phono t&stfriendly silviaschnitzler-keyideas

““Phonology: Phonology: teacher&studentteacher&student

-friendly”-friendly”

by Prof. Silvia A. Schnitzler

The aim of the workshop is to analyse the role The aim of the workshop is to analyse the role

of pronunciation practice in EFL lessons. We will of pronunciation practice in EFL lessons. We will experience some enjoyable activities and experience some enjoyable activities and provide feedback among the participants. provide feedback among the participants.

Songs, games, poems, videos & more!Songs, games, poems, videos & more!

By putting ourselves into our students’ shoes, By putting ourselves into our students’ shoes, we will be able to anticipate problem areas and we will be able to anticipate problem areas and find a way out prior to the implementation of find a way out prior to the implementation of

such activities in the classroom.such activities in the classroom.

“Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler

Kelly, Gerald (2004)

“... integrate pronunciation work with

the treatment of grammar and lexis in

order to help students appreciate its

relevance and importance for

successful communication”.


Real life examples of communication breakdown or

misunderstandings:

• At a Hotel: “I need some /s u: p /” (= soap) dehydrated. soup• Figures: “We need 30 / 13 tonnes.” solved: send me an e-mail to confirm.• C. Proficiency E. Teacher: “Prepare ex. 20-a for next class” Proficiency Students prepared

ex.28 !


Celce-Murcia, M. et al. (1996)

… “there’s a fundamental intersection between pronunciation and listening comprehension, suggesting learners inability to perform processes in decoding native speaker speech”


Listeners

reach our threshold level of

tolerance

become irritated, resentful of the

effort that is being required from us

directly switch off.


Teachers should highlight the importance of:

• Discerning intonation units. • Chunking and Segmenting at

phrasal level. E.: nitrate vs night rate;

my turn vs might earn • Recognizing stressed elements. • Interpreting unstressed elements. • Determining the full forms

underlying reduced speech.


Teachers should take into consideration:

Relevance of teaching weak and strong forms of function words.

GRADATION the existence of reduced forms, some of

which have no vowel but a syllabic consonant in its stead

Some have been reduced to just a shwas/he will never be able to listen to

something s/he’s ignorant of. Overtly telling the students which forms

s/he may come across, allows him/her to be on the alert as to what certain stretch of discourse

could mean

“Phonology: teacher&student-friendly” part A - Prof. Silvia A. Schnitzler

The teachers’ role

To help learners:perceive differences from their

mother tongue between: vowel sounds ( i:/ i), consonant

sounds ( b/v), consonantal clusters (tl, tn, sp, ...), features of linkage (assimilation, coalescence, sequences v+v; c+v, etc)

open their ears, re-tune them to the new sounds by perceptual learning.

Note: learning to perceive and produce may be an act of will.

be aware of word and sentence stress (rhythm) and of intonation

recognize homophones and features of connected speech.

establish strategies and methods of working which can, little by little, later be consolidated and extended.


PRONUNCIATION GOALSPRONUNCIATION GOALS:

COMFORTABLE INTELLIGIBILITYCOMFORTABLE INTELLIGIBILITY = understandabilityunderstandability:

being understood by a listener at a given time in a given situation

native-like pronunciation

EFFECTIVE COMMUNICATION EFFICIENT COMMUNICATION


The teacher should

Promote a positive attitude

Provide students with activities to make them open their ears and establish strategies and methods of working which can later be consolidated and extended.

Work on pronunciation little and often, integrating it with the other areas of language


Teachers’ ROLE: Help learners: perceive sounds process them establish categories make new

soundsBuild up awarenessProvide feedbackPoint out what’s going onEstablish prioritiesDevise or select activitiesAssess progress


The learners’ ROLE to respond

• They should take responsibility for their own learning, and realize that success in language learning involves setting oneself goals and working hard to achieve them.

• They should be sensitive about pronunciation and develop a concern for good diction.


• They should be aware about certain features and know what to pay attention to, so as to build upon this basic awareness, which provides another level of reinforcement

(analytical activities)metacognitive level

• They must recognize that poor, unintelligible speech will make

their attempts at conversing frustrating and unpleasant both for themselves and their listeners.

“Phonology: teacher&student-friendly” part A - Prof. Silvia A. Schnitzler

ActivitiesActivitiesActivitiesActivities

SongsSongsSongsSongs

DictationsDictationsClose Close

excercises excercises

DictationsDictationsClose Close

excercises excercises

GamesGamesGamesGames

FilmsFilmsFilmsFilms

Thank Thank you !!!you !!!Thank Thank you !!!you !!!

Contact @:Contact @:

[email protected]@yahoo.com

www.facebook.com/PhonoPracticewww.facebook.com/PhonoPractice

www.facebook.com/SilviaAlejandraSchnitzlwww.facebook.com/SilviaAlejandraSchnitzlerer

https://twitter.com/PhonoPracticehttps://twitter.com/PhonoPractice

““Phonology: teacher&student-friendly” - Phonology: teacher&student-friendly” - Prof. Silvia A. SchnitzlerProf. Silvia A. Schnitzler

http://www.facebook.com/PhonoPractice

http://www.facebook.com/SilviaAlejandraSchnitzler

http://www.facebook.com/SilviaAlejandraSchnitzler

https://twitter.com/PhonoPractice

ReferenceReferenceBaker, Ann (1992; 3rd ed 2006) Ship or Sheep?,

CUP.Bowler, B. & Cunningham, S. (1992) Headway

upper-interm. Pronunciation, O.U.P.Bowler, B. & Parminter, S. (1994) Headway pre-

interm. Pronunciation, O.U.P.Carr, Philip (1993) Phonology, Macmillan.Celce-Murcia, Marianne et al. (1996)Teaching

Pronunciation, C. U. P.Dalton, C. & Seidlhofer, B. (1994) Pronunciation,

OUP.Finch, D. & Ortiz Lira, H: A Course in English

Phonetics for Spanish Speakers, Heinemann


Gimson, A.C., revised by Cruttenden, A. (1997 5th Ed; 2001 6th Ed) Gimson’s Pronunciation of English, Edward Arnold

Hancock, M. (1995/ 2008) Pronunciation Games - CUP.

Hewings, Martin (1993) Pronunciation Tasks, CUP.

Katamba, Francis (1989) An Introduction to Phonology, Longman.

Kelly, Gerald (2004) How to Teach Pronunciation, Longman.

Roach, Peter (1995 2nd Ed; 2009 4th Ed) English Phonetics and Phonology, CUP.

Underhill, Adrian (2005) Sound Foundations new ed., Macmillan Books for Teachers.


phono t&stfriendly silviaschnitzler-keyideas

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areas of language phonology

pronunciation work

role of pronunciation

enjoyable activities

learners role

teachers role

students shoes