Organizing lectures and seminars in developing pronunciation habits in secondary school pupils
К содержанию номера журнала: Вестник КАСУ №2 - 2011
Автор: Ларионова И.Ю.
It is very
important to teach pronunciation as the basis of all languages is sound and
words are just combinations of sounds where some ideas are contained. Listening
is the first experience. The acquisition of good pronunciation depends on the
learner’s ability of listening with care and discrimination. The hearing of a
given word calls forth the acoustic image of that word. Writing (what is
written) is a graphic representation of sound sequences. In reading the visual
images become acoustic images. They are combined with kinesthetic images
resulting in inner speech. Wrong pronunciation leads to misunderstanding – a
speaker or a reader can replace once phoneme with another and in this way he
alters the sense of what he wants to say (e.g. white – wide, it – eat). Taking
into consideration all above the reason to teach pronunciation is quite
transparent: -to be sure our students can be understood when they speak and be
able to say what they want to say; - to be sure the students can make the
sounds that occur in English and to differentiate between them; -to be sure
they can use certain sound rules (e.g. the different pronunciation of the –ed
past tense endings); -to be sure they can use rhythm and stress correctly to be
understood and to know where new words they use are stressed; -to show the
students how stress can be used to change the meaning of questions, sentences
and phrases; -to be sure they can recognize intonation (e.g. whether the tune
of the voice shows uncertainty).
So, the aim of teaching pronunciation is,
according to [1] not to make students sound like native speakers, or to have
perfect British or American accents. This depends on their contact with native
speakers – if students live in target language community they are very likely
to acquire the accent of that community. The aim is to make sure
that students can always be understood to say what they want to say. They will
need good pronunciation, but they may not need to have perfect accents.
The difficulties
in English pronunciation experienced by Russian-speaking pupils mostly concern sounds,
stress and intonation. As for sounds there are many difficult
ones in English for Russian learners – [ð], [w], [ə], [θ],
[еә]. The combination of sounds [θs] – [ðz] at the end of a word
(months, clothes). The sound [η] is seldom pronounced correctly when in
the middle of a word (e.g. English). The actual lengths of short sounds, e.g. [æ],
can vary: the vowel in the word bit is shorter than in bid; words
like fit and feet are distinguished by vowel quality and not by
its duration. Stress is very important to the assimilation of English
pronunciation too as it is difficult to understand native speakers because in
quick speech the accented syllables are so strong that they almost drown the
others. Intonation includes English tone patterns (mostly rise and fall)
which differ from Russian ones. Russian people sometimes use wrong intonation and
it leads to misunderstanding and impoliteness.
So, the concept of
pronunciation includes can be defined as the sounds of the language, stress and
rhythm, and intonation.
The first
component (sounds) seems the most obvious and clearly defined. But the other
two are very important too – a learner may enunciate the sounds perfectly and
still sound foreign because of unacceptable stress and intonation. It is useful
to be able to list and define the sounds (phonemes) by phonetic transcription –
vowels (symbols and examples) and consonants (symbols and examples). For
schoolchildren English sounds are divided into three groups: 1) English sounds
that are alike mother tongue sounds ([m], [b]) and so the first group of sounds
is taught through imitation; 2) English sounds that are alike mother tongue
sounds to some extent, but differentiate by something [2]. The second group is
the most difficult for teaching, as mother tongue influences English
pronunciation, so we teach such sounds through articulation; 3) English sounds
that are not presented in mother tongue. This third group of sounds us taught
through explaining the new material.
As for the second
component (rhythm and stress), English rhythm is characterized by
tone units: a word or group of words which carries one central stressed
syllable. While children don’t know transcription stress can be indicated by
writing the stressed syllable in capital letters.
Intonation is the rises and falls in tone that make
the “tune” of an utterance. It makes a difference to meaning or implication and
can be simply shown by the symbols (fall and rise). Stress is commonly
indicated not by increased volume but by a slight rise in intonation.
There is one more
component not mentioned above and this is flow of speech. Students should
know of the way different sounds, stresses and intonations may effect one
another within the flow of speech, e.g. about assimilation and reduction (as in
the case with the -ed suffix which may be pronounced in three ways), or
about words which can have different stress when they are different parts of
speech (subject).
The content of
teaching pronunciation is connected with the aims and objectives pupils must
assimilate. They include, first of all, the sounds of the English languages,
its vowels and consonants. Pupils should be able to articulate these sounds
both separately and in different phonetic contexts. Then there are some
peculiarities of the English language in comparison with Russia, such as: English vowels differ in quality and length, there are no palatal
consonant (in Russian palatalization changes the meaning – был –
быль). And the last but not the least is stress in a word
and in a sentence, and melody (fall and rise). Pupils must be able to divide a
sentence into a group and intone it properly.
