Pronunciation Learning Strategies.pptx.pdf

Pronunciation Learning Strategies

1. Pronunciation learning
strategies

2. Own definitions!
What’s a learning
strategy?
What’s a pronunciation
learning strategy?
2

3. A STRATEGY …
-a careful plan or method
-The art of devising or
employing plans or
stratagems towards a goal 1

5. Other definitions
Learning strategies are operations and actions that students
use in order to optimize the processes of obtaining and
storing information and course concepts.The ultimate goal of
these strategies is that students are able to extract this
information from memory in order to apply it.
Learning strategies refers to a set of skills that students
use to understand different tasks. This way, they are able
to choose and effectively employ the appropriate technique
to accomplish tasks or meet specific learning goals . These
strategies range from techniques for improved memory to
better studying or test-taking strategies.
5

9. Your examples
Think of a strategy that
you have used to
overcome some
pronunciation problems
you had. Explain the
difficulty, the action
and the learning
strategy.
9

10. Pronunciation Learning Strategies
10

11. “
“Deliberate actions and
thoughts that are
consciously employed,
often in logical sequence,
for learning and gaining
greater control over the
use of various aspects of
pronunciation” (Pawlak ,
2010)
11

12. 12
Specific methods or techniques
used to improve pronunciation.
These include a range of activities
and practices designed to enhance
various aspects of pronunciation,
such as individual sounds
(phonemes), stress patterns,
intonation, rhythm, and connected
speech.

13. 13

14. 14
- Neglected area in EFL
- Lack of available teaching strategies
and techniques for pronunciation
- Many language teachers lack useful
strategies for teaching pronunciation
- There is a sense of embarrassment
among teachers due to this lack of
knowledge

15. Why PLS (Burns, 2003)
Intelligibility (the speaker produces
sound patterns that are recognisable as
English)
Comprehensibility (the listener is able to
understand the meaning of what is said)
Interpretability (the listener is able to
understand the purpose of what is said).
15

16. - Be sequential
- Be practical and well-focused
- Contain controlled practice, free practice
- Monitor speech
- Provide noticing stages
- Offer Input & output
- Provide models
.
PLS SHOULD…
16

17. 17
PHONEMES
- Minimal pairs
- Tongue twisters
- Listen and imitate
- Sounds in different
places
- Annotations
- Reading phonemes
- Analyzing the sound
system
-Sound shapes
-Use of numbers

STRESS & INTONATION
-Rubber bands
-Body syllable counting
-Numbering syllables
-Placing dots, arrows
-Changing word stress
-Word emphasis
-Caps, italics or highlights
-Drawing pitch lines/curves
-Applying musical scores.

CONNECTED SPEECH
-Karaoke
- Rehearsing scenes aloud
- Shadow talk
- Recording learners'
production
- Contrasting accents
- Rules
- Private practice
- Critical listening
- Dictation
- Teaching aspects of CS

18. 18
a.ˈbɝːd
b.ˈber
c.ˈbɪrd
d.ˈbɪr

19. “
19
CRM is a recursive process that comprises six key
components (Dickerson, 2000):
1. Privacy
2. Oral practice
3. Speech monitoring
4. Comparing the performance with other models
5. Changing the performance to match the models
6. Practicing the changed performance aloud until
fluent
Covert rehearsal model

20. “
20

21. Eckstein (2007)
Experiential Learning Theory
- INPUT
- PRACTICE
- NOTICING
- FEEDBACK
- HYPOTHESIS FORMING
- HYPOTHESIS TESTING

22. 22
A PLS MODEL
1.Attention
2.Phonological awareness
3.Controlled practice
4.Free practice
5.Feedback
6.Assessment

23. AN EXAMPLE
23

24. SUGGESTED STAGES
1.Input: motivation-
presentation
2.Awareness: understanding
3.Practice: controlled or free
practice
4.Feedback: noticing
5.Assessment: self-peer or
teacher
2

25. input!
⊹What problems are mentioned in the video
in relation to current education?
⊹What’s the purpose of global competence
assessment?
⊹Jot down new vocabulary learned from the
video.
⊹Think of one thing you agree and one
thing you disagree about the ideas
presented in the video.

