Teaching Pronunciation - word stress

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Welcome to : 

Welcome to TEACHER’S CLUB

Available online : 

Available online A copy of this powerpoint is available online at: www.ukgyteachersclub.webs.com

Pronunciation : 

Pronunciation and Word Stress in the Classroom Based off of Tips for Teaching Pronunciation: A Practical Approach by Linda Lane

Today’s goals : 

Today’s goals Discuss: the importance of teaching pronunciation, theoretical information about pronunciation, word stress (what is it, why important) and word stress teaching activities.

3 Groups : 

3 Groups Get into groups and talk (in Kazakh, Russian or English) about pronunciation. Is teaching pronunciation important? Why is pronunciation in the classroom important? Or, why is pronunciation in the classroom not important? How much time, if at all do you spend in class improving pronunciation?

the Benefits : 

the Benefits Improve listening skills (speaking is connected to listening, Gilbert, 1987) Improve comprehension (raise awareness of word sounds, Murphy, 1991) Improve writing (raise awareness of errors that occur in speaking and writing, ie missing word endings, Michaud and Reed, 2008)

thoughts on goals : 

thoughts on goals When you teach students pronunciation, what are your goals?

realistic goals : 

realistic goals accent voice quality “native-like” accent.... unrealistic goal intelligibility: how well a listener can recognize words, phrases and utterances comprehensibility: how easy the listeners can understand a speaker accent: how different a non-native speaker sounds compared to a native speaker voice quality: things like average level of pitch intelligibility comprehensibility

Today : 

Today Intelligibility “Without intelligibility, communication is impossible.” -Gass and Selinger, 2001 Comprehensibility WORD STRESS

2 Teams : 

2 Teams Team to write the correct translation first/fastest gets the point. These words can be pronouns, nouns or verbs. Do you have any examples?

word stress : 

word stress Putting the stress on the wrong syllAble. Word stress: the most prominent syllable in a word.

Why important : 

Why important “Accurate use of [word stress] appears to have a greater impact on intelligibility [...] than accurate pronunciation of consonants and vowels” (Hahn, 2004). “Misplaced stress- stressing the wrong syllable -can make a word unrecognizable and completely disrupt the speaker’s message” (Benrabah, 1997).

In the classroom : 

In the classroom Tips for teaching word stress: 1. Emphasize the length of the stressed vowels. 2. Pronounce new vocabulary so students can hear which syllables are stressed. 3. Present set of words with the same stress patterns. 4. Teach classes of words that have predictable stress patterns.

Emphasis Activities : 

Emphasis Activities Rubber Bands Body Words Written Representations Dictation with Repetition Other ideas?

same set and classes : 

same set and classes Same set type of new vocabulary Follow up with new vocabulary to make predictions easier for students Comparison Activities Odd One Out Activities Other ideas?

Remember: : 

Remember: Change and learning takes time... “dramatic changes in students’ speech in 3 to 6 months are rare” (Wong, 1987). Take that into consideration when creating your syllabus and lesson plans.

Tonight : 

Tonight Pronunciation in the classroom: 1. Benefits of teaching pronunciation (improve listening, comprehension and writing skills) 2. First priority should be students’ intelligibility 3. Word stress is incredibly important to intelligibility 4. Teaching word stress- a) emphasizing word stress -rubber bands and standing b) teaching specific word sets -set patters and allow for predictions

Next time : 

Next time Teaching Technical Specialty Students Bring: 1 specific problem you know of and 1 solution for that problem

Bibliography : 

Bibliography Benrabah, M. (1997). Word stress-a source of unintelligibility in English. International Review of Applied Linguistics 353, 157-165. Gass, S. & Selinker, L. (2008). Second Language Acquisition: An introductory Course (3rd ed.). New York: Routledge. Gilbert, J. (1987). Pronunciation and listening comprehension. In J. Morley (Ed.), Current perspectives on pronunciation (pp. 33-39), Washington, D.C: TESOL. Hahn, L. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38, 201-223. Michaud and Reed, (2008). The role of pronunciation in ESL writing classrooms. Paper presented at 42nd Anual TESOL Convention, New York, NY, August 2008. Murphy, J. (1991). Oral communication in TESOL: Integrating speaking, listening and pronunciation. TESOL Quarterly, 25, 51-75. Wong, R. (1987). Teaching Pronunciation. Englewood Cliffs, NJ: Prentice Hall Regents.

Available online : 

Available online A copy of this powerpoint is available online at: www.ukgyteachersclub.webs.com

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