no tech to high-tech pronunciation methods
TRANSCRIPT
Chan and Broeder CATESOL 2015
No-tech to High-tech Pronunciation Strategies to Improve Communication
Teaching of Pronunciation Interest Group (ToP-IG)-sponsored session
PresentersMarsha Chan, Sunburst Media, ToP-IG Co-founder Marina Broeder, Mission College, ToP-IG Coordinator
Chan and Broeder CATESOL 2015Chan and Broeder CATESOL 2015
No techLow techHigh tech
Chan and Broeder CATESOL 2015Chan and Broeder CATESOL 2015
No techVoice
Facial expressionsGestures
ToolsBeing a role model
Chan and Broeder CATESOL 2015Chan and Broeder CATESOL 2015
Use an expressive, enthusiastic voice.
Face the learners as you speak.
Speak audibly and clearly.
Exaggerate prosodic and phonological features as you
model.
Vary the pitch, speed, and tone.
No tech
Chan and Broeder CATESOL 2015Chan and Broeder CATESOL 2015
Use facial expressions and gestures to emphasize the stressed language elements.
Be aware of what you look like when you speak.
Be aware of how you sound.
Ensure that your gestures enhance your speech. Example to demonstrate stress:
open hand: stressed syllable – closed hand: unstressed syllable
No tech
Chan and Broeder CATESOL 2015Chan and Broeder CATESOL 2015
Provide clear models of pronunciation using language appropriate to the level.
Recognize the general English proficiency level of learners.
Keep the words, phrases, sentence patterns within the
learner’s range in vocabulary, grammar and sentence
length. Compare:
Given the expense of that item, if I were you, I wouldn’t purchase it.
That pot is too expensive. Don’t buy it. Buy this one.
No tech
Chan and Broeder CATESOL 2015Chan and Broeder CATESOL 2015
A Mirror is a Must
Every student must use a mirror fastidiously and systematically.
Small mirror
Smart phone camera
old CD
All together
In direct line: students’ mouth <==> mirror <==> teacher
1st: listen & watch the teacher
2nd: look in the mirror, repeat 3 (5, 10) x
Long pause = waiting for ss’ eyesNo tech
Chan and Broeder CATESOL 2015Chan and Broeder CATESOL 2015
The Stress Stretch(Chan, M. 1994, 2009, 2013)
Choose multisyllabic words appropriate to learners.
Have students identify each word’s one stressed syllable (circle, underline,
accent mark, dots, syllable-stress code, etc.) by listening to your
pronunciation, to a dictionary’s sound file, or reading a dictionary’s
pronunciation symbols.
Explain: A stressed syllable is longer, stronger, and often higher
in pitch than an unstressed syllable.
As you say the words, stand up and stretch the vowel on
the stressed syllable; sit down on the unstressed syllables,
saying them quietly.No tech
Chan and Broeder CATESOL 2015
Stretch up as you say the stressed syllable.
Sit down as you say the unstressed syllables.
•English
•happy
•common
•pronounce
•attend
•positive
•library
•important
•community
•pronunciation
Practice
with a
partner!
Chan and Broeder CATESOL 2015Chan and Broeder CATESOL 2015
The Stress Stretch from Phrase by Phrase, p. 174
Chan, M. (2009). Phrase by phrase: Pronunciation and
listening in American English. Sunnyvale: Sunburst Media.
Chan, M. (1994). Stress stretch. In K. M. Bailey & L. Savage
(Eds.), New ways in teaching speaking, (pp. 252-253).
Alexandria, VA: Teachers of English to Speakers of Other
Languages, Inc.
Chan, M. (2013, March 17). How to do the Stress Stretch.
Retrieved from https://youtu.be/4mzHx4v1DFs
Chan, M. (2013 September 28).
Marsha Chan's Stress Stretch ©.
Retrieved from
https://youtu.be/PWJv-l6OvAY
The real version for students ==>
Marsha Chan's Stress Stretch © super-fast (x6)
version for super-fast teachers :-)
https://youtu.be/llAR5fTeHOA
Chan and Broeder CATESOL 2015Chan and Broeder CATESOL 2015
Lollipop Practice for /iy/ and /I/ sounds
Each student needs a lollipop or some piece of small candy that can rest on the tongue.
