Teaching Pronunciation

Question 1

CLT

Answer 1

Communicative Language Teaching: current dominant method of language teaching. Communication is central to classroom instruction. Pronunciation is important.

Question 2

Intuitive-Imitative Approaches

Answer 2

These approaches depend on the listener’s ability to listen and to imitate the rhythms and sounds of the target language without the intervention of any explicit information. It also presupposes the availability of good models to listen to.

Question 3

Analytic-linguistic approaches

Answer 3

These approaches utilize information and tools, such as a phonetic alphabet, articulatory descriptions, charts of the vocal apparatus, or contrastive information, and other aids to supplement listening, imitation, and production. It explicitly informs the learner of and focuses attention on the sounds and rhythms of the target language. This approach was developed to complement rather than to replace the Intuitive-Imitative Approach.

Question 4

Intuitive-imitative approaches, Analytic-linguistic approaches

Answer 4

Two general approaches to the teaching of pronunciation used used in modern language teaching.

Question 5

Four Strands (Nation)

Answer 5

meaning-focused input, meaning-focused output, language-focused learning, fluency development

Question 6

Instantiation

Answer 6

Illustrating abstract idea with concrete example

Question 7

Community language learning (CLL; Curran 1976)

Answer 7

Students sit around a table with a tape recorder – a key tool – teacher stands behind a student, with hands on student’s shoulders, and asks the student, using their native language, what he or she would like to say in the target language. Teacher then translates the student’s reply idiomatically. Teacher provides the phrase, broken into chunks, the student repeats it. Once the student can say the phrase fluently, it is recorded.Next, students initiate further pronunciation practice. Human computer provides requested phrases, students practice until they are satisfied. Teaching method is intuitive and imitative, like the Direct Method, but under student control.

Question 8

Fluency

Answer 8

The ability to read with accuracy, speed, and proper expression.

Question 9

Repeated reading

Answer 9

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Question 10

Learning to read, reading to learn

Answer 10

transi- tion from the learning-to-read stage to the reading-to-learn stage during the upper elementary school years

Question 11

Affricates

Answer 11

A consonant speech sound that is produced by stopping the airstream from the lungs and then slowly releasing it with friction. The first part of and Africans is similar to a stop and the second part is similar to a fricative. /tf/ and /dz/ are the affricates.

Question 12

Fricative

Answer 12

A speech sound that is produced by narrowing he distance between two articulators so that the airstream is not completely closed but obstructed enough that a turbulent airflow is produced. /f/, /v/, /s/, and /z/ in enough, valve, sister, and zoo.

Question 13

Morpheme

Answer 13

The smallest meaningful unit of a language. A morpheme cannot be divided without altering or destroying its meaning. “Kind”” is a morpheme; remove the ““d”” and the meaning changes. ““Unkindness”” contains three morphemes: a negative prefix (un), a stem (kind), and a noun-forming suffix (ness).”

Question 14

Diphthong

Answer 14

A vowel in which there is a change in quality during a single syllable. Diphthongs can be analyzed as a sequence of two vowels or vowel + glide. Three diphthongs: /ay/ (pine, fight), /aw/ (pound, foul), />y/ (poise, foil)eg.: boy, toy, buy, bow

Question 15

Allophone

Answer 15

Any of the different variants of a phoneme.

Question 16

Alveolar

Answer 16

Ridge behind teeth. Alvolar stops: /t/ and /d/

Question 17

Epenthesis

Answer 17

The process whereby a vowel or consonant is inserted in an existing sequence. The most important type of epenthesis occurs with the addition of the regular plural -s and past tense ending -ed endings. In both cases, an epenthetic schwa / / is inserted to break up the resulting clusters of sibilants or alveolar stops.

Question 18

Five types of adjustments in connected speech

Answer 18

Linking, assimilation, dissimulation, deletion, epenthesis

Question 19

Sonorant

Answer 19

A voiced sound that can function as the peak of a syllable. Includes the following:All vowelsThe semi-vowels /w, y/The nasals m, n, ingThe liquids l, r

Question 20

Thought group

Answer 20

A discrete stretch of speech that forms a semantically and grammatically coherent segment of discourse

Question 21

Tense vowels versus lax vowels

Answer 21

Tense vowels are articulated with more muscle tension than with lax vowels.

Question 22

Discourse

Answer 22

c : a linguistic unit (as a conversation or a story) larger than a sentence. (Merriam Webster)

Question 23

Prominence

Answer 23

Which word the speaker wishes to highlight in a thought group/intonation unit.

