TESOL of Graduate
PORTFOLIO
Teaching Pronunciation
# 1054017 Oh Su Jin
Table of contents
1. Introduction
2. Participants
2.1. Tutees’ general profile
2.1.1. Tutee A’s profile
2.2.2. Tutee B’s profile
2.2. Tutor’s profile
3. Diagnostic test
3.1. Diagnostic test
3.2. Need analysis questionnaire
3.3. Survey and Interview
4. Tutee A’s test sheets
5. Tutee B’ s test sheets
6. Analysis of the test results
7. Goals and objectives
7.1 Objective for Tutee A
7.2 Objective for Tutee B
Table of contents
8. 8. The curriculum plan
8.1. Overview of lesson (schedule and plan for each lesson)
8.2. Lesson 1
8.2.1 Lesson plan
8.2.2 Material
8.2.3 Description and reflection
8.3 . Lesson 2
8.3.1 Lesson plan
8.3.2 Material
8.3.3 Description and reflection
8.4. Lesson 3
8.3.1 Lesson plan
8.3.2 Material
8.3.3 Description and reflection
8.5. Lesson 4
8.5.1 Lesson plan
8.5.2 Material
8.5.3 Description and reflection
8.6. Lesson 5
8.6.1 Lesson plan
8.6.2 Material
(two class combined)
9. Achievement test
9.1. Overview
9.2. Analysis test results
10. Overview Journal
1. Introduction
This portfolio is designed to…
-To assist students in identify different sound system and
help them to deal with specific pronunciation problem using
communicative practice
-To incorporate materials that linked to teaching pronunciation
to students in EFL classroom
-
To help to prepare available material and resource as a
the whole communicative language approach.
1. Introduction
This tutoring is scheduled like this…
Stage
3/21
Organizing the whole
project
4/4
Diagnostic test
Before tutoring
Find and select subject
- Choose subject as tutees
-- Make a whole schedule for this project
Give diagnostic test
Do the survey
Interview subjects regarding goals and background
- Gathering information regarding the background of
tutees and goal
- Designing the diagnostic test based on analysis of
strength and weakness of tutees
Stage
Tutoring
4/11
Analyze the test (20
mins on the internet)
Analyze the results of test
- Finding out what area needs be enhanced most
5/7
Tutoring 1 (50 mins)
Syllable and word stress
5/10
Tutoring 2 (50 mins)
Consonant sound and word stress
Distinction the consonant using phonetic Alphabet
comparison chart
Focused on /p/, /b/ and /f/,/v/ and /p/,/f/
5/17
Tutoring 3 (50 mins)
Intonation
Distinction the consonant sound /l/ and /r/
5/24
Tutoring 4 (50 mins)
Distinction voiced consonant and voiceless consonant
The sound th between /θ/ and /ð/
5/30
(it was cancelled)
Syllabic consonant /t/ and /n/ combination
The nasal consonant [n̩]
6/6
Achievement test
(30 mins)
Engaging various communicative teaching method based
on teaching pronunciation
Create achievement test
Measure progress
2. Participant
2.1. Tutees’ general profile
Age / Grade
Proficiency level
• 20 years old
• Speaking and listening : Intermediate
• 1 grade college students
• Reading and writing : Intermediate
Number of students
• 2 students as the tutees (Private tutor)
• Meet them once a week after finishing their regular semester class
Motivation
Students have enthusiasm to improve their English pronunciation. However, they
have fear to speak in English since they think their English proficiency level is not
enough to communicate with foreigners. Even if they have been exposed to
English environment in public school for over 8 years, their confidence and
motivation is low due to the fact they could not have enough chance to listen to
native English speaker.
2. Participant
2.1.1. Tutee A’s profile
Name: Kim Su Jeong
Age / Grade
Proficiency level
• 20 years old
• Speaking and listening : Inter-high
• 1 grade college students
• Reading and writing : Intermediate
Learning experience
• been to English speaking countries for 1 month as a travelling
• taking a ESL course once a week in college semester
General background
-Seem fully aware of pronunciation problem and different basic sound system
and also specific symbol of pronunciation
-Seem unaware of intonation (thought group)
-Seem to know general knowledge syllable (known as a separate segment)
-Seems to enormous energy to improve English and try to repair pronunciation
2. Participant
2.1.2. Tutee B’s profile
Name: Park Hyeon Jeong
Age / Grade
Proficiency level
• 20 years old
• Speaking and listening : Inter-mid
• 1 grade college students
• Reading and writing : Intermediate
Learning experience
• never been to English speaking countries
• taking a ESL course once a week in college semester
General background
-Seem unaware of pronunciation problem or unaware of different basic sound
system and specific symbol of pronunciation
-Seem unaware of stress and intonation
-Seem to know general knowledge syllable (known as a separate segment)
-Seem to unaware of intonation or thought group
2.2. Tutor’s profile
Tutor’s profile
Name: Oh Su Jin
Age / Profession
Proficiency level
• 31 years old
• Speaking and listening : Advanced
• Teacher for 6 years
• Reading and writing : Advanced
Teaching experience
• Have been teaching English young learners and adults as well
• Mainly taught English as second language and English grammar to
students for university entrance exam
Motivation
As a non-native speaker who is teaching English as second language,
teaching pronunciation in various way should be conducted in the class.
