1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The Teachingăofă[θ]ăandă[ð]ăSoundsăinăEnglish AliăKARAKAġ*ăEcehanăSÖNMEZ** Department of English Language Teaching Mehmet Akif Ersoy University, Turkey akarakas@mehmetakif.edu.tr Abstract: Pronunciation teaching has its unique place in the curricula of most of the European countries though it has been neglected in Turkey so far. Mispronunciation of some core sounds is among the fundamental problems in the speech of both nonnative pre-service and in-sОrЯТМО ЭОКМСОrs ТЧ TЮrФОвғ TСО Д Ж КЧН ДðЖ sШЮЧНs constitute the biggest trouble for Turks, for they do not take place in the Turkish sound system. To remedy this case, a sample lesson plan on teaching these problem causing-sounds has been developed according to the audio articulation method, which is claimed to be a fossilized pronunciation mistake breaker. It is hoped that the sКЦЩХО ХОssШЧ ЩХКЧ ШЧ ЭСО Д Ж КЧН ДðЖ sШЮЧНs аТХХ МШrrОМЭ ЭСО ЩrШЧЮЧМТКЭТШЧ ЦТsЭКФОs of non-native English teachers and teacher-trainees in Turkey. Key Words: Д Ж КЧН ДðЖ sШЮЧНs, МШrЩЮs, ЩrШЧЮЧМiation mistakes, the audioarticulation model. INTRODUCTION AММШrНТЧР ЭШ HТĢЦКЧШğХЮ (қ00Ҧ, Щғ ҚңҦҤ) ‗ĶPrШЧЮЧМТКЭТШЧ Тs К sТРЧТПТМКЧЭ ЩКrЭ ШП ПШrОТРЧ ХКЧРЮКРО ЭОКМСТЧРĶĶ, sТЧМО СКЯТЧР К РШШН ЩrШЧЮЧМТКЭТШЧ Тs ШЧО ШП ЭСО ЦШsЭ ТЦЩШrЭКЧЭ sТРЧs ШП РОЭЭТЧР ЦКsЭery in foreign language learning and teaching. However, the fossilized pronunciation errors may be a barrier for learners who are trying to get mastery in foreign language (FL) and second language (L2) in that such errors harm the ХОКrЧОrsĶ sЩООМС ПХЮОЧМв and prevent them from speaking English in the way native speakers do. Of all the ПШssТХТгОН ЩrШЧЮЧМТКЭТШЧ ОrrШrs, ЭСО ЩСШЧОЦОs / / КЧН / ð/ СКЯО КХаКвs ЛООЧ ЩrШЛХОЦКЭТМ ЧШЭ ШЧХв ПШr TЮrФТsС learners of English but also for Turkish teachers of English who arО КХrОКНв ШЧ ЭСО УШЛ (HТĢЦКЧШğХЮ, қ00Ҧ)ғ These sounds cause severe pronunciation problems to the Turkish learners of English during the articulation ЩrШМОssғ TСКЭĶs аСв, ЭСОв ЧООН КЧ ЮrРОЧЭ rОЦОНТКЭТШЧ, аСТМС Тs РШТЧР ЭШ ЛО ЩrШЯТНОН аТЭС К ЦШНОХ ХОssШЧ ШЧ ЭОКМСТЧР ЭСО / / КЧН / ð/ МШЧЭrКsЭs ЭСrШЮРС ЭСО КЮНТШ-articulation method (AAM) developed by Demirezen (2004) as fossilized pronunciation error breaker. Besides the AAM, some principles of the Audio-lingual Method (ALM) will be employed in the activities of the sample lesson plan to supplement the teaching of TH sounds. TheăNatureăofăDifficultyăofă/θ/ăandă/ăð/ăforăTurks The main reason of difficulty of these phonemes lies under the fact that these sounds [θ]ăandă[ð]ădo not exist in the sound system of Turkish. As it is seen in figure 2, the [θ]ăsound, which is named theta, is a voiceless interdental fricative sound while the [ð]ăsound, which is called eth, is a voiced interdental fricative sound as it is seen in figure 1. They are among the problem-causing consonants for Turkish learners of English, for they are not coded in modern standard Turkish (Demirezen, 2007, 2010). The voiceless [θ] sound can be heard clearly in such words like thick / ɪФ/, ethnic / ЧɪФ/ КЧН sheath /ʆТ /ғ TСО ЯШТМОН [ð]ăsound can be heard in such words like thus /ðʌs/, within /аɪðɪЧ/ КЧН lathe /ХОɪð/ғ BШЭС Дθ]ă and [ð]ă are highly frequent sounds in English language. Therefore, they require a special