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THE MISSING LINK

Suprasegmentals forPronunciation

Whoarewe?

RaymondCarson,M.A.IrvineValleyCollege

EmilyWong,M.A.UCIrvine,DivisionofContinuingEducation

AGENDA

• Makingacase+evidence• 3Breakthroughs• Shadowing• Crackingthecase• Questions

MakingaCase+Evidence“Wheninaccurateprimarystressandintonationisusedinspeaking,languageprocessingfornativelistenersbecomesmoredifficult.”(Hahn,2004)

“Teachingofprosodicpronunciationfeaturesshowimprovedintelligibility.”(Foote,Holtby &Derwing,2011)

“Researchshowsthatteachingbothsegmentalandsuprasegmental aspectsofpronunciationimprovepronunciationincontrolledspeaking,butinstructioninsuprasegmentals improvedextemporaneousspeakingability.”(Foote,Trofimovich,Collins&Urzua,2016)

“Englishlearnershaveshownadesiretoimprovetheirpronunciationskillssothattheyareeasilyunderstoodandwellreceivedbynativespeakers.”(Foote,Holtby &Derwing,2011)

MoreEvidence

3BreakthroughsSongsChants

Dialogues

4CluesReductionsStresswordsIntonationLinking

Breakthrough#1SONG- Reductions

CommonSpeakingReductionsSinglewordreductions:• Because cuz• And n• You ya• -ing in• Her er• Him im• He ee• Them dem

Coarticulations with“to”• needto/needsto needta/needsta• haveto/hasto hafta/hasta• wantto/wantsto wanna/wansta• usedto yousta• goingto gonna

Coarticulations with”you”thatyou thachaaboutyou abouchacanyou kenya

I Don’t Wanna Know

• Idon'twanna know,know,know,knowWho'stakingyouhome,home,home,homeI'mlovingyouso,so,so,soThewayIusedtoloveyou,noIdon'twanna know,know,know,knowWho'stakingyouhome,home,home,homeI'mlovingyouso,so,so,soThewayIusedtoloveyou,ohIdon'twanna know• Wasted(wasted)AndthemoreIdrinkthemoreIthinkaboutyouOhno,no,Ican'ttakeitBaby,everyplaceIgoremindsmeofyou

• Doyouthinkofme?Ofwhatweusedtobe?IsitbetternowthatI'mnotaround?Myfriendsareacting strangeTheydon'tbringupyournameAreyouhappynow?Areyouhappynow?• Idon'twanna know,know,know,knowWho'staking you home,home,home,homeI'mloving youso,so,so,soThewayIusedtoloveyou,noIdon't…

Song– WhatTeacherNeedsToDo• Reviewwherereductionsareinthelyrics.• Passoutlyricsheetandletstudentspredictandmarkthereductions.• SuggestionstoSs:cutoutconsonants,markthewordsthatcanbeco-articulated(needsto>needsta,usedto>usta)

• Playsongsostudentscancheckpredictions.• Showanswers.• Extensionactivity:havestudentssingalongandemphasizethepartsthathavereductions(tryacapellawiththeteacher!).

• Idon'twanna know,know,know,knowWho'stakingyouhome,home,home,homeI'mlovingyouso,so,so,soThewayIusedtoloveyou,noIdon'twanna know,know,know,knowWho'stakingyouhome,home,home,homeI'mlovingyouso,so,so,soThewayIusedtoloveyou,ohIdon'twanna know• Wasted(wasted)AndthemoreIdrinkthemoreIthinkaboutyouOhno,no,Ican'ttakeitBaby,everyplaceIgoremindsmeofyou

• Doyouthinkofme?Ofwhatweusedtobe?IsitbetternowthatI'mnotaround?Myfriendsareacting strangeTheydon'tbringupyournameAreyouhappynow?Areyouhappynow?• Idon'twanna know,know,know,knowWho'staking you home,home,home,homeI'mloving youso,so,so,soThewayIusedtoloveyou,noIdon't…

SongChoiceTips•Tempo:Nottoofast,nottooslow•Notes:Nottoohigh,nottoolow

“Girlsjustwanna havefun”CindyLauper“Wannabe”SpiceGirls“Surfin USA”BeachBoys

IDon’tWanna LiveForever– Zayn&TaylorSwiftWeDon’tTalkAnymore– CharliePuthLikeI’mGonna LoseYou– MeghanTrainor&JohnLegendMalibu– MileyCyrusLoveYourself– JustinBieber

Breakthrough#2CHANTS- SentenceStress/Intonation

JazzChantswithCarolynGraham

SentenceStressWhatissentencestress?• wordsreceivingemphasis(louderandhigherthanotherwordsinthesentence)Howdowerecognizesentencestress?

- ContentWords:nouns,verbs,adjectivesandadverbs- Contrastwords:negativesandotherwordsrepresentingachangeofideas- Newinformationusuallyintheformofcontentwords- Questionwords

IntonationWhatisintonation?• melodicrisingandfallingpitchofspeech• everyonestartswithadifferenttonicpitchHowdoesintonationwork?

- Questions: Y/NQsendwithrisingintonationWHQsendwithrisingandthenfalling

- Statements: Intonationrisesonsentencestressbutusuallyendswithfallingintonation

- Surprise/Disbelief:Continuousrisingintonation

Chant-offbetweenHolmes&Watson

•Sherlock:HelloDr.Wong.•Dr.Wong:Hello Holmes.•Sherlock:Isawyoulastnightinthepub.•Dr.Wong:Yes,Iwasblowingoffsteamafterwork.•Sherlock:Whowasthatwomanyouweretalkingto?•Dr.Wong:Thatwasmysister,Harry.