1. Have students repeat minimal pairs without the candy.
2. Model the mouth movement for pronunciation of the target sounds.
3. Repeat minimal pairs.
4. Have the students place the lollipop on their tongues and then repeat the /iy/ and /I/ sounds.
5. Point out that the lollipop moves upward more with the /iy/ sound than the /I/ sound.
6. After a few minutes of practice with the lollipop,
have the students practice saying different minimal pairs with a partner.
Let’s practice! Minimal pairs: /iy/ and /I/
sheep/ship, beet/bit, feet/fit, leap/lip No tech
Chan and Broeder CATESOL 2015Chan and Broeder CATESOL 2015
Low tech Online DictionariesAudio linksVideo linksUsing online resources
receptively
Chan and Broeder CATESOL 2015Chan and Broeder CATESOL 2015
Student Worksheet + Online Dictionary
Example: Personal Pronunciation Glossary
Miller, S. (2000). Targeting pronunciation. Boston, MA: Houghton-Mifflin.
www.dictionary.com or www.m-w.com
Low tech
Chan and Broeder CATESOL 2015Chan and Broeder CATESOL 2015
Handouts + Audio links
● Nursery rhymes, speeches, songs
● Denslow’s Mother Goose
https://www.youtube.com/watch?v=Dq0Vsv2vCG0
(rhythm, content vs function words)
● President Eisehower’s Farewell Speech
http://www.americanrhetoric.com/speeches/dwightdeisenhowerfarewell.html
(thought groups)
● “Try” by Pink
https://www.youtube.com/watch?v=pPtlSF4TlJE
(reductions)Low tech
Nursery
rhyme
handout
Chan and Broeder CATESOL 2015Chan and Broeder CATESOL 2015
Handout + Movie clips
Watch, listen and mark script
for phrasing, intonation (Y-N
Qs, Wh Qs, lists)
Also for focal stress,
stressed/reduced syllables,
linking
Advanced: humor, role-play
Low techhttps://youtu.be/iClIIg_YtAk
What Rita Wants - Groundhog Day (3/8)
Chan and Broeder CATESOL 2015Chan and Broeder CATESOL 2015
High TechAudio recording
Video recording
Web apps
Mobile appsUsing technology for production and
interaction
Chan and Broeder CATESOL 2015Chan and Broeder CATESOL 2015
Audio recording
How?
Portable digital recorder
Audacity, Voice Recorder,
GarageBand, etc. on computer
or tablet
Mobile phone recorder
Google Voice
Voxopop
Voicethread
High tech
What?
Words
Phrases
Sentences
Stories
Dialogues
Role-plays
Speeches
Why?
● To gain awareness
of own voice
● For formative and
summative
assessment
● To share with
others
Chan and Broeder CATESOL 2015Chan and Broeder CATESOL 2015
Video recording
High tech
Chan and Broeder CATESOL 2015Chan and Broeder CATESOL 2015
Video recording
How?
Portable video recorder
Smart phone, tablet
Laptop w/ webcam
Why?
● To observe voice &
body lang
● Formative,
summative
assessment
● To inform, instruct,
entertainHigh tech
What?
Monologues
Role-plays
Speeches
Plays
Debates
Songs
Instruction
When?
In class
Out of classSample ideas from Marsha’s classesAccessed from www.youtube.com/user/pronunciationdoctor
Chan and Broeder CATESOL 2015
Web Apps Video channelsshort selection
English Accent Coach
http://englishaccentcoach.com/
Pronunciation Power
https://www.youtube.com/watch?v=5Qs7a
LKLFNE
Connected Speech
https://youtu.be/aAZIpHvX1Jk
Pronunciation Doctor Marsha Chan
https://www.youtube.com/user/pronunciationdoctor
Rachel's English
https://www.youtube.com/user/rachelsenglish
Accent Modification with Kelly Reiter
https://www.youtube.com/user/AccentModification
English Central http://www.englishcentral.com/
Chan and Broeder CATESOL 2015Chan and Broeder CATESOL 2015
Q & ACONTACT INFORMATION
Marsha Chan
www.youtube.com/user/PronunciationDoctor
Marina Broeder
Chan and Broeder CATESOL 2015
To see the original slide presentation with animations and links, click the following link: bit.ly/1Snj2tt