attention if the aim is to properly teach these sounds at the micro level and English at the macro level. As can be seen apparently above, these sounds occur word initially, word medially and word finally. To be able to get the bottom of the problem, it is beneficial to investigate the articulation of these sounds. After that, it is necessary to diagnose the problem and find out a remedy for the treatment. FТРurО 1: TСО moutС posТtТon oП tСО /ð/ pСonОmО FТРurО2: TСО MoutС PosТtТon oП tСО /θ/ pСonОmО (Adapted from Baker and Goldstein, 2008) 74 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The Articulation of the /θ/ăandă/ăð/ăPhonemes Since these sounds are non-existent in Turkish sound system, difficulty arises in the production of them. The most common tendency is that Turkish learners replace the phoneme /θ/ă with the phoneme /t/ and the phoneme /ð/ăwith the phoneme /d/. The word pairs below can be given as examples to the above statement:       /θɔЭ/ team /tim/ vs. theme /θim/ mat /Цæt/ vs. math /Цæθ/ boot /but/ vs. booth /buθ/ taught / tɔЭ/ vs. thought   dose /dШʊs/ Яsғ those /ðШʊг/ dough /dШʊ/ Яsғ though /ðШʊ/ dare /d ər/ Яsғ there /ð ər/ sued /sud/ vs. soothe /suð/ The reason of this tendency to replace the non-existent unvoiced and voiced [θ]ăand [ð]ăsШЮЧНs sЭОЦs ПrШЦ ‗ĶЭСО ОsЭКЛХТsСЦОЧЭ ШП ЦШЭСОr ЭШЧРЮО ТЧЭОrПОrОЧМОĶĶ (ӒОЦТrОгОЧ, қ00ҥ)ғ As ЭСОsО sШЮЧНs КrО ЧШЭ МШНОН ТЧ ЭСО TЮrФТsС consonant chart, they are converted to into the closest sounds in the mother tongue; in this case they are mostly /t/ and /d/ to compensate for the lack of exact sounds in the target language (Dalton, 1997). To remedy these two fossilized pronunciation errors, a model lesson plan will be presented below, which has been organized by taking the principles of the AAM method and some ALM principles into account. AN APPLICATION OF THE AUDIO-ARTICULATION PRONUNCIATION REHABILITATION MODEL ON TEACHING THE /Θ/ AND /Ð/ PHONEMES Time limit: 45-50 minutes. Model: Audio Articulation Model & Audio-lingual Method. 1. Warm up – motivation The teacher of the course starts up with a poem including the problem causing-sounds. This session lasts nearly 3 or 4 minutes. If there occurs a probability of exceeding the time limit, the teacher has the right to keep the warm up session short by skipping the last part of the poem. T: Good afternoon everybody. How are you today? You all look very lively. Ss: Good afternoon, sir. АОĶrО КХХ ПТЧОғ T: Ok, friends. I wonder who likes poetry in the class. Ss: (Students who like poetry raise their hands.) T: Great. Today, we are going to read a poem. Who wants to read the poem? I need two volunteers. One will be the mother while the other will be the child. Hülya: I can be the mom, sir. ġeniz: And, I can be the child. T: Thanks, ladies. Ok, then. Let us start. Here is the poem. Enjoy it! My Thumbies Child: I have two thin thumbies They're with me day and night. My favorite thumb is on my left. The other's on my right My thumbies always soothe me when I am feeling sad. They help me to protect myself when I am feeling mad. My thumbies help me fall asleep when I am feeling tired. I do not know how better friends could ever be desired. My mother says it's time to quit-that sucking thumbs is bad. And every time I suck my thumbs, my mom gets very