whaddaya say? using yourself as a reference for teaching pronunciation mell conference, 2010 cheryl...
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Whaddaya Say? Using Yourself as a
Reference for Teaching
Pronunciation
MELL Conference, 2010Cheryl Eason
University of Central Missouri<eason@ucmo.edu>
Participants will be able to:
1. Identify why we speak as we do.
2. Describe how we articulate sounds,
morphemes and sentences that are
difficult for learners.
Participants will be able to:
3. Use what we discover and a few
simple tools to help learners.
“Grandma’s Going to the
Grocery Store”
from Carolyn Graham’s
Jazz Chants for Children
P&R’s metaphor
Many syllables between strong stresses:
drop sounds, syllables
reducevowels
blend sounds
Strong stresses close together:
pause
elongate vowels
Tools/Process
• Existing knowledge
• Mirror, cork/stopper,
mouth
• Thoughtful reflection
• Informed decision
making
Target: Phonemes /l/ and /r/
Articulatory descriptions:
/l/ alveolar lateral liquid
/r/ alveopalatal retroflex liquid
(approximants)
Sagittal drawings
Avery & Ehrlich (1992)
Positional variations of /l/
Celce-Murcia, Brinton, & Goodwin (1996)
/l/ articulations
• Syllable initial: lie, low
– (Assimilation!)
• Syllable final: lid versus dill
• Initial clusters: blue, sly, clean, glass
• Final clusters: sells, build, field
/r/ articulations
• Syllable initial: reed, rule
– (Assimilation!)
• Syllable final: reed versus deer
• Initial clusters: try, cry, prince
Listening to /l/ & /r/
• This isn’t a good lime/rhyme.
• Collect/correct the papers.
• It was lost in the file/fire.
Nilsen & Nilsen (2010)
Target: Phoneme /t/
Articulatory description:
Voiceless alveolar stop
Sagittal drawing
Avery & Ehrlich (1992)
/t/ articulations
• Syllable initial: tea, tool
– (Assimilation!)
• Syllable final: eat, oat
• Initial clusters: steam, tree
• Mid-word: little, button, eat it
• Final clusters: fist, fits, cents
Allophones of /t/
Parker & Riley (1994)
Target: Past tense morphemes
What we teach--citation forms:
• Looked, packed, pushed (voiceless)
• Clogged, pleased (voiced)
• Potted or kidded (/d/ or /t/)
What do we say--in context?
• He packed the bag.
– Affricate.
• The clogged drain is in the kitchen.
• His response pleased John.
– Disappeared? Merged? Elongated?
• They pushed some tables together.
Same with the plural morpheme?
• Rules we teach: cats, bags, buses,
badges
• The cats are under the bed.
• The bags take up the whole trunk.
• Those buses don’t stop here.
Numbers
Listening &
speaking
confusion
Fifteen or fifty?
• Ten-fifteen or ten-fifty? Fifteen dollars
of fifty dollars?
• What do we say?
• Context:
– Fourteen, fifteen, sixteen (Stress?)
– Fifty or fifteen? (Stress? /t/ in fifty)
Ordinal numbers
• Tenth Avenue
• Sixth Street
• Fifth Street
• The fifth time
Listening to Numbers
• You owe me seventeen/seventy cents.
• Be there at ten fifteen/fifty.
• Thirteen/thirty percent of the students
speak Spanish.
Target: Vowels in Unstressed Syllables
Now you see ‘em . . .
• Camera, chocolate, restaurant,
interesting, family, every, comparable
• Camera, chocolate, restaurant,
inteeresting, family, every, comparable
– Unstressed, middle of multisyllabic word,
preceding syllable stressed
Target:
Vowels in
front
of /l/ and /r/
Coloring--vowels + /r/ or /l/
• Compare: knee & near, ow &
hour/our
• Put & pull, eye and aisle/isle
• Coloring = + schwa /l/ or
schwa /r/ (hire & higher)
Coloring--vowels + /r/ or /l/
• knee & near: /niy/ & /niər/
• ow & hour/our: /aw/ &
/awər/
• put & pull: /pʊt/ & /pʊl/
• eye and aisle: /ay/ & /ayəl/
Fun & fern--/ə/ & /ər/
Modisett & Luter (1988)
Target:
Questions--
Whaddaya
say?
Whaddaya say?
• What’s your name?
– Whuh cher name?
• Where are you going?
– Where ya goin’?
Whaddaya say?
• What did you do with it?
– Whuh juh do wi--it?
• What do you need?
– Whuh duh ya need?
– Whuh chuh need?
Whaddaya say?
• You had it first, didn’t you?
– Din--cha? Di--n--ya?
• It’s there, isn’t it?
– I--ni--?
The greatest tools at our disposal
Problems your students have?
References
• Avery, P. & Ehrlich, S. (1992). Teaching
American English. Oxford: Oxford.
• Celce-Murcia, M., Brinton, D. M., & Goodwin,
J. M. (1996). Teaching pronunciation: A
reference for teachers of English to speakers
of other languages. Cambridge: Cambridge.
(2nd ed.--2010)
References
• Graham, C. (1979). Jazz chants for children.
New York: Oxford.
• Modisett, N. F., & Luter, J. G., Jr. (1988).
Speaking clearly: The basics of voice and
articulation (3rd ed.) Edina, MN: Burgess.
• Nilsen, D. L. F., & Nilsen, A. P. (2010).
Pronunciation contrasts in English (2nd ed.)
Long Grove, IL: Waveland Press.
References
• Parker, F., & Riley, K. (1994). Linguistics for
non-linguists: A primer with exercises (2nd
ed.) Boston: Allyn & Bacon.
• Prator, C. H., & Robinett, B. W. (1985).
Manual of American English pronunciation
(4th ed.) Fort Worth: Holt.
References
• Temperly, M. S. (1987). “Linking and deletion
in final consonant clusters.” In J. Morley
(Ed.), Current perspectives on pronunciation
(pp. 59-82). Washington, D.C.: TESOL.
• Weinstein, N. (2001). Whaddaya say?
Guided practice in relaxed speech (2nd ed.).
White Plains, NY: Longman.
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