25

26. 26

27. 27
AWARENESS

28. 28
WhaT LETTERS OR GROUP OF LETTERS REPRESENT
THIS SOUND?
ˈeɪdʒənsi
ˈkɜːrədʒ
ˈlæŋɡwɪdʒ
ˈnɑːlɪdʒ
ˌdʒenəˈreɪʃn̩

ækˈnɑːlɪdʒɪŋ
enˈɡeɪdʒ

29. 29

30. 30
Letters Example Transcription
g
j
dg
d
di
dj
gg
gi
Gem
Joke
Edge
Education
Soldier
Adjust
Exaggerate
Region
/ˈdʒem/
/dʒoʊk/
/ˈedʒ/
/ˌedʒəˈkeɪʃn̩/
/ˈsoʊl.dʒɚ/
/əˈdʒəst/
/ɪɡˈzædʒ.ə.reɪt/
/ˈriːdʒən/

31. Practice
31
1
Choose a couple of sentences
2
Read along with the video
3
Repeat what they say in real
time

32. WHAT IS SHADOWING?
32
Shadowing is an advanced language
learning technique, which can be used
by learners independently to improve
their intonation and pronunciation. It's
quite a simple concept - you listen to a
model (i.e. a video or audio of someone
speaking) and you repeat what they say
in real time.

33. FEEDBACK: Critical listening
-Listen critically to your peers
pronunciation and highlight the
mispronunciations.
-Use
http://www.photransedit.com/online/te
xt2phonetics.aspx to provide
feedback.
-Practice again based on your peers’
corrections.
33

34. ASSESSMENT
Criteria:
-Student shadows accurately the video:
2p
-Affricate sounds are pronounced
correctly: 2p
-Production of sounds are intelligible
to the listener: 1p
34

35. Input: Match the idioms with their
definitions
1.fit like a glove
2.fit as a fiddle
3.find your feet
4.get cold feet
a.In excellent form or health.
b.to become familiar with and confident in a new
situation.
c.to suddenly become too frightened to do
something you had planned to do
d. Be the right size and well suited; also, be in
conformity with.

36. AWARENESS: Understanding minimal pairs
A technique introduced during the Audiolingual era to
help students distinguish between similar and
problematic sounds in the target language through
listening discrimination and spoken practice.
Minimal pair drills typically begin with word-level
drills and then move on to sentence-level drills.

•sheep – ship / green – grin/ fit/ feet
•Did you at least/list get the least/list?
•Don't slip/sleep on the floor. (It's wet.)
•Don't slip/sleep on the floor. (It's cold.)
•I was going to try bungee jumping, but I got cold fit/feet.
•My grandmother's 89, but she's as fit/feet as a fiddle.

37. Complete the statements with
the appropriate word

38. A necklace of brown glass ______
a.Beads
b.Bids

39. She broke her _______ falling down the stairs.
a.Heap
b.Hip

40. Those shoes don’t _______ her _______.
a.feet, fit
b.Fit, feet

41. He made a ____ of $150 for the painting.
a.Bead
b.Bid

42. Everytime he wants to play, he begins to ______;
he’s really sick.
a.Whizz
b.Wheeze

43. He’s so brilliant. He’s a _____ at mathematics.
a.Whizz
b.Wheeze

44. This is the football _______.
a.Peach
b.Pitch

45. She _______ for her gun and fired.
a.Reached
b.Riched

46. Diane’s ___________ her lollipop.
a.Leaking
b.Licking

47. There are 52 _______ in a year.
a.Weeks
b.Wicks

48. The tap ______ all day, we have to get it fixed.
a.Licks
b.Leaks

49. My parents in law are ______ enough to buy
an airplane.
a.Reach
b.Rich

50. Her face is as soft as a _______.
a.Peach
b.Pitch

51. A candle _______ is string, cord, or wooden
object that holds the flame of a candle.
a.Week
b.Wick

52. That _______ of rubbish stinks.
a.Hip
b.Heap

53. PRACTICE: controlled and free practice
Practice here!
https://edpuzzle.com/media/63e50a4deb3d2a4126eef21f
Create a short story including one of the idioms, then
record it and send it to a classmate.
Example: “Four years ago, I started my PhD. I was
overwhelmed because we had to do lots of readings
and assignments. It took me a while to find my feet at
the beginning, but then I got the hang of it”.

54. FEEDBACK: Notice and repeat
Pay attention to the suggested corrections
and record again your audio. Send it to the
teacher.

55. ASSESSMENT:
Criteria:
-The story integrates one of the studied
idioms: 1p
-Short and long “i” are pronounced
correctly: 2p
-Production of sounds are intelligible to the
listener: 2p