mad. Mom: You've got to quit. Don't suck thy thumbs--your left one or your right. It's pushing all your front teeth out. It's ruining your bite. It might take years to get straight teeth, with braces on your mouth. It isn't fun. Believe me, son. So keep your thumbs down south. Child: I'm 5 years old It's time to quit-of all the silly habits. I don't want people thinking that my teeth look like a rabbit's. 75 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo HјХвК КЧН ġОЧТг rОКН ЭСО ЩШОЦ ХШЮНХв КЧН ЭСО ШЭСОr sЭЮНОЧЭs ХТsЭОЧ ЭШ ЭСОЦғ TСО ЭОКМСОr ЧШЭТМОs ЭСКЭ ЭСОв have some problems with voiced and voiceless TH sounds. But, the teacher does not make any correction of pronunciation and does not warn any of them, either. T: AХХ rТРСЭ ХКНТОsғ TСКЧФs К ХШЭғ OФ, МХКssғ δОЭĶs rОЦОЦЛОr аСКЭ аО НТН ТЧ ШЮr ПШrЦОr МХКssғ 2. Reviewing the previous topic T: Friends, do you remember what we did in our former lesson? Ss: Yes, sir. We studied on the articulation of [t] and [d] sounds. T: Well done. Who can give the phonetic identifications of these sounds together with sample words? Ufuk: Sir, the [t] sound is a voiceless alveolar stop consonant and, the [d] sound is a voiced alveolar stop sound in English. (Barlow, J.A. & Gierut, J.A., 2002, Demirezen, 1987). We can see the [t] sound in such words tin /ЭɪЧ/, tank /ЭæŋФ/, tease /ti:z/, and the [d] sound in the words day / dey/, and dice /НКɪs/. T: VОrв РШШН, UПЮФғ TСКЧФsғ NШа, ТЭ Тs ЭТЦО ПШr ЭШНКвĶs ЭШЩТМғ 3. Stating the aim of the lesson The teacher sets the goal of the lesson and writes the topic on the board, by saying: T: Dear friends, today we will study the articulation of [θ]ă and [ð]ă sounds in English, which were mispronounced by your friends during the poetry session in such words as they and teeth. Your friends tended to pronounce the [θ]ă as [t] and the [ð]ă sound as [d]. Please, be careful [t] and [d] sounds are mostly employed instead of the [θ]ăand [ð]ăsounds by Turkish students. In fact, [t] is a voiceless alveolar stop fortis sound and the [d] is a voiced alveolar stop lenix sound (Kelly, 2001, p. 49). However, the [θ]ăand [ð]ă sounds have different phonetic identifications which do not exist out language. After stating the aim of the lesson, the teacher gets ready to present his/her corpus that includes 50-100 words including the [θ]ă and [ð]ă sounds. The teacher arranges the words in the order of word-initially, wordmedially and word finally positions so that students can discriminate how they are articulated in all positions. Besides this, the teacher puts the transcriptions of these words into the corpus. After doing so, the teacher makes sure that students know all the words, otherwise it is better for the teacher to handle the unknown words in the corpus. a) Presenting the corpus The corpus prepared by the teacher should be given to the students in the class. It is important that students should also be provided with the sounds of the words in the corpus. Table 1: The corpus of the [θ] sound Word-Initially ЭСТРС / Кɪ/ ЭСrОКН Word-Medially / r Н/ ether /iθər/ / ЧɪФ/ thou / Шʊ/ ЭСОШrОЦ / ТərəЦ/ ОЭСЧТМ ЭСЮs / ʌs/ ЭСОrКЩв / rəЩТ/ method /Ц əН/ thistle / ɪsəХ/ ЭСТМФОЧ / ɪФəЧ/ athlete / ТП/ ЭСТМФОЭ / ɪФɪЭ/ pathetic /Щə ЭɪФ/ thief Word-Finally ЛКЭСЭЮЛ /Лæ ЭʌЛ/ ЛrОКЭС /Лr / toothpick /ЭЮ ЩɪФ/ sheath /ʆТ / ХОЧРЭС /Х ŋФ / ЦШЧЭС /ЦʌЧ bathrobe /Лæ rШʊЛ/ ЭООЭС /ЭТҧ / ПШЮrЭС /Пɔr / panther loath /ХШʊ / ЛrШЭС /Лrɔ / bathroom /Лæ rЮЦ/ аrОКЭС /rТ / ЦКЭС /Цæ / /Т ɑs/ cathedral /Фə ТНrəХ/ mouth /ЦКʊ / worth /b rθ/ ЛОЧОКЭС /ЛɪЧТ / /æ ХТЭ/ /pænθər/ theme / ТЦ/ thimble / ɪЦЛəХ/ ethos thesis / Тsɪs/ ЭСЮР / ʌР/ apathy /æЩə Т/ mouthful /ЦКʊ ПʊХ/ sШШЭС ЭСТМФ / ɪФ/ ЭСrТПЭ / rɪПЭ/ earthy / rθi// bathmat /bæθmæt/ ЛКЭС /Лæ / ПКТЭС /ПОɪ / ЭСЮН / ʌН/ ЭСШrЧ / ɔrЧ/ ОЭСТМ / ɪФ/ МХШЭС /ФХɔ / booth /ЛЮ / thrift / rɪПЭ/ ЭСЮЦЛ / ʌЦ/ ОЭСОrОКХ /ɪ ɪrТəХ/ ХОЭСКХ /ХТ əХ/ ХКЭС /Хæ / ЦвЭС /Цɪ / ЩТЭСв zither /zɪθər/ birth /b rθ/ аrКЭС /ræ / thrash / ræʆ/ ЭСrТХХ / rɪХ/ /Щɪ Т/ stealthy /st lθi/ /sЮ / 76 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo To compare the [θ] sound with the [ð]ăsound, the teacher needs to present another corpus including the [ð]ă sound in the words. This type of contrastive analysis will help students discriminate the difference between two sounds. TКЛlО 2: TСО Мorpus oП tСО Дð] sounН Word-Initially Word-Medially Word-Finally ЭСТsĶХХ /ðɪsəХ/ thereof /ð ərʌЯ/ either /ˈТðər/ smoother /sЦЮðər/ breathe /ЛrТð/ ЭСЮs /ðʌs/ ЭСОrОЛв /ð ərЛКɪ/ mother /Цʌðər/ northern /ЧɔrðərЧ/ bathe /ЛОɪð/ sМКЭСО /sФОɪð/ thou /ðКʊ/ therefor /ð ərПɔr/ father /Пɑҧðər/ clothe/ФХШʊð/ ЛХвЭСО /ЛХКɪð/ thy /ðКɪ/ therefore /ð rПɔr/ ЭОЭСОr /Э ðər/ together /ЭəР ðər/ lathe than /ðæЧ/ ЭСОвĶХХ /ðОɪХ/ НТЭСОr /Нɪðər/ sШЮЭСОrЧ /sʌðərЧ sheathe /ʆТð/ those /ðШʊг/ ЭСОЧ /ð Ч/ ПОКЭСОr /П ðər/ СОКЭСОr /С ðər/ withe gather /Рæðər/ /ХОɪð/ /аɪð/ the /ðə/ ЭСОТrs /ð rг/ ЛШЭСОr /Лɑðər/ rСвЭСЦ /rɪðəЦ/ soothe /sЮð/ these /ðТг/ ЭСОЦ /ð Ц/ brother /Лrʌðər/ аОКЭСОr /а ðər/ teethe they /ðОɪ/ ЭСОТr /ðər/ ЧОТЭСОr /ЧТðər/ ЛКЭСТЧР/ /ЛОɪðɪŋ/ wreathe /r:Тð/ that /ðæЭ/ ЭСОЧМО/ /ð Чs/ аТЭСТЧ /аɪðɪЧ/ further /П rðər/ mouth/ЦКʊð/ there /ð r/ ЭСОО / ðТ/ ШЭСОr rКЭСОr /ræðər/ loathe /ХШʊð/ though /ðШʊ/ ЭСТs /ðɪs/ аШrЭСв /а rðТ/ /ʌðər/ another /əЧʌðər/ lithe ЛХТЭСО /ЛХКɪð/ scythe /sið/ sООЭСО /sТð/ ЭТЭСО /ЭКɪð/ аrТЭСО /rКɪð/ /ЭТҧð/ /ХКɪð/ After the presentation of the corpus, students are asked to repeat these words in small doses individually or in group. Since over-repeating may be boring for the students, the teacher should avoid creating a parrot-like repetition phase and should keep the phase as lively as possible. The teacher should target those students who have trouble in articulating the words correctly. Having done all these chores, the teacher can establish the minimal pairs by exposing the [θ-ð]ădifferences. b) Establishing the minimal pairs The teacher firstly handles the unknown words. It is also advisable to establish the minimal pairs with related pictures so that students can see the differentiations in meaning. The teacher tries to specify the words into minimal pairs with contrastive analysis (Baker and Goldstein, 1992). Students are asked to repeat the minimal pairs in single, group or choir. During the repetition phase, the teacher gets closer to the students to see ЭСО sЭЮНОЧЭsĶ ЦШЮЭС ЩШsТЭТШЧs, and to observe whether they can articulate the sounds correctly or not. The frequently encountered voiceless and voiced TH minimal pairs are as follows: [θ]ă             vs. sСОКЭС (Ч) /ʆТҧ / ЭСТРС / Кɪ/ teeth (n) /ЭТː / ОЭСОr /Тҧ ər/ ХШКЭС (КНУ) /ХШʊ / аrОКЭС (Ч) /rТҧ / ЦШЮЭС (Ч) /ЦКʊ / ЭСШЮ / Кʊ/ sШШЭС (КНУ) /sЮҧ / ЭСЮs / ʌs/ tСТsЭХО / ɪsəХ/ аТЭС /аɪ / [ð] sСОКЭСО (Я) /ʆТҧð/ ЭСв /ðКɪ/ ЭООЭСО (Я) /ЭТːð/ ОТЭСОr (AЦғ)/Тҧðər/ ХШКЭСО (Я) /ХШʊð/ аrОКЭСО (Я)/rТҧð/ ЦШЮЭС (Я) /ЦКʊð/ ЭСШЮ /ðКʊ/ sШШЭСО /sЮҧð/ ЭСЮs /ðʌs/ ЭСТsĶХХ /ðɪsəХ/ аТЭСО /аɪð/ 77 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo c) Establishing near-minimal pairs Sometimes an exact minimal pair contrasting two phonemes may not exist in a language. Linguists then look for near minimal pairs. In a near minimal pair only the sounds surrounding the phonemes are identical.     [θ] ЛКЭС /Лæ / МХШЭС /ФХɔ / ЛrОКЭС /Лr / ХКЭС /Хæ / [ð] ЛКЭСО /ЛОɪð/ МХШЭСО /ФХШʊð/ ЛrОКЭСО /ЛrТð/ ХКЭСО /ХОɪð/ d) Tongue twisters The tongue twisters are practiced individually, in pairs or chorus in class after the teacher exhorts them first. The teacher can also make use of audio files of the tongue twisters. 1. A sheath A sword sheath A sheathed sword sheath A leather sheathed sword sheath 5. Breath Breathing the breath Breathing the toothy breath Breathing the toothy breath with a thief 2. Either Either of these Either of these ethers Either of these third-rate ethers 6. A bath A filthy bath Bathing in a filthy bath Bathing the baby in a filthy bath 3. Teeth Healthy teeth Healthy teeth in the mouth Healthy teeth teething in the mouth 7. A cloth A wool cloth A thicker wool cloth A thicker wool cloth to clothe 4. Thigh Thick thigh Thy thick thigh Thy thick thigh in a pie 8. Wreathing Wreathing Thomas Wreathing Thomas in a wreath Wreathing Thomas in a wreath with wrath e) Giving the rule The teacher should give the rule in a way that will enable students to capture it in clear details. For this reason, the teacher can use figures or charts illustrating the mouth position in the articulation of the problemМКЮsТЧР sШЮЧНsғ TСО ЭОКМСОr МХКЩs СТs/СОr СКЧНs ЭШ МКЭМС sЭЮНОЧЭsĶ КЭЭОЧЭТШЧ Лв sКвТЧРҧ T: Dear students, it is RULE TIME now. Wide open your eyes and lend me your ears, please. As you can see in the figure below, we stick out our tongue a bit between the upper and lower teeth (Demirezen 1987: 39) and then we blow out air. Both sounds are inter-dental fricatives (Ladefoged, 2001). Please, pay attention to the [ð]ăsound; for it is a voiced consonant while the [θ]ăsound is a voiceless one. 78 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Figure 3: The articulational positinioning of of the [ð] and [θ] sounds in the mouth (Figures taken from http://englishgoes.com/en/english-pronunciation-lesson-2-th/) Kelly (2001) gives us some suggested ways of explaining how to form these two consonants: For the articulation of the [ð] and [θЖ sШЮЧНsҧ ―PЮЭ ЭСО ПrШЧЭ ШП вШЮr ЭШЧРЮО КРКТЧsЭ ЭСО ЛКМФ ШП вШЮr ЭШЩ Эeeth. Let the air pass ЭСrШЮРС Кs вШЮ ЛrОКЭСО ШЮЭғ ӒШЧĶЭ ЮsО вШЮr ЯШТМОғ HШХН ЭСО sШЮЧН, КЧН КНН вШЮr ЯШТМО‖ (Щғ ҢҢ)ғ AПЭОr РТЯТЧР ЭСО rule, the teacher shows a video to the students, in which a native speaker models how to articulate these sounds with sample words. Then, the teacher can do further exercises. 