Sessions / Pronunciation
This presentation outlines an instructional phonetics approach aimed at developing greater awareness of suprasegmentals using authentic materials. Presented as rich language resources with several varieties of both NS and NNS Englishes, authentic materials can be mined to highlight suprasegmental features through exposure to “real” spoken language. Based on a three-stage process of focused instruction, teacher conferencing and student presentation, I will demonstrate how English learners broaden their understanding of an often-neglected area of pronunciation instruction.
Language learning is a wonderful thing to undertake, but there is always a struggle when it comes to output. While there is a school of thought that says we should preserve the unique accents non-native speakers have, there still is a desire among some to have more of a "native" pronunciation. This presentation will look at ways in which you can help the Japanese English learner better understand why listening/speaking is a challenge for them.
This pronunciation workshop is designed to let teachers retake ownership of the classroom pedagogy when it comes to pronunciation at the phonemic level. Teachers will learn haptic pronunciation techniques, and by the end of the workshop will be able to convey mastery of the North American /th/, /f/, /v/, /l/, /n/ and /r/ to students, who will gain autonomy over their own pronunciation proficiency and awareness of where their current pronunciation problems lay.
Our collaborative experimental study attempts to demonstrate the relative effectiveness of two activities, role-play and a haptic technique, to improve aspects of students’ English pronunciation. The participants were 50 first-year Japanese university students in two intact classes. The students used Praat speech analysis software to produce visualizations of their recorded speech, both before and after treatment. The methods and data analysis will be explained, the haptic technique demonstrated and the surprising results presented.
The present study examines how college-level Japanese students acquire suprasegmental features of English pronunciation through explicit instruction. The suprasegmental differences between English and Japanese such as syllable structures and rhythmic differences were explicitly taught to students, and then the students learned to reduce sounds and control syllable duration at the word, phrase, and sentence levels. They also learned to produce assimilated and linked sounds to further improve their intelligibility.
The presenter reports how listener’s background differences influence intelligibility and comprehensibility of Japanese learners of English. Specifically, he presents the association between the two dimensions of speech understanding (intelligibility and comprehensibility) and three listener factors (listeners’ first language, familiarity with English spoken by Japanese people, and listeners’ English level).
Over a semester, students attending a university in Japan undertook several different approaches to drilling effective pronunciation and identification of sounds, specifically the sounds present in English and not Japanese. This led to a direct increase in the ability of students to recognize the differences between Japanese vowel sounds and English vowel sounds. This presentation looks at the outcomes of this study and presents ways to implement effective pronunciation drills in your classroom.
This presentation outlines an action research project based on a phonological syllabus targeting Japanese first-year junior high school students. The syllabus provided explicit pronunciation instruction, phonological awareness activities, and bottom-up listening activities. Effectiveness of the syllabus was assessed quantitatively. After three months, the participants performed better in the syllable counting task, improved in pronouncing some consonants, and low achievers made more progress than high achievers.
This workshop focuses on five pedagogical responsibilities of all pronunciation teachers: (1) selecting the pronunciation features to be taught; (2) implementing a pronunciation diagnostic; (3) teaching age-appropriate knowledge about phonetics, including phonetic symbols; (4) using pronunciation activities throughout all language classes; and (5) supporting learners’ pronunciation strategies and skills outside of class. The presenter will summarize current research and suggest ways to fulfill each responsibility efficiently and confidently. Participants will share challenges in pronunciation teaching.