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Aliso Viejo, CA 92656
http://www.soka.edu
Soka University of America
SUA is an independent, non-profit,
institution of higher education located
in Southern Californias Orange County.
It is founded on the Buddhist principles
of peace, human rights and the sanctity
of life.
The mission of Soka University of America
is to foster a steady stream of global citizens
committed to living a contributive life.
Daisaku Ikeda, SUA Founder
SUA Campus, Aliso Viejo CA
English teacher training
Our Short Course in Teaching Pronunciation is
made possible through the collaboration of:
Soka
University
of America
Teaching Pronunciation
CommunicativelySome EFL
Considerations
Donna M. Brinton
Professor of TESOL
Soka University of America
Short course: Overview
1 Teaching Pronunciation Communicatively:
Some EFL Considerations
2 The Consonants of North American
English
3 The Effect of Environment on Consonant
Production
4 The Stressed Vowels of North American
English
5 The Unstressed Vowels of North American
English
Short course, contd.
6 Introduction to Connected Speech
sick
/sIk/
flower
Who can teach pronunciation?
Do you need to
Whatbe aif native
your
own speaker?
WhatEnglish
if you
pronunciation
lack confidence
is
in not
yourperfect?
English
pronunciation?
NNESTs and pronunciation
Teachers do not have to be native
speakers to teach pronunciation.
However, non-native English speaking
teachers (NESTs) do need to be
appropriate models for their students.
Knowledge of the English sound system
prepares teachers to help students with
their pronunciation.
The advantage of the NNEST
In the realm of pronunciation teaching,
NNESTs have a distinct advantage
1. They have insights into the
L1 of their students that NS
teachers often do not!
2. They have first-hand
knowledge of the
pronunciation challenges
their students face.
Helping students overcome
Most importantly,
they have overcome
the hurdles their
students encounter
and can effectively
coach their
students using the
techniques that
were successful for
them.
Why is pronunciation different?
/ow/
//
/r/
/uw/
/iyr/ /uw/
/A/
Visual aids
Minimal pair discrimination
Word drills: Which is Sentence drills: Circle the
different? one you hear.
1. boat, vote, boat 1. The accident was on
2. ban, van, van the curve/curb.
3. bet, bet, vet 2. She saw two
4. savor, saber, saber calves/cabs.
5. drivel, drivel, dribble 3. Can you use this as a
vase/base?
6. marvel, marble,
marvel 4. Im having trouble
with my
7. suave, swab, swab vowels/bowels.
8. curb, curb, curve
Sentence practice
/iy/ vs. /I/ Jean and Gin keep an
extremely clean kitchen.
Gilbert (1991)
Pronunciation bingo
Jen ? ? men ?
Information gap: Partner B
Jane ? ? green ?
http://www.kidsread.net/wicky.htm
Childrens rhymes, contd.
http://www.kidsread.net/wicky.htm
Childrens rhymes, contd.
http://www.kidsread.net/wicky.htm
Four Fat Flies Jazz Chant
I wish I could find
Those four fat flies
That flew in my window
Last Friday night.
Four flies flew in,
Four flies, not three
One landed on Fred,
Three landed on me.
Graham (1978)
Hows His English? Jazz Chant
His English is wonderful,
He speaks very well.
His accent is perfect.
You cant really tell
That he isnt a native
Of the U.S.A.
Theres only one problem.
He has nothing to say.
Graham (1978)
A few useful tips
1. Introduce sounds gradually, and
recycle the sounds you have already
taught.
2. Work on recognition first, then
production.
3. Work on issues as they arise in class.
4. Dont overwhelm students with
correction. Correct selectively!
Tips, contd.
5. Dont expect students to get it the
first time. Working on pronunciation
takes time and effort.
6. Encourage students when they get
sounds right.
7. Familiarize your students with their
dictionarys phonetic symbols and
encourage dictionary use.
Tips, contd.
8. Integrate pronunciation work with
other skills.
a. For example, when teaching vocabulary,
work with difficult sounds and word
stress.
b. When teaching grammar, work on
difficult to pronounce grammatical
endings such as
ed and s.
c. When having students read aloud, work
on tone units, prominence, and
intonation.
Parting shots
Parting
Parting shot:
shot: aa remark
remark
that
that you
you saysay as
as you
you are
are
leaving
leaving somewhere
somewhere so so
that
that itit has
has aa strong
strong
effect
effect
Make it visual
Make it kinesthetic
Make it auditory
Make it fun!
Some teacher resources
Avery, P., & Ehrlich, S. (Eds.) (1992). Teaching
American English pronunciation. Oxford:
Oxford University Press.
Bowen, T., & Marks, J. (1992). The
pronunciation book: Student-centred activities
for pronunciation work. Burnt Mill, Harlow:
Longman.
Celce-Murcia, M., Brinton, D. M., & Goodwin, J.
M. (In press). Teaching pronunciation: A
reference for teachers of English to speakers
of other languages (2nd ed.). Cambridge:
Cambridge University Press.
Teacher resources, contd.
Dalton, C., & Seidlhofer, B. (1994).
Pronunciation. Oxford: Oxford University
Press.
Gilbert, J. (1991). Gadgets: Non-verbal tools for
teaching pronunciation. In A. Brown (Ed.),
Teaching English pronunciation: A book of
readings (pp. 308322). London: Routledge.
Graham, C. (1978). Jazz chants. New York:
Oxford University Press.
Graham, C. (1986). Small talk: More jazz
chants. New York: Oxford University Press.
Teacher resources, contd.
Hewings, M. (2004). Pronunciation practice
activities: A resource book for teaching
English pronunciation. Cambridge: Cambridge
University Press.
Kelly, G. (2000). How to teach pronunciation.
London: Longman.
Kenworthy, J. (1987). Teaching English
pronunciation. London: Longman.
Laroy, C. (1995). Pronunciation. Oxford: Oxford
University Press.
Teacher resources, contd.
Nilsen, D. L. F., & Nilsen, A. P. (1973).
Pronunciation contrasts in English. New York:
Regents. [reissued 2002 by Waveland Press,
Prospect Heights, IL]
Swan, M., & Smith, B. (2000). Learner English:
A guide to interference and other problems
(2nd ed.). Cambridge: Cambridge University
Press.