However, there is no doubt that it is not easy at all to teach
pronunciation as a non-native speaker even a professional teacher.
Therefore, there should be useful and practical teaching method
developed based on analysis of this small project.
2.2. Tutor’s profile
My name is Oh Su Jin. I have been taking MA TESOL course in third semester in
order to be professional EFL teacher. Teaching pronunciation is not an easy task
and it is often likely to be ignored in EFL class. However, due to the fact that
language is a means of communication, I suppose that understanding different
sounding system based on phonological factors is necessary. In fact, I do not think
ESL teachers need to teach all different kinds of separate phonemes system in the
class, but we should be able to help students with different sounding system so that
students will be motivated and sensitive to this aspect of English.
My short pronunciation lesson will be about different consonant sounding system
and mainly focus on discrimination of sound /l/ and /r/. Confusing the sound /l/ and
/r/ will often lead to misunderstanding in the conversation. For example, from the
sentence ‘I eat rice’, learners who is confused or do not know how to make correct
pronunciation would say ‘I eat rice/lice/’, which is totally wrong. What is worse is
that once people get confused these two sounds, it becomes habitual. Therefore,
some of phonemes system should be taught in various and effective ways in the class.
I hope analysis from my lesson will help to produce accurate consonant sound and
enable student to make correct articulate consonant. Lastly finishing this product
portfolio, I would become more confident by applying practical teaching method
into my EFL classrooms.
3. Diagnostic test
3.1. diagnostic test
3.1. Diagnostic test
3.1. diagnostic test
Purpose
Question A
Question B
Question C
To diagnose
(check) existing
perception of …
Discrimination
of the sound
/p/, /b/ and /f/,
/v/, and /l/,/r/ in
each word
Discrimination
of the sound
/p/, /b/ and /f/,
/v/, and /l/,/r/ in
the sentences
Focused on the
distinction betw
een /f/ and /v/
3.2. Need analysis questionnaire
According to Robin Walker from ‘Teaching the pronunciation of English as a Lingua Franca’
(ELF), it is said that four different area can be identified in terms of ELF. Individual consonant
sounds, groups of consonants (clusters), vowel, and unclear stress placement are introduced and
these four areas can be essential to compare and distinguish between two different languages. In
this test, discrimination of consonant sounds are mainly focused especially dealing with some of
individual consonant sound such as /p/, /b/ and /f/, /v/, and /l/,/r/. The test I made was based on
multiple choice of sound-discrimination. /p/, /b/ and /f/, /v/, and /l/,/r/ these three pair sounds are
mainly very difficult to pronounce distinctively for Korean English learners. In fact, 39 college
students were asked what sounds they feel difficult to pronounce, and 6 out of 39 answered /p/, /b/,
13 out of 39 answered /l/,/r/, and 20 out of 39 said /f/, /v/ sound is the most difficult and confused
to be corrected and accurate. In terms of this project, more detailed research and investigation
should be done, which means I gave two tutees the test that I made based on first rough research.
First of all, for question 1, three pair sounds /p/, /b/ and /f/, /v/, and /l/,/r/ are shown as minimal
pairs randomly as well as even number of questions given. Students are supposed to listen to each
word that foreign teacher said (One of my friends who is an American helped me with
pronunciation.). Then they circled as they heard such as ‘lock’, ‘rock’, ‘fan’, ‘van’, and ‘bear’,
‘pear’. Most of word pairs are taken from the website http://www.susancanthony.com and some of
them are designed by me. Since the words that form a minimal pair make learners distinguish in
the individual consonant easily and minimal pairs have been employed for a long time in
pronunciation teaching, most of questions are designed that way. Next, question B consists of 6
sentences which have two /p/, /b/ and /f/, /v/, and /l/, /r/ sound respectively. They were supposed
to be only read by students. As those sentences are being read by students, the teacher should get
tutees repeat after the teacher and listen carefully how they exactly make an accurate
pronunciation. Lastly, question C comes from the esl home page http://www.esllab.com/pron3.htm in the purpose of finding how students feel differently in terms of different
position of /f/ and /v/ sound. (Initial, Medial, Final position) By asking these questions, they would
feel the extent of difficulty depending on position in a word.
