1. What seems to be the general approach of the books? Segmental or suprasegmental? Exposure-based or explanation based? Humanistic or drill-based? Teacher-centred or student centered? Traditional or unusual? Use what you learnt in Chapter 9 to justify your answer.
The book English Pronunciation in Use by Hancock, M, & Donna, S. (2014), the general approach is segmental since it focuses on teaching individual sounds and what happens to them when they are put together to form words. Therefore, it is referred to as segmental approach to pronunciation. For example, unit two of this excerpt: Plane, Plan. English learners are presented with the vowel sounds /eɪ/ and /æ/ as individual sounds and also students are required to listen to the sound /eɪ/.
…show more content…
(2005). Learning and Teaching Pronunciation. Oxford: MacMillan is based on segmental approach, because it presents segments of the English Language particularly and at minute details of vowels and consonants. As evidence, in the discovery activity 3, the horizontal tongue position, students are asked to say /i:/ as in tea, and /u:/as in two. Further this, teaching pronunciation book provides English students with details on the tongue, jaw and lips position to produce certain sound(s), for example how to articulate key /ki:/ and kay /keI/. As stated above, both excerpts are not based on the suprasegmental approach but on the segmental …show more content…
The teaching Pronunciation in Use book shows activities for independent learners, activities that could be done in pairs, such as practicing the conversation, or analyzing the poem, or even practicing the vowel and consonantal sounds, and this could be done with adults, as well. Definitely the excerpt from the Learning and Teaching Pronunciation Book is more oriented to teach adults because young learners could find boring just comparing sounds or just listening to the teacher. Secondly it is not illustrated at all. That is what makes a significant difference, one is illustrated and the other seems to be more teacher-centered. Further, it does not present integrated language skills, as opposed to excerpt of the English Pronunciation in Use that makes available for students a variety of pronunciation
1. The basics section that explains the main things Matthew Norman teaches in his course.
Establishment consisted of teaching the children correct placement of articulators to produce the targeted speech sound across all word positions. The randomized-variable practice began once the child could produce the sound 80% of the time in certain syllables. It usually took children 1-5 sessions to complete the establishment phase. Random teaching tasks such as imitated single syllables, imitated single words, nonimitated single words, imitated two-to-four word phrases, nonimitated two-to-four word phrases, imitated sentences, nonimitated sentences, and storytelling or conversations were selected in the second phase. Participants remained in this phase until they obtained 80% mastery across two
Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
In the partial alphabetic phase individuals pay attention to different letters in a word in order to attempt its pronunciation, usually the first and final letters of a word are focused on, Ehri referred to this as ‘phonetic cue reading’. This is a skill which along with others which shows phonological awareness.
Having a good understanding of both of these can have a huge impact on my career. Using these and understanding the students that are in my class, I will be able to better connect and understand what they might be going through. It was very interesting to see the difference between the two.
Three instructional strategies I would use to further support Isabella’s phonological and phonetic production is modeling, Dr. Seuss, and minimal pairs. Hypothetically, as Isabella’s teacher, I would give her one on one reading instruction. During this time, I would be modeling the pronunciation of [Ө] voiceless interdental fricative and [Č] voiceless palatal fricative, and read books that have words that utilize these sounds. Then, I would have Isabella practice reading the same books and pronouncing the [Ө] voiceless interdental fricative and [Č] voiceless palatal fricative correctly.
The students will have a chance to read the words and highlight to distinguish the two different sounds.
eBook. The book is a great read. http://books.google.com/books?id=Ku2DGm20WWUC&pg=PA196&lpg=PA196&dq= them&source= bl&ots=NXchlAN8Gf&sig=7a2K6RNX0qSSpMj56tFoGH4eXdU&hl=en&sa= X&ei=S3JgU9KEFKbq2gWTloGgCw&ved= 4) PROF.
Within this utterance from Faye, four types of connected speech processes have been demonstrated. Firstly, Faye demonstrated the connected speech process of deletion in the word “just” by deleting the final consonant /t/. In isolation form, the word “just” would be pronounced as /ʤəst/, with the inclusion of the final consonant /t/. Secondly, in this utterance there was a reduction of vowels to an unstressed form by implementing a /ə/ into the function word “of”. This reduction of a vowel to a schwa in Faye’s utterance is due to a lack of stress on this function word in connected speech. In isolation form, the word “of” would be pronounced as /ɔʄ/. A second instance of reducing vowels to an unstressed form occurs in the utterance “to”, by implementing a schwa in place of a /ʉː/. In isolation, the word “to” would be pronounced as /tʉː/. A third connected speech process that has been demonstrated in Faye’s utterance is segment deletion from the removal of the unstressed syllable from “family” in connected speech, taking this word from three syllables to two syllables. In isolation form, the word “family” would be pronounced as /ʄæməliː/. Lastly, in the word “trying” the final velar nasal consonant was replaced
The course and the required textbook teaches us several learning techniques such as: skim reading, meta guiding, schematic processing and mind mapping.
First of all the objective outlined that students will identify, the five vowels of the alphabet, correctly pronounce the sounds, independently write all the vowels, and listen attentively to teacher by participating in all activities. In the first learning activity the teacher shows the different pictures that he uses during the anticipatory step. It matches the first objective because the students will be able to identify the vowels on the pictures. In the next activities the teacher pronounces the name of objects that includes word that start with a vowel and then the students will imitate the teacher in pronouncing the words, and the vowel. The teacher will repeat the process until students will be able to familiarize the sounds and be able to pronounce them properly. This matches objective two because the students learned to correctly pronounce the sounds of the vowels. After students are familiar with the different sounds of the vowels, the teacher will introduce the writing, by giving the students ' material for tracing the vowels. In final activity the teacher will show the students how to write the vowel in the sand. This matches objective three because the teacher shows the students how to write all the vowels independently. The learning activities helped the students to achieve the
Title: “MOTHER TONGUE INFLUENCE OF SARAIKI LANGUAGE ON LEARNING ENGLISH PRONUNCIATION------A STUDY OF STUDENTS AND TEACHERS IN MIANWALI”
Prior to the Norman Invasion of England, the language of England was West Saxon. Later, after the Norman Conquest; French became the National language of England. However, Latin was the language still used in official correspondence and documentation in both English and French territories, because of its prestigious status. By 14th and 15th century; there was a rise in the use of English in all context and; as English successfully challenged French and Latin for primacy in England, there commenced to be seen the necessity of a more standardized and unified form of the language (Thomas, 2010). We often associate specific items or events with standardization, for example translations of the Bible into English, Caxton’s printing press in England, Chancery English in government documents, Establishment of BBC, and Dr Johnsons’s dictionary of English,
a) Does the teacher confine herself/himself solely to the textbook or does the teacher refer to other sources like a teacher’s guide, video, listening tapes, etc.?
As it is important to place strong emphasis on listening as a way into releasing appropriate pronunciation of English consonants and consonant clusters, teachers should have their students listen to proper pronunciation from authentic materials by making use of technology like recorded texts, electronic dictionaries that have vocal pronunciation of words, educational videos on You Tube, ESL applications and consequently have adequate input of