1. TEACHING PRONUNCIATION English in the 21 st Century & How to Teach Segmentals

2. English in the 21 st Century How many people are there in the world today? How many of them speak English?

3. English in the 21 st Century There are over 7 billion people in the world today. More than 25% of them speak English fluently or competently (Crystal 2003, quoted in Jenkins 2007).

4. English in the 21 st Century This is Braj Kachru’s famous model for understanding how English functions in different countries. (in Crystal, 1995)

5. English in the 21 st Century How many users in each circle? 300-500 million in inner circle (e.g., US) 320-380 million in outer circle (e.g., India) 500 million – 1 billion in expanding circle (e.g., VN) (Figures from Crystal, 2003, quoted in Jenkins, 2007)

6. English in the 21 st Century

7. So why am I telling you this on the day we are talking about teaching pronunciation?

8. Nativeness versus Intelligibility Nativeness principle: the goal of pronunciation teaching is for learner to achieve native-like pronunciation in the target language Intelligibility principle: the goal of pronunciation teaching is for learners to be understood when speaking

9. Nativeness versus Intelligibility Which is more important and realistic in your context?

10. Does being a native speaker make a person a good pronunciation teacher? Go to https://www.youtube.com/watch?v=lz0IT4Uk2xQ to see the video!https://www.youtube.com/watch?v=lz0IT4Uk2xQ

11. Does being a native speaker make a person a good pronunciation teacher? What are some advantages NNESTs (non native English speaking teachers) have over NESTs (native English speaking teachers)?

12. Teaching Segmentals: Vowel Sounds What English vowels are difficult for you to pronounce? Which are easy? What strategies have you or your past English teachers used to improve your production of English vowel sounds? Which ones were the most successful?

13. Common Vowel Problems /iy/ vs. / ɪ /seat/sit, sheep/ship / ɛ / vs. /æ/vet/vat, pest/past / ʌ / vs. / ʊ /buck/book, cud/could

14. Teaching Vowels: /iy/ vs. / ɪ / What do you already know about these sounds?

15. Teaching Vowels: /iy/ vs. / ɪ / Help Ss understand the mouth position

16. Teaching Vowels: /iy/ vs. / ɪ / Help Ss understand the mouth position Exaggerate and use movement to help them pronounce the sound correctly

17. Teaching Vowels: /iy/ vs. / ɪ / Help Ss understand the mouth position Exaggerate and use movement to help them pronounce the sound correctly Drill using minimal pairs SLEEP SLIP GREEN GRIN LEAVE LIVE EAT IT

18. Teaching Vowels: /iy/ vs. / ɪ / Help Ss understand the mouth position Exaggerate and use movement to help them pronounce the sound correctly Drill using minimal pairs Give listening discrimination practice

19. Listening Discrimination Directions: 1) copy the words; 2) listen to the teacher (or recording) say the words and mark the one you hear. 1. ___ SLEEP ___ SLIP 2. ___ GREEN ___ GRIN 3. ___ LEAVE ___ LIVE 4. ___ EAT ___ IT

20. Teaching Vowels: /iy/ vs. / ɪ / Help Ss understand the mouth position Exaggerate and use movement to help them pronounce the sound correctly Drill using minimal pairs Give listening discrimination practice Do controlled practice activities Example: What’s Your Phone Number

21. What’s Your Phone Number 0- sleep 1- slip 2- green 3- grin 4- leave 5- live 6- eat 7- it 8- seat 9- sit

22. Teaching Segmentals: Consonant Sounds What English consonant sounds are difficult for you to pronounce? Which are easy? What strategies have you or your past English teachers used to improve your production of English consonant sounds? Which ones were the most successful?

23. Common Consonant Problems /p/ vs. /b/pat/bat, pour/bore /g/ vs. /k/gut/cut, gain/cane Final consonants false Consonant clusters months

24. Teaching Consonants: /p/ vs /b/ What do you already know about these sounds?

25. Teaching Consonants: /p/ vs /b/ Instruct Ss about how to form the sounds Show a picture or exaggerate your mouth position

26. Teaching Consonants: /p/ vs /b/ Instruct Ss about how to form the sounds Show a picture or exaggerate your mouth position Practice voiced and unvoiced by touching your vocal chords

27. Teaching Consonants: /p/ vs /b/ Instruct Ss about how to form the sounds Show a picture or exaggerate your mouth position Practice voiced and unvoiced by touching your vocal chords Use a piece of paper to demonstrate aspiration

28. Teaching Consonants: /p/ vs /b/ Instruct Ss about how to form the sounds Drill using minimal pairs PAT BAT PIE BUY PIG BIG PAIR BEAR POOR BORE TAP TAB

29. Teaching Consonants: /p/ vs /b/ Instruct Ss about how to form the sounds Drill using minimal pairs Give listening discrimination practice ___ PIE ___ BUY ___ PIG ___ BIG ___ POOR ___ BORE ___ TAP ___ TAB

30. Teaching Consonants: /p/ vs /b/ Instruct Ss about how to form the sounds Drill using minimal pairs Give listening discrimination practice Do a controlled practice activity Example: Pronunciation Journey

31. What are Final Consonants? Is the answer true or false? My favorite color is black. Please send those two emails to me.

32. Teaching Final Consonants Drill the word exaggerating the final consonant BLACK FALSE EMAILS

33. Teaching Final Consonants Drill the word exaggerating the final consonant Give listening discrimination practice Example: Slap the board

34. Teaching Final Consonants Drill the word exaggerating the final consonant Give listening discrimination practice Do a controlled practice activity Example: Word Chain

35. Teaching Final Consonants Drill the word exaggerating the final consonant Give listening discrimination practice Do a controlled practice activity Remind students everyday by writing S or last sound on the board and pointing to it when they make a mistake

36. What are Consonant Clusters? a) weeks:/wi:ks/ CVCC b) months:/m ʌ nθs/ CVCCC c) twelfth: /twelfθ/CCVCCC Note that all of these words are one syllable.

37. Teaching Consonant Clusters Consonant clusters: 1. Write the word in phonemic script or just practice the individual sounds M O N T H S

38. Teaching Consonant Clusters Consonant clusters: 1. Write the word in phonemic script or just practice the individual sounds 2. Drill the word backwards, sound by sound, and build up the word M O N T H S

39. Teaching Consonant Clusters Consonant clusters: 1. Write the word in phonemic script or just practice the individual sounds 2. Drill the word backwards, sound by sound, and build up the word 3. Drill the whole word

40. Teaching Consonant Clusters Consonant clusters: 1. Write the word in phonemic script or just practice the individual sounds 2. Drill the word backwards, sound by sound, and build up the word 3. Drill the whole word 4. Practice Example: How many months until…?