4. Doing Further Exercises In this part, the teacher does further articulations of the problematic sounds with different activities by creating a game like atmosphere. For example, the teacher can establish minimal sentences for students. A. Minimal Sentences (The teacher practices minimal sentences without boring students. First, s/he reads the sentences, and then s/he gets students to repeat in isolation, pairs or choir. It is advisable that the teacher should create his/her own ЦТЧТЦКХ sОЧЭОЧМОs Лв КЩЩОКХТЧР ЭШ sЭЮНОЧЭsĶ КrОКs ШП ТЧЭОrОsЭғ) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Elizabeth can easily spell the word THY / THIGH. I НШЧĶЭ ХТФО EITHER / ETHER. My father makes a good LATHER / LATHER. How do you say the word LOATHE / LOTH? They will SHEATHE / SHEATH the blade. (Nilsen & Nilsen, 1973) RКМСОХ НШОsЧĶЭ ФЧШа ЭСО ЦОКЧТЧР ШП SOOTH / SOOTHE. Liz told me that she found THOU / THOU on the street yesterday. TEETHE / TEETH is a difficult word to pronounce. Does the word WREATHE / WREATH СКЯО ЭаШ ‗ОĶ ХОЭЭОrsς Here is an example word including TH: BATH / BATHE. LATH / LATHE is an unknown word for many students. B. Sentences with contextual clues (After the teacher exhorts the sentences, s/he practices the following sentences without boring students, in single or in pairs.) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Julia will EITHER get ETHER or novocain. Please SHEATHE your knife in a SHEATH. TСО ЛКЛвĶs TEETH will soon TEETHE. They will WREATHE him in a WREATH. Michael is LOTH to LOATHE anyone in the class. (Nilsen & Nilsen, 1973) ӒШЧĶЭ MOUTH a speech when your MOUTH is full. The three children BATHE in the same BATH. εв НКЮРСЭОr МШЮХНЧĶЭ ПТЧН К CLOTH to CLOTHE her doll. A SOOTH herbal tea will SOOTHE her. Mine, THOU lord of life, send me a THOU again Does THY THIGH hurt a lot after the operation? 79 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo   (voiceless Thou / / Кʊ/ /slang, one thousand dollars, pounds, etc.) (voiced Mouth /ЦКʊð/ Яғ ЭШ ЮЭЭОr ТЧ К sШЧШrШЮs Шr ЩШЦЩШЮs ЦКЧЧОr) C. Oral Reading (The teacher prepares or finds an interesting paragraph including the problematic sounds. S/he makes students read the paragraph and want them to find the number of the TH sounds in the text. S/he can also invite the students to the stage, and gets him/her show the voiced or unvoiced TH sounds in the paragraph. An example is shown below.) Instruction: Listen to the speaker carefully and note down the words that have /ð/ and /θ/ in it. How many voiced and unvoiced TH sounds can you find? Even though my father is a weatherman, he can't predict with absolute certainty whether it will rain or not. Neither can the other people who work with him. They say there's only a thirty per cent chance of rain, and the next thing you know, it's pouring. They predict snow, and there's nothing for another five days. Then, there's a blizzard. So rather than trust my father's weather forecasts, I use a more reasonable approach. I ask my mother. (Taken from: www.eslgold.com/pronunciation/voiced_sound_th.html) Students listen to the speaker and note down the words including voiced or unvoiced TH sounds. Then, the teacher shows them the answer key so that the students can compare their own answers with the right ones. D. Sound Discrimination Exercise (The teacher presents an exercise in which students need to choose the sound they hear.) 1. "_____ be good medicine for you." the doctor said. a. This'll b. Thistle 2. Hospitals smell like ____. a. either b. ether 3. He could not speak. He couldn't even ______ the words. a. mouthe b. mouth 4. In 