there are no accents to help you with stress Incorrect
pronunciation is one of the main reasons for breakdown in
communication The more help SS are given with their pronunciation,
the more confident they feel when speaking Theres no point in
teaching SS new words or phrases if they cant pronounce them
comprehensibly Despite many irregularities, there are also many
rules which can help pronunciation. About 70% of words in English
follow a regular pronunciation pattern If SS are taught to
recognize phonemic script, this will enable them to check
pronunciation for themselves 4
- 4. Observing a lesson
- 5. What is Pronunciation pronunciation-nqqulclbtejq
- 6. The Articulators
- 7. The Phonemic Chart Introducing the chart and its sounds to
students. Recognizing and producing sounds One or two-syllable
words: Produce each sound aloud Connect the sounds with a single
flow so it becomes a word. Repeat the procedure for phrases
- 8. The vowel system
- 9. Sounds
- 10. American English sounds
- 11. British English sounds
- 12. How are consonants produced? Plosives (Stops): When a
complete closure is made somewhere in the vocal tract. Fricatives:
Produced with some obstruction but without any stop so the sound
can be extended.
- 13. How are consonants produced? Affricates: A combination of
plosives and fricatives. They begin as a plosive and then released
slowly into a period of fricative noise.
- 14. The consonant system Labial Dental Alveolar Palatal Velar
Plosive p, b t, d k, g Affricates Fricative f , v s, z Nasal m n
Lateral l R-sound r Glides w j (w)
- 15. Classroom Task Form two groups. One group will present the
vowel sounds and their characteristics. The other group will
present the consonant sounds. Think of different ways of presenting
your tasks so your students will understand how to produce the
sounds.
- 16. Pronunciation issues 1. Perfection versus intelligibility
2. What students can hear versus what students can say 3. To use or
not to use phonemic symbols 4. When to teach pronunciation
- 17. Teaching Pronunciation Segmental: Vowels, consonants and
individual sounds Suprasegmental: stress and intonation.
- 18. Which aspect ot pronunciation? Learner variables (age,
proficiency, aptitude, learning style) Setting variables(access to
target language) Institutional variables (experienced teachers,
material) Linguistic variables (problems according to L1)
Methodological variables (specific teaching approach)
- 19. Connected speech
- 20. Possibilities of relationship between sounds Assimilation
Elision Linking Rhythm
- 21. Assimilation Sounds modify each other when they meet. Ex:
That /t/ and /b/ book Could you pass that book? Final /t/ from that
becomes /p/ to approximate /b/ from book /t/ becomes /p/ before /b/
/d/ becomes /b/ before /b/ /n/ becomes /m/ before /m/
- 22. Elision A sound disappears. Ex: next day /t/ elided between
/ks/ and /d/ so /nekst/ becomes /neks/ Syllabic consonant. Ex:
collect /klekt/ It is indicated in print by an apostrophe Examples:
isnt, Ill, cause, CapnCook
- 23. Linking When two vowel sounds meet Linking /r/ . Ex: Her
English is good . /r/ is pronounced. Her German is good. /r/ is not
pronounced. Intrusive /r/ . Ex: I saw it.
- 24. Word Stress Morphological: Unlike suffixes , prefixes are
often stressed Syntactic information: Some words change their
stress depending on whether they are verbs or nouns (first
syllable) Compound words usually have stress in the second syllable
http://elt.oup.com/student/englishfile/upperint/c_
pronunciation/nef_upperint_stressgame?cc=pe&
selLanguage=en
- 25. Sentence stress Content words (also called 'lexical
words'), namely nouns, adjectives, adverbs, and main verbs because
they carry a high information load. Function words (also called
'grammar words' or 'form words'), i.e. determiners (e.g. the, a),
conjunctions (e.g. and, but), pronouns (e.g. she, them),
prepositions (e.g. at, from), auxiliary verbs (e.g. do, be, can),
are not stressed.
- 26. Functions of intonation Emotional: attitude Grammatical:
questions vs. Statements Information structure: what is known vs.
what is new Textual: larger stretches of discourse Psychological:
easier to percieve or memorize Indexical: markers of group
membership
- 27. Intonation and sentence rhtyhm Short answers are normally
stressed Auxiliaries in echo questions used to show interest
Emphatic use of an auxiliary So do I, Neither do I ( auxiliary is
not stressed, the stress falls on the other two words Question
tags
- 28. Rhythm Rhythm is the way a language sounds as a result of
the pattern of stressed and unstressed syllables in speech. A
stress-time language has the stressed syllable in speech at more or
less equal intervals. Ring Jack soon, Telephone Alison
afterwards
- 29. Stress timing 1 2 3 4 1 and 2 and 3 and 4 1 and a 2 and a 3
and a 4 1 and then a 2 and then a 3 and then a 4