Question 24

Flap allophone

Answer 24

When /t/ sounds like /d/ catty sounds like caddy,

Question 25

Intonation unit

Answer 25

Same as thought group, but also has it’s own intonation contour or pitch pattern and typically contains one prominent element.1. Is set off by pauses before and after2. Contains one prominent element3. Has it’s own intonation contour4. Usually has a grammatically coherent internal structure

Question 26

Placement of stress governed by…

Answer 26

Prominence, emphatic stress, contrastive stress

Question 27

Emphatic stress

Answer 27

When the speaker wishes to place special emphasis on a particular element

Question 28

Intonation contour

Answer 28

The movement of pitch within an intonation unit.

Question 29

Prosody

Answer 29

The combination of intonation, volume, tempo, and rhythm

Question 30

Contrastive stress

Answer 30

Two parallel elements receive prominence within a given utterance, either explicitly or by implicationIs the a LOW or HIGH impact aerobics class?

Question 31

Pitch

Answer 31

The relative highness or lowness of a speaker’s voice.

Question 32

Segmental

Answer 32

Inventory of vowels and consonants

Question 33

Suprasegmental

Answer 33

Stress, rhythm, connected speech, and other features that extend over more than one sound system.

Question 34

Connected speech

Answer 34

Modifications that occur within and between words in the stream of speech.

Question 35

Intelligibility principle (Levi’s 2005, Pickering 2006)

Answer 35

Teachers in lingua Franca contexts must have a highly intelligible, global variety of English pronunciation in the classroom to serve as a model for their students.

Question 36

What teachers need to know (about the sounds systems in order to teach it.)

Answer 36

Relates to the knowledge base required of the teacher in order to teach the skill of pronunciation effectively.Knowledge of the pronunciations features (articulation rules, occurrences in discourse, etc.)Awareness of potential student problems (stemming from the students’ L1 or diagnostic work)Pedagogical priorities (which features should be taught and when)

Question 37

How a given pronunciation feature is presented to learners in a given lesson.

Answer 37

Relates to the planning and decisions involved in constructing a pronunciation lesson.

Question 38

Pronunciation in traditional approaches to language teaching.

Answer 38

Emphasize the accurate production of individual phonemes.

Question 39

Communicative approaches to language teaching

Answer 39

Pronunciation is integral to communicative competence.

Question 40

Communicative language teaching (CLT)

Answer 40

1. Language is best learned within a larger framework of communication. Ultimate goal is to be able to use the language effectively for communicative purposes.2. Classroom materials and tasks reflect the interests and needs of the learners and creat a desire in them to communicate in the target language.3. Learners acquire language most efficiently when they are active participants. They are encourage to ask questions and work independently in pairs or small groups. In groups they negotiate ideas and make decisions.

Question 41

Controlled Practice

Answer 41

Language production is typically focused on accurate production (form and accuracy).Controlled practice: Repetition practice and oral readings, especially minimal-pair words and sentences and short dialogs. Tongue twisters, jazz chants, short poems, children’s rhymes.

Question 42

Focused tasks

Answer 42

Those where a given linguistic feature is given prominence but which also emphasize meaning. Focused tasks push learners to increase their accuracy.

Question 43

Guided practice

Answer 43

Semi-controlled or structured practice. Context is given and much of the language is already provided. Focus is on both fluency and accuracy.Unlike controlled practice, more emphasis on learners expressing meaning by adding specific information, such as personal details or their own ideas.Activities include cued dialogs, simple information-gap exercises, and sequencing tasks such as strip stories.

Question 44

phonemes

Answer 44

Sound differences that distinguish words

Question 45

Allophones

Answer 45

Sounds that are perceptibly different but do not distinguish words. Substituting an allophone with another in the same family does not Chang the meaning of the word, but just indicates an atypical proununciation.Aspirated /p/ at the beginning of a syllable, as in pot.Unaspirated /p/ when preceded by /s/ as in spotUnreleased /p/ when at the end of an utterance as in type.All are heard and identified as the phoneme, /p/; the variations are all allophones of /p/.

Question 46

Contrastive distribution

Answer 46

Minimally distinctive units if sounds that can alter the meaning of a word.

Question 47

Voicing

Answer 47

Whether the vocal cords are vibrating

Question 48

Place of articulation

Answer 48

Where the sound is made

Question 49

Manner of articulation

Answer 49

How the airflow is affected