A quick look at pronunciation

Expressió Oral i Escrita en Anglès Comunicació Audiovisual Maria del Mar Suárez Vilagran ‐ 2011 PRONUNCIATION: THE TEACHER’S TEACHER S ROLE y Helping learners hear: misperceptions because of L1 influence (developing sound awareness) y Helping learners make sounds: providing hints y Providing feedback P ti motivation ti ti and d positive iti attitude ttit d y Promoting y Devising activities (for both individual AND connected t d sounds) d ) Exercise: sounds in connected speech Chop, chop, choppity‐chop. C off Cut ff the h bottom, b And cut off the top What there is left we will Put in the pot: Chop, chop, choppity‐chop. PRONUNCIATION: THE STUDENT’S ROLE y To respond to the teacher’s help is not so easy because of: f y y y y y L1 influence the h age ffactor (CPH) the amount of exposure ’ phonetic h bl one’s ability motivation, attitude and identity PRONUNCIATION: THE STUDENT’S ROLE y AIM: to be comfortably intelligible English g vowels and consonants y Check moodle for useful websites E li h vowels English l / ɪ / a back vowel /ɪ/ /ɪ/ ɪɛ /e/ /e/ /i:/ /i:/ /e/ /e/ /i:/ /i:/ /ɪ/ /ɪ/ E li h vowels English l SOURCES OF INTELLIGIBILITY PROBLEMS FOR SPANISH/CATALAN NATIVE SPEAKERS y Sound substitutions vowels: bug // bag [bΛg] [bæg] consonants: thick // sick [[θik]] [[sik]] y Sound deletions: hole // hold [həυl] [həυld] y Sound insertions: spoon [(e)spun] y Links Li k between b t words d y y a linking sound: go in [gowin] a sound merger: nice shoe [nais + ∫u: =nai∫u:] y Sound insertions: spoon [(e)spun] y Links Li k between b t words d y y y y a linking sound: go in [gowin] a sound merger: nice shoe [nais + ∫u: =nai∫u:] [ðæt + gɜɾl = ðæggɜɾl ] a composite sound: this year [diz + jiə = di∫jiə] weak forms of > [əv] am > [əm] y The use of stress: record (n) [’rekəd] record (v) [ri’k :d] ‐ Content words vs. function words Strongg vs weak forms y This is for him vs. This is for him vs. This is for him Elena: The fire is out. The story is that building’s old wirings caused it . Stefan: Did you see where Damon went? Elena: No, he just kind of disappeared. S f Stefan: Figures. Fi Elena: I’m so glad you’re okay. Stefan: I try so hard hard… to hate him. him Now I guess it’s it s just pointless. Elena: You care about him,, so do I. But I love yyou,, Stefan,, and I know that you are worried about that. Stefan: I just… you know, I know my brother. El Elena: B Butt I love l you, Stefan. St f Stefan: I know the trouble he can cause. Strongg vs weak forms Strongg vs weak forms Elena: The fire is out. The story is that building’s old wirings caused it . Stefan: Did you see where Damon went? Elena: No, he just kind of disappeared. Stefan: Ste a Figures. gu es Elena: I’m so glad you’re okay. Stefan: I try so hard… to hate him. Now I guess it’s just pointless. Elena: You care about him, so do I but I love you, Stefan, and I know that you are worried about that that. Stefan: I just… you know, I know my brother. Elena: But I love y you,, Stefan. Stefan: I know the trouble he can cause. Elena: I love you, Stefan, you! Elena: There’s nothing to worry about okay? Pronunciation: changing meaning through word stress Practice y Sound insertions: spoon [(e)spun] y Links Li k between b t words d y y y y a linking sound: go in [gowin] a sound merger: nice shoe [nais + ∫u: =nai∫u:] [ðæt + gɜɾl = ðæggɜɾl ] a composite sound: this year [diz + jiə = di∫jiə] weak forms of > [əv] am > [əm] y The use of stress: record (n) [’rekəd] record (v) [ri’k :d] ‐ Content words vs. function words ‐ Stress St beats b t occur att roughly hl equall iintervals t l off time ti y The use of intonation and rhythm: authentic English, please! Stress and rhythm ONE TWO THREE FOUR ONE and TWO and THREE and FOUR ONE and a TWO and a THREE and a FOUR ONE and then a TWO and then a THREE and then a FOUR * Words in capital letters: words that are stressed