1620, the Pilgrims believed in "love _____ neighbor". a. thy b. thigh 5. Swords and rapiers are kept in a ______. a.sheathe b.sheath 6. The baby is crying. He must be cutting his _______. a. teethe b. teeth 7. Babies usually start to _______ around 6 months of age. a. teethe b. teeth 8. The carpenter is an excellent ____. a. lather (/laythe-^r/) b. lather(/lath-^r/) 9. This shampoo doesn't produce enough _. a. lather (/laythe-^r/) b. lather(/lath-^r/) 10. You hate him very much. In fact, you _____ him a. loathe b. loth E. Sentence Level Tongue Twisters (The teacher can present sentence level tongue twisters that include both voiced and unvoiced TH words. S/he practices the twisters carefully without boring the students. The order of the tongue twisters should be from simple to complex. The teacher should be on alert to correct the committed mistakes immediately in class.) 1. 2. 3. 4. 5. 6. 7. They threw three thick things. Is this the thing? - Yes, this is the thing. Father, mother, sister, brother - hand in hand with one another. I thought a thought. But the thought I thought wasn't the thought I thought I thought. The thirty-three thankful thieves thought that they thanked the other thirty three thankful thieves throughout Thursday. Three thin thieves thought a thousand thoughts. Now if three thin thieves thought a thousand thoughts how many thoughts did each thief think? Thirty thousand thoughtless thieves thought they would make a thundering noise, so the thirty thousand thumbs thumbed on the thirty thousand drums. (The teacher gets students to repeat these tongue twisters in single, pair or choir without boring them. S/he can praise students after the practice by saying: very good, well done, great job and the like.) Then, the teacher ends the lesson by giving homework.) 80 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 5. Making Summary T: Dear friends, today, we have learnt how to articulate the [θ]ăand [ð]ăsШЮЧНs ТЧ ӓЧРХТsСғ ӒШЧĶЭ ПШrРОЭ ЭСКЭ you must practice these sounds in front of a mirror two times a day: one before the breakfast and the other after dinner. You should do this in order to see your articulatory improvement. (Then, the teacher can go back to his/her rule again and can summarize it using the same charts, figures or videos s/he used during the rule-giving section.) џ џ џ џ T: OФ! δОЭĶs СКЯО К ЛrТОП ХШШФ КЭ ШЮr rЮХО КРКТЧғ TШ КrЭТМЮХКЭО ЭСО ЯШТМОХОss TH sШЮЧН, put the tip of your tongue between your front teeth. blow out air between your tongue and top teeth. do not use your use. to articulate voiced TH, just use your voice. TСКЭĶs КХХ вШЮ СКЯО ЭШ НШғ IЭ Тs К ЩТОМО ШП МКФО, ТsЧĶЭ ТЭ Gizem? Gizem: Yes, sir. I am more comfortable with these sounds now. I think it will be rather better after I have practiced them in front of the mirror. T: Sure! We all love you and believe that you can achieve this. 6. Giving Assignment The teacher gives students their assignments and warns them not to be negligent in doing these at home. The teacher should not forget to recollect the assignments in the following lesson for evaluation. After making necessary suggestions and correction, s/he can give them back to the students. 