Ha ʊ t ɘ ti: ʧ pr ɘˌ nnsı ʹ j eı ʃɘ n Why it seems to be so hard to teach And so hard to learn.

Presentation on theme: "Ha ʊ t ɘ ti: ʧ pr ɘˌ nnsı ʹ j eı ʃɘ n Why it seems to be so hard to teach And so hard to learn."— Presentation transcript:

1 ha ʊ t ɘ ti: ʧ pr ɘˌ nnsı ʹ j eı ʃɘ n Why it seems to be so hard to teach And so hard to learn

2 Something to think about While the teacher is explaining the student isn’t learning

3 What is the goal of teaching? Sounding like a native speaker? Being intelligible – native speakers can understand? Something else?

4 WHY DON’T ADULTS? If all children learn how to pronounce their native language without instruction

5 Mental Restructuring LEARNING means Keeping and losing distinctions Distinguishing what matters from what doesn’t Gaining some abilities by losing others

6 Three levels Fluency Intonation and stress Sounds

7 Level 1: Sounds Teach contrasts, not absolute sounds Functional load Essential role of consonants Teach as part of an overall communicative programme

8 The phoneme principle /T/ As in topsstoppots postwaterpost-test

9 Learning new distinctions Learner listens to develop the ability to distinguish the sounds Teacher explains how the mouth is used to produce the sounds Repeat as needed.

10 Minimal pairs Sounds are often taught using “minimal pairs”. These are pairs like pin/bin which have only one difference – the one you are teaching. They can be used for listening and speaking practice.

11 An example CHIMERA Monster / fabulous beast / unrealistic notion

12 An example from Chinese 书 shū(book) 需 xǖ(to want)

13 Sound systems Each language has RULES about where sounds can appear. English allows consonant clusters such as str, and pr at the start of words and nk or lp at the end. Other languages may not allow these, or allow others (such as dv or zdr.

14 Clashing systems English:Maori initial /ŋ/ Somali: /p/ - /b/, sikis, two-ellif Chinese:/r/ - / ʒ/ Spanish:I estudy at eschool Korean:I learn Englishi East Asian: Limited range of final consonant sounds allowed

15 Finally (on sounds) Sounds don’t exist in isolation. In everyday speech, sounds are not pronounced as they are in the dictionary.

16 Level 2: Intonation and Stress Word stress Intonation Contrastive intonation Unstress

17 Word Stress A key feature of English Must be taught along with all new vocab Can use minimal pairs of stress in communicative activities (e.g. REcord / reCORD).

18 Intonation Teach typical sentence patterns Then use them in normal conversation (slightly slowed down) Teach the difference between normal statements, questions and orders. Teach the emphasis on new v old information.

19 Contrastive intonation For example,  Are you going to AUSTRALIA in May?  I’m going in JUNE.  Just YOU?  No, we’re ALL going. Also: JAMES isn’t going to Australia.

20 Teaching Intonation Use DIAgrams or PICtures to illustrate the intoNAtion pattern of an English SENtence. Bang the pattern on the table. Ask the learner to imitate intonation from a recording.

21 Level 3: Fluency Linking Pausing, hesitancy Variation Smoothness

22 Fluency: Linking Connected speech is not made of separate words. They are linked, and syllables and sounds are lost or added. It’s useful to shock students out of complacency by writing Wodga want? Zat you?

23 From “Let Stalk Strine” Hello! Dint note was ute first. Dint U U Steffer beard? I thaw chetterlong beard. Essa Dibbet me wife sediwer skettin twold twearer beard. Shiss edit mimey look lichen Noel office boy.

24 Fluency: Pausing and hesitation English speakers “chunk” words into groups and pause between chunks. Correct pausing is important. However, long unnecessary pauses make the speaker seem less competent or confident.

25 Fluency: Variation Native speakers don’t like boring voices, which can happen when the learner has few intonation patterns to draw on. They need to HEAR lots of language and USE it often.

26 Fluency: Smoothness Speakers of some languages, especially East Asian, have a “choppy” sound to their speech, which is not attractive to native speakers of English. Practising linking helps to overcome this.

27 Voice Quality Voice Quality identifies our basic accent and way of speaking. Draw attention to speakers and ways of speaking on the news, films, etc. Discuss how mouth position show personality, status and emotion.

28 Three levels again Which levels are important? Which are necessary for acceptability by native speakers? Which should you be teaching?

29 So what is the goal of teaching? Native speaker level – Impossible for most adults. Intelligibility – Yes, but not enough. Acceptability – Native speakers make judgements about ways of speaking, even if they understand.

30 A process for correction 1. List the mistakes which the learner is making. It is best to listen to a recording, as we often ignore mistakes when listening.

31 A process for correction 2. Select the highest priority mistakes, based on: ◦ Time available ◦ Likelihood of success ◦ Learner’s wishes ◦ Functional load ◦ Acceptability

32 A process for correction 3. Find out why the learner is making that mistake. ◦ What are they doing with their mouth? ◦ Is it a new sound, a new distinction, or a rule of their pronunciation system? ◦ Can they hear when native speakers use it? ◦ Are they aware they are making a mistake?

33 A process for correction 4. Look for ways to explain in session/class ◦ Record and listen ◦ Listen to native speakers ◦ Explain/show what is done with the mouth ◦ Does the learners know the principles behind the error? ◦ Accuracy exercises – teacher corrects.

34 A process for correction 5. Discuss what the learner will do outside of class ◦ What opportunities will they have to speak? ◦ If they have no-one to speak with, they can make recordings every day. ◦ At first they must consciously self-correct. ◦ After some time it will become habitual.

35 While the teacher is explaining the student isn’t learning