pronunciation matters ! pronunciation matters · that teaching phonology ... rhythm & weak...
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pronunciation MATTers pronunCIAtion matters
1) Why does pronunciation matter?
1) The impact on speaking
a) poor intelligibility
b) avoidance of vocabulary
c) avoidance of structures
mirador
If I’d known, I’d’ve learned Italian
Grzegorz
1) Why does pronunciation matter?
2) The impact on listening
a) recognition
i. phonemes
ii. word stress
iii. sentence stress
Yes, he’s very IMportant
Who HASN’T finished?
1) Why does pronunciation matter?
2) The impact on listening
b) overload
1) Why does pronunciation matter?
3) The impact on writing
a) invented spelling
b) misspelling
Hake with crap sauce
Łódź
This suggests strongly that teaching phonology will help L2 learners to read better
1) Why does pronunciation matter?
4) The impact on reading
Catherine Walter (Speak Out! 41, 2009)
This suggests strongly that teaching phonology will help L2 learners to read better
1) Why does pronunciation matter?
4) The impact on reading
a) the phonological loop (Catherine Walter)
If L2 phonemes are not well distinguished from one another, a small amount of decay in the phonological loop might make it difficult or impossible to link the phonological forms in the loop to the words in the L2 mental lexicon.
1) Why does pronunciation matter?
This doesn’t mean that the L2 reader has to have a native-like realisation of each L2 phoneme; …
… only that s/he has to have a distinctive …. representation for each phoneme, so that s/he can distinguish words from one another when they differ by a phoneme.
1) Why does pronunciation matter?
4) The impact on reading
b) phonics
2) Which model should we use?
1) Standard accents as goals
2) Which model should we use?
2) Other accents as goals
when we studied English in the high school . we had
teachers from New Zealand .
and they tried to show us a really British accent
2) Which model should we use?
One very robust finding in our work is that accent and intelligibility are not the same thing. A speaker can have a very strong accent, yet be perfectly understood.
Derwing & Munro 2008
A good accent
Intelligibility
2) Which model should we use?
2) Which model should we use?
• most people have a non-standard accent
• most accents will serve as good models
• some accents will be more appropriate than others depending on the speaker’s needs & wants, and on the local context
• accent and intelligibility are different
Summary
3) What are our goals and priorities?
Feature
Vowels (incl. schwa)
Consonants
Clusters
Word stress
Rhythm & weak forms
Connected speech
Intonation
3) What are our goals and priorities?
Feature Accent (RP)
Vowels (incl. schwa)
Consonants
Clusters
Word stress
Rhythm & weak forms
Connected speech
Intonation
3) What are our goals and priorities?
Feature Accent (RP)
Vowels (incl. schwa) VIP
Consonants VIP
Clusters VIP
Word stress VIP
Rhythm & weak forms VIP
Connected speech VIP
Intonation VIP
3) What are our goals and priorities?
Feature Accent (RP) Intelligibility
Vowels (incl. schwa) VIP
Consonants VIP
Clusters VIP
Word stress VIP
Rhythm & weak forms VIP
Connected speech VIP
Intonation VIP
3) What are our goals and priorities?
Feature Accent (RP) Intelligibility
Vowels (incl. schwa) VIP IP*
Consonants VIP VIP **
Clusters VIP IP ***
Word stress VIP NIP
Rhythm & weak forms VIP CCD
Connected speech VIP CCD
Intonation VIP VIP ****
3) What are our goals and priorities?
1. DO work on individual sounds • Don’t worry about the ‘th’ sounds • Don’t worry about ‘BBC’ vowels
2. DO work on consonant clusters • Don’t worry about ‘inserted vowels’
3. DO work on sentence stress • Don’t worry about the different tones
For our learners
3) What are our goals and priorities?
1. DO work on your own pronunciation • Don’t worry about phonetics
2. DO work on being intelligible • Don’t worry about your accent
3. DO work on how to teach pronunciation • Don’t worry about making mistakes
For ourselves
4) Conclusions
• Pronunciation matters
• Most learners are interested in pronunciation
• Learning goal ≠ standard NS accent
• Accented pronunciation ≠ unintelligible
• Intelligible accents share common ground
• NS & NNS teachers can be good instructors
5) Handbooks