1. In which of the alternatives is there an articulation of the voiced TH sound? a. think b. thumb c. thus d. thud e. thistle a. ether b. bath c. cloth d. thank e. either a. that b. month c. broth d. tooth e. path 2. In which of the alternatives is there an articulation of the voiceless TH sound? a. three b. thee c. thy d. thou e. bathe a. though b. feather c. father d. these e. ether a. other b. method c. neither d. together e. gather 3. Prepare 5 tongue twisters including both voiced and unvoiced TH. 4. Write down 3 sentences with contextual clues using the sounds we have learned today. 5. Write a poem including voiced and unvoiced TH sounds. 6. Consonant sound pair: voiced [ð]ăand unvoiced [θ]: clothe_____ bath_____ that_____ thought_____ cloth_____ whether_____ them_____ father_____ think_____ three_____ mouthe_____ teeth_____ this_____ thorough_____ soothe_____ together_____ though_____ mouth_____ thousand _____ theater_____ breath_____ brother_____ bathe_____ those_____ wealthy_____ thread_____ weather_____ these_____ breathe_____ thumb_____ healthy_____ mouth_____ bathe_____ fourth_____ through_____ smooth_____ month_____ birth _____ 81 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo CONCLUSION The consonants [ð],ănamed as eth, and [θ]ănamed as theta, are among the problem causing sounds for both Turkish students and teachers in pre-service and on ЭСО УШЛғ TСКЭĶs ЛОМКЮsО ШП ЭСО ПКМЭ ЭСКЭ TЮrФТsС ХКЧРЮКРО has no [θ] and [ð] sounds (although Arabic and Spanish speakers do). Therefore, students tend to replace them with [s] and [z] word-finally and [t] and [dЖ sШЮЧНs аШrН ТЧТЭТКХХвғ ―TСО НТППТМЮХЭв ШП /θ,ð/ lies not so much in their articulation, which most learners can perform correctly in isolation, as in combination with other fricatives, ОsЩОМТКХХв, /s/ КЧН /г/‖ (ӨrЮЭЭОЧНОЧ, қ00ҥҧ ҚҦң-197). They must be practiced with combinations of other sounds in phrases, sentences or paragraphs as done in the above exercises but not in isolation. To cure these problematic sounds, a sample lesson was prepared according to the AAM model in this paper. While applying the sample lesson plan, the teacher should adapt the activities according to the level of students. There should not be over-repetition in order not to bore students. The success of the model mostly НОЩОЧНs ШЧ ЭОКМСОrĶs МrОКЭТЯТЭв КЧН МХКssrШШЦ ЩОrПШrЦКЧМОғ TСО ЭОКМСОr sСШЮХН ЛО ЯОrв КМЭТЯО Лв ЮsТЧР СТs/her body in class. AХЭСШЮРС sШЦО ЭОКМСОrs КЧН sЭЮНОЧЭs ЦКв ЭСТЧФ ЭСКЭ rОЩХКМОЦОЧЭ ШП / ,ð/ аТЭС sШЮЧНs ТЧ ЭСО ЦШЭСОr tongue can be tolerated, it is not favorable to do so. Because as teachers and learners of English, we should pave the way leading us to the correct pronunciation, since having a correct pronunciation is a sign of both professionalism and phonetic intelligence. 82 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo REFERENCES Baker, A. 1992. Introducing English Pronunciation, A TОКМСОrĶs GЮТНО ЭШ TrОО Шr TСree and Ship or Sheep. Cambridge University Press, New York, the U.S.A. Baker, A. & Goldstein, S. 2008. Pronunciation Pairs, an Introduction to the Sounds of English. 2nd Edition. Cambridge University Press, New York, the U.S.A. Barlow, J.A. & Gierut, J.A. (2002). Minimal Pair Approaches to Phonological Remediation. Seminars in speech and language, 23 (1). ӨrЮЭЭОЧНОЧ, Aғ қ00ҥғ GТЦsШЧĶs PrШЧЮЧМТКЭТШЧ ШП ӓЧРХТsСғ Ҥth Edition. 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