Taking
consideration all above the teacher faces the following problems: - the problem of discrimination which is
hearing the differences between phonemes, between falling and rising; - the
problem of articulation which is learning to make the motor movements adequate
to proper English pronunciation); - the problem of intonation which is learning
to make right stress; - the problem of integration which is learning to
assemble the phonemes of a connected talk; - the problem of automaticy which is
making correct production habitual. Consequently discrimination, articulation,
intonation, integration, automaticy make the content of the teaching pronunciation
The question “how to teach pronunciation” starts with
understanding that teaching a FL in schools begins with teaching pupils to hear
and to speak it. So we start with the oral introductory course. The unit of
teaching is the sentence because we speak with sentences. Therefore pupils hear
a long chain of sounds. The following procedure in teaching pronunciation
should be observed: pupils hear a sentence, then they hear a word or words in
which a new sound or new sounds occur and, finally, they hear a sound and the
teacher’s explanation of how to pronounce it
e.g. My name is..
name
[n]
At this point pupils
are invited to find the correct position of the tip of the tongue for
pronouncing [n].
After they have
found the position of the tongue for [n]
they pronounce it as a single unit or as an isolated element. Then they pronounce
the sound in the word name and in the sentence: My name is …
The sequence in
the teacher’s work with the sound and in that of pupils’ differs (see table 1 и 2):
Pupils pronounce
first in unison, then individually, then in unison again until the teacher sees
that they can pronounce the sound, the word with the sound, and the whole
sentence correctly. When asking individuals to pronounce a sound, a word, and a
sentence the teacher first tells bright, then average, and finally slow pupils
to pronounce what is required for the latter to have an opportunity to listen
to the sound, the word, and the sentence pronounced again and again.
So, sequence of
actions on the part of a teacher is - a sample (a phrase) – a word – a sound
– demonstration – explanation. Sequence of actions on the part of a learner
is - a sound (practice) – a word - a phrase (a sample). Before a teacher
starts explaining the sound, he (she) must pronounce a phrase, a word, a sound
and then explain the articulation.
If a teacher uses
a tongue twister (рифмовка) first he should think over the objectives
– what he is going to teach – new words, intonation, difficult sounds and so
on. The sequence of actions in this case will be like this: -a sound – words
with this sound – a phrase – listening – translation – choral performing –
individual performing in a low voice – performing out loud (first best pupils
and others).
Exercises used for
developing pronunciation habits may be of two kinds: recognition exercises and
reproduction exercises. Recognition exercises are designed for developing pupils’
ability to discriminate sounds, stress and melody, e.g. the teacher pronounces
a number of English words and asks his pupils to recognize the new sound - [æ] - can, pen, a bed, bad, or the teacher
asks the pupils to say whether there is any difference in the words he
pronounces (it – eat); or the teacher asks the pupils to say what words in the
sentences he pronounces are stressed.
Reproduction
exercises are designed for developing pupils’ pronunciation habits, their
ability to articulate English sounds correctly, e.g. if the teacher is going to
introduce the Present Continuous Tense, pupils should be taught how to
pronounce [η]. If the pupils mispronounce words with [ou], the teacher selects words with this sound and
includes them in pronunciation drill – alone, go, no.
For exercises and
activities the following also can be suggested: -imitating a teacher or a
recorded model of sounds, words, sentences; -recording students’ speech
contrasted with native model; -instruction and explanation (details of the
structure and some movements of parts of the mouth); -choral repetition of
drills; -varied repetition (varied) speed, volume and mood; -learning and
performing dialogs, sentences, rhymes (again choral work, various speed, volume
and mood); -jazz chants; -tongue twisters; -self-correction through listening
to recordings of own speech; -listen to a list of sounds and raise your hand
when you hear w sound (or a question); -in the list of words underline ones you
hear; -in the sentences underline the stressed words; -at school we mostly
teach pronunciation using analytical imitative approach which is based on;
-listening to a sample.
As English
pronunciation causes definite problems for learners, they can make mistakes,
e.g. a particular sound may not exist in the mother tongue and so students are
likely to substitute its equivalent ([t], [d] instead of [ð]). Or in some
languages there is no difference between short and long sounds. Or students may
happen to use an intonation from their mother tongue which is inappropriate to
the target language. According to [2] pronunciation errors can be of two kinds:
1) phonetic (wrong articulation, neglecting long sounds). Such errors don’t
prevent understanding and are not paid attention to); 2) phonological
(substitution [θ] with [s], wrong word stress). Such mistakes make a
student’s speech difficult to understand and so should be corrected.
