Teaching American English Pronunciation

Teaching American English Pronunciation
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As an ESL teacher, have you looked at the phonetics textbooks on the market and decided that they don't directly address your needs? Unlike pronunciation books aimed at students of linguistics or at learners of English, Teaching American English Pronunciation has been written specifically for ESL teachers. It doesn't only give academic descriptions, but also helps you to improve your students' pronunciation effectively.

Оглавление

Susan Ehrlich. Teaching American English Pronunciation

PREFACE

INTRODUCTION. Preliminary considerations in the teaching of pronunciation

Biological factors

Socio-cultural factors

Personality factors

The role of the native language

Setting realistic goals

PART ONE. The sound system of English

1. SPELLING AND PRONUNCIATION

The English spelling system

Sound-spelling correspondences

Spelling in other languages

The phonetic alphabet

Exercises

2. INDIVIDUAL SOUNDS OF ENGLISH

How speech sounds are made

Consonants and vowels

The description of English consonants

Place of articulation

Manner of articulation

Voicing

Summary

The description of English vowels

Tongue height

Frontness/backness of tongue

Tenseness/laxness

Lip rounding

Phonetic symbols for vowels

Complex vowels (diphthongs)

The vowel /әr/

The consonant /h/

Semi-vowels (glides)

Exercises

3. ENGLISH SOUNDS IN CONTEXT

Positional variation. Contrastive sounds of English

Non-contrastive sounds of English

Implications for teaching

Conclusion

Grammatical endings

The regular past tense

The plural, possessive, and third person singular

Grammatical endings in the pronunciation classroom

Exercises

4. THE SHAPE OF ENGLISH WORDS

Syllable types

Consonant clusters

Exercises

5. WORD STRESS AND VOWEL REDUCTION

What is stress?

Schwa

Major and minor stress

Placement of word stress

Exercises

6. CONNECTED SPEECH

Rhythm, sentence stress, and intonation. The stress-timed rhythm of English

Placement of stress in sentences

Intonation

Modifications of sounds in connected speech

The pronunciation of function words

Linking

Deletion of consonants

Assimilation

Summary

Exercises

PART TWO. The identification and correction of specific pronunciation problems

INTRODUCTION

7. COMMON PRONUNCIATION PROBLEMS

English vowels

English Consonants

Stress, rhythm, and intonation

8. PROBLEMS OF SELECTED LANGUAGE GROUPS

Arabic

Chinese

Farsi

French

German

Greek

Hindi and Punjabi

Italian

Japanese

Korean

Polish

Portuguese

Spanish

Vietnamese

PART THREE. Classroom activities

INTRODUCTION

9. A COMMUNICATIVE APPROACH TO PRONUNCIATION TEACHING

Introduction

Consonants and vowels

Connected speech

Suprasegmentals

Monitoring

Conclusion

10. PRONUNCIATION SYLLABUS DESIGN: A QUESTION OF FOCUS

Introduction

The zoom principle

Assessing learner variables

Collection of speech samples

Diagnosis of speech samples

From diagnosis to syllabus design

Monitoring progress

Appendix

11. SUPRASEGMENTALS IN THE PRONUNCIATION CLASS: SETTING PRIORITIES

Introduction

Stress/unstress

Stress and rhythm

Major sentence stress

Intonation

Linking and pausing

Palatalization

Conclusion

12. PRONUNCIATION-BASED LISTENING EXERCISES

Introduction

Minimal pairs

Stress assignment

Function words

Intonation

Conclusion

13. TEACHING PRONUNCIATION: AN INVENTORY OF TECHNIQUES

Introduction

Individual sounds. Minimal pairs

Visual aids

Stress, rhythm, and intonation

Developing fluency

Conclusion

14. DEVELOPING SELF-CORRECTING AND SELF-MONITORING STRATEGIES

Introduction

Self-correction

Self-monitoring

Conclusion

15. DEVELOPING NATURAL AND CONFIDENT SPEECH: DRAMA TECHNIQUES IN THE PRONUNCIATION CLASS

Introduction

Articulation

Pitch, volume, and rate

Variety

Conclusion

16. UNINTELLIGIBILITY AND THE ESL LEARNER

Introduction

The receiver

The sender

Conclusion

GLOSSARY

FURTHER READING

BIBLIOGRAPHY

CONTRIBUTORS

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This book is intended as both a textbook and a reference manual for teachers of English as a Second Language. While there are many other introductory phonetics textbooks on the market, none has been written specifically for the ESL teacher. This book attempts to fill this gap by providing an accessible introduction to the fields of phonetics and phonology as they relate to second language learning.

Part One is an introduction to the English sound system, with many of the descriptions and concepts exemplified through typical errors made by ESL students. Part Two describes pronunciation problems common to most ESL students in addition to the specific pronunciation problems of fourteen different language groups. Part Three, a set of articles written by practitioners in the field, considers practical issues in the teaching of pronunciation.

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The native language not only affects the ability to produce English sounds but also the ability to hear English sounds. Experienced teachers certainly know the frustration involved in having students continually repeat a mispronounced word in the same way. Students may seem impervious to correction but, in fact, the problem often arises because the word is heard through the sound system of the native language. Thus, sounds which occur in the native language will be heard rather than the actual sounds of English which are being produced by the teacher. This highlights a very important point concerning the influence of the native language. It is as if learners hear the second language through a ‘filter’, the filter being the sound system of the native language.

One question that a teacher might ask concerns the degree of difficulty that different native languages pose for learning the pronunciation of English. For example, because the sound systems of English and Cantonese differ more than the sound systems of English and Polish, is it more difficult for a Cantonese speaker to acquire English pronunciation than for a Polish speaker? If so, does this mean that it is more important to teach pronunciation to Cantonese speakers than to Polish speakers? The answer to both of these questions is ‘perhaps’. Cantonese speakers’ pronunciation problems may cause their speech to be more incomprehensible than the speech of Polish learners. This, of course, would suggest that it is more important to teach pronunciation to Cantonese speakers. However, it is not necessarily the case that their English will be more incomprehensible than Polish speakers’ English. Socio-cultural and personality factors such as those discussed above will also determine the degree of a learner’s pronunciation problems. In other words, the native language of a learner is not the only factor affecting pronunciation ability in a second language. It is one of several factors, suggesting that teachers cannot decide, without first listening to their students, which learners will necessarily need more pronunciation practice.

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