Chant-offbetweenHolmes&Watson• Sherlock:HelLO Dr.Wong.

•Dr.Wong:HelLO Holmes.

• Sherlock:ISAWyoulastNIGHTinthePUB.

•Dr.Wong:Yes,IwasBLOWing offSTEAMafterWORK.

• Sherlock:WHOwasthatWOman youwereTALKing to?

•Dr.Wong:THATwasmySISTER,HARRY.

Howtochantforsentencestress• Readthesentenceorthoughtgroupandidentifythestressedwords.• Clapinasteadybeatof4.• Makesureyourstresswordsfallonthestrongerbeats.

Englishspeakerslikeiambicrhythminspeakingwhichismadeupofweakandstrongbeats.

YOURTURN:CHANTWITHAPARTNER!

•Sherlock:Whowasthatmanshewassittingwith?

•Dr.Wong:ThatwasherhusbandnamedPaul.

Chants- WhatTeacherNeedsToDo•Provideaquestionandansweranddeterminestresswordsandintonation.•Demothechantwiththestudents.•Putstudentsingroupsandgivethemanewquestionandanswer.•Havestudentspredicttheintonationandwherethestressedwordisanduseachanttodemonstrateit.•Askforvolunteerstoperformchanttoclass.

Breakthrough#3DIALOGUES- Linking

• Inspeech,certainwordsareconnectedorlinkedintolongerunits

LinkingWords

we are

say

fly

employ

it

out

all

y

Y-GlideWhenwordends

with/iy/,/ey/,/ay/,and/oi/andthenextwordstarts

withavowel,insert/y/sound.

• Inspeech,certainwordsareconnectedorlinkedintolongerunits

LinkingWords

go out

you

how

eat

are

w

W-GlideWhenwordendswith/ow/,/uw/,and/aw/,andthenextwordstartswithavowel,

insert/w/sound.

• Inspeech,certainwordsareconnectedorlinkedintolongerunits

LinkingWords

think about it

Whenawordendswithaconsonantsoundandthenextwordstartswithavowel,theconsonantsound

carriesover.k t

George&Mr.Cantwell

Dialogue- WhatTeacherNeedsToDo•Checkthedialogueforlinkinginstances.• Explaininfogapactivitytostudents:• Ss pairup- oneisAandtheotherisB.Receiveappropriateworksheet.•Worksheethasspecificpartsmarkedwithlinking.PartnerAreadshalfdialoguemarkedwithlinking,PartnerBlistensandmarkspaperwithlinking.Switchhalfway.

• Showvideoclipwithactorsusinglinkingnaturally.•Havestudentstaketurnspracticingroleswithlinking.

TheBreakthroughofAllBreakthroughs!Shadowing

Reductions

SentenceStress

Intonation

Linking

SHADOWING“Itisanactivityinwhichlearnersrepeatedlylistentoandimitatethespeakersinashortvideocliporsoundrecording.Thentheytrytospeakthelinesofthedialoguewithorslightlyafterthecharactersintheclip.”

MarlaT.YoshidaBeyondRepeatAfterMe

ShadowingLessonSequenceStep1:Findashortclip(1-2minutes)forstudentstowatch.Providesomebackgroundinformation.Step2:Havestudentswatchandtrytounderstandmeaning.Step3:Passoutdialogueandreviewvocabulary.Helpstudentsunderstandthemeaning.Step4:Havestudentswatchagainwithpurpose:Markpaperwithpauses,intonation,etc.Step5:Discusscontentandwhypartshavespecificintonation/stress.Step6:Havestudentspracticerepeatingdialoguewithpartner.Step7:Showvideoagain,pauseaftereachlineandletstudentsrepeataftertheactor.

MarlaT.YoshidaBeyondRepeatAfterMe(Pg.134)

CRACKINGTHECASE

CRACKINGTHECASE•ProvidemoreopportunitiesforPREDICTION,PERCEPTION,andPRODUCTION•Considerhavingstudentsrecordusingtheirphonetopracticelisteningtoandcomparingtheirproductiontonativespeakers.(Meta!)• Giveshadowingachance!Itworkedforus!

RaymondCarsonrcarson4@ivc.edu

EmilyWongegwong@uci.edu

teachwithemily.wordpress.com

BibliographyFoote,JenniferA.,AmyK.Holtby,andTraceyM.Derwing."SurveyoftheteachingofpronunciationinadultESLprogramsinCanada,2010." TESLCanadajournal 29.1(2012):1-22.

Foote,JenniferAnn,etal."Pronunciationteachingpracticesincommunicativesecondlanguageclasses." TheLanguageLearningJournal 44.2(2016):181-196.

Hahn,LauraD."Primarystressandintelligibility:Researchtomotivatetheteachingofsuprasegmentals." TESOLquarterly 38.2(2004):201-223.

Yoshida,MarlaTritch. BeyondRepeatafterMe:TeachingPronunciationtoEnglishLearners.TESOLPress.Availablefrom:TESOLInternationalAssociation.1925BallengerAvenueSuite550,Alexandria,VA22314,2016.