To improve
learners’ pronunciation a teacher should get them to perceive - check up if his students can
identify and differentiate the sounds, stress and intonation he wants to teach.
For this he must request imitation (“Repeat after me”) or make students
distinguish between minimal pairs (ship/sheep, man/men, thick/tick), acceptable
or unacceptable pronunciation on the tape. Also a teacher should tell the
learner what to do – show them what the target thing should be and what it is
in students’ performance. For this case it is possible to use a sketch of the
mouth, describe the pronunciation in terms of lips, tongue, teeth, then demonstrate
it himself and invite the students to imitate and practice.
After listening
the above lectures students can be offered the following questions for
self-control:
1) The importance
of teaching pronunciation. Sound as the basis of all languages in writing,
reading and pronunciation.
2) The
difficulties in English pronunciation experienced by Russian-speaking pupils:
sounds, stress, intonation.
3) The content of
teaching pronunciation. Aims and objectives pupils must assimilate while
learning. The problems a teacher faces while teaching English sounds, stress
and peculiarities of English.
4) How to teach
pronunciation. The procedure to be observed in teaching pronunciation.
5) Recognition and
reproduction exercises for developing pronunciation habits.
As for the seminar
tasks they can be as follows:
Working with a
partner discuss the following questions:
1. Does
pronunciation need to be deliberately taught? Won’t it just be “picked up”? If
it does need to be deliberately taught, then should this be in the shape of
specific pronunciation exercises, or casually, in the course of other oral
activities?
2. What accent of
the target language should serve as a model? Decide, for English, for example,
if we should use British, American or other. Is it permissible to present mixed
accents (e.g. a teacher who has a “mid-Atlantic” (a mixed British and American
accent)?
3. Can a
non-native teacher serve as a model for target language pronunciation?
4. What difference
does the learner’s age make in learning pronunciation?
5. How important
is to teach intonation, rhythm and stress?
At the end of studying the topic “Developing
pronunciation skills” students are given the test tasks below:
1. In reading the_______ images become______ images. They
are combined with -______ images resulting in inner speech
a) kinesthetic,
visual, acoustic,
b) visual,
acoustic, acoustic
c) visual,
acoustic, kinesthetic.
2. English
vowels differ in ______, there are no ______ consonants
a) quality and
length, palatal
b) quantity and
length, palatal
c) quietly and
length, palatal.
3. The problem
of integration is
a) making correct
production habitual
b) learning to
assemble the phonemes of a connected talk
c) learning to
make right stress.
4. The following procedure in teaching pronunciation
should be observed: pupils
hear a _____, then they hear a _____ and, finally, they hear a _____ and the
teacher’s ______ of how to pronounce it
a) sentence, word,
sound, explanation
b) sound, word,
sentence, explanation
c) word, sound,
sentence, explanation.
5. The teacher
first asks _____, then______, and finally ______pupils
a) slow, bright,
average,
b) bright,
average, slow
c) average, slow,
bright.
6. Recognition
exercises are designed
a) for developing
pupils’ pronunciation habits, their ability to pronounce sounds automatically
and differently
b) for developing
pupils’ pronunciation habits, their ability to articulate English sounds
correctly
c) for developing
pupils’ ability to discriminate sounds, stress and melody.
7. What mistakes
should be corrected?
a) phonetic
mistakes
b) phonological
mistakes
c) recognition
mistakes
8. Reproduction
exercises are designed
a) for developing
pupils’ pronunciation habits, their ability to articulate English sounds
correctly;
b) for developing
pupils’ ability to discriminate sounds
c) for
developing pupils’ ability to discriminate stress and melody.
9. If a teacher
uses a tongue twister (рифмовка), the sequence of actions in this case
will be like this:
a) a sound – words
with this sound – a phrase – listening – translation – choral performing –
individual performing in a low voice – performing out loud (first best pupils
and others);
b) new words –
intonation - difficult sounds;
c) a sound
(practice) – a word - a phrase (a sample).
10. Before a
teacher starts explaining the sound, he (she) must:
a) develop pupils’
ability to discriminate stress and melody;
b) pronounce a
phrase, a word, a sound and then explain the articulation;
c) show the pupils
any new words, their intonation and difficult sounds.
BIBLIOGRAPHY
1. Penny Ur. A Course in Language
Teaching. Practice and theory. Cambridge, University Press. 2001. 375 p.- 46-47 pp.
2. Рогова Г.В. Методика обучения английскому языку (на
англ.яз.) Учеб. пособие для пед. ин-тов и фак. иностр. яз. - Л., «Просвещение»,
1975. – 312 с. – С. 105-116.
К содержанию номера журнала: Вестник КАСУ №2 - 2011
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