3.3. Survey and interview
Survey
Survey for General Background
1. What is your name?
2. What is your native language?
3. What is your major?
4. Are you an undergraduate or a graduate student?
5. Have you ever studied English abroad?(name countries)
6. Have you ever studies American English?
7. Approximately what percentage of time do you speak English each day?
a.0-20% b. 20-40% c. 40-60% d. 60-80% e.80-100%
8. Please describe your experience in learning English
a. How long have you studied English?
b. What kind of English courses have you taken?
c. What kind of English teachers have you had, ie, native speakers and/or non-native
speaker?
d. Have you had exposure to native speakers of English in your country?
9. Which English have you had more experience with American, British, Australian,
Indian, South African, or any other? Have you had any difficulty to understand native
speakers in terms of some phoneme?
10. If you had, what sound do you think you have difficulty to understand?
3.3. Survey and interview
Interview
Taken from Hundreds more free handouts at www.eslDiscussions
Questions
Tutee 1
Tutee 2
1) What comes to mind when you hear the
word ‘pronunciation’?
Difficult
Difficult
2) Are you happy with your pronunciation?
No
No
3) What do you do to improve your
pronunciation?
Practice/ listening
Listening tape
4) Do you like studying pronunciation in
class?
No
No
5) Do you prefer British or American
pronunciation?
American
American
6) What problems do you have with
pronunciation?
/TH/ sound
/l/ /r/ /TH/ sound
7) Is pronunciation very important to you?
Seems to yes
Yes
8) What’s the biggest communication
problem you’ve had because of
pronunciation?
Speedy
Unknown words
9) What areas of pronunciation are you
working on at the moment?
Not really
Intonation
10) Do you think pronunciation is easy?
No
No
Total comment
Hope this lesson eventu
ally helpful to improve
my pronunciation
Give more tip how I can p
ractice for my pronunciati
on
7. Goal and objectives
Purpose
Tutee A
(Kim)
Tutee B
(Park)
-To be able to identify between
-To be able to identify between
/l/ and /r/ consonant sound
/p/ and /f/, /θ/ and /ð/ and /l/
-To be able to aware of word
and /r/ consonant sound
Stress and intonation/ prominence
- To identify word inotan
Most of all, I would like to let my tutee express their opinion at the end of the whole lesson, ‘it is
more than I expected’ or ‘now I raise my awareness of stress and intonation of English sentence.’
‘I feel like more comfortable to pronounce certain sound like /θ/ and /ð/’. Some English
teachers assume there is no point to teach these supra-segmental factors such as intonation, and
stress. Through this I tried let them not only realize the pronunciation features but also bring
their full confidence when they confront listening problem. Therefore teaching how these sound
work and when they happen in utterance should be taken into deep consideration to achieve my
goal.
First of all awareness of two contrast sound such as /f/ and /p/ or /v/ /b/ need to be
accomplished. As a non-native speaker and a teacher who is teaching English as a foreign
language, I have obviously known for a long time that it is almost impossible to get rid of mother
tongue dealing with some sound. In particular, in case if there is no such particular sounding
system in mother language such as /f/ and /v/ sound that English has distinctively. In Korean,
most of people who have been learning English have been struggling to make two sound
distinctive due to absence of those sound in Korean. From my personal experience, foreigner
7. Goal and objectives
never understood if Korean people were confused or pronounced almost same like ‘face /페이스
/’, ‘vace / 페 이 스 /’, ‘base/ 페 이 스 /’. In English, it should be pronounce ‘face /feis
/’, ‘vace /veis/’, ‘base /beis/’. The reason why they could not understand is not just the fact that
Korean does not have those sounding system but also the fact that Korean do not know accurately
how to pronounce when they learn. In fact, from the result of test, my tutees, they actually did not
know that much difference of two sounds and how to exactly pronounce even they have been
learning English almost 7 years. In addition, they emphasized in the survey that they have difficulty
in understanding when they confront the words that have /f/ and /v/ sound. In particular, when
these sounds come to the end of word such as save/seiv/ and safe/seif/, they felt very confused. In
ESL class, we are likely to ignore teaching pronunciation and mainly deal with conversation part.
However, if we apply teaching pronunciation into our communicative lesson, it would be more
practical and effective at the end. Therefore, the goal and purpose of this project is to assist
students in identifying different sounding system and help them how to deal with using
communicative and practical tasks and activities. For example, practicing and doing
communicative tasks that have many /f/ and /v/ sound, such as ‘creating the story using these
words in any other’ or ‘doing two role-play based on scenarios’. Therefore, this project will
contain potentially useful and operative teaching pronunciation method in various and practical
ways.
8.8. The curriculum plan
8.1. Overview of Schedule and plan
Date
5/7
Lesson 1
(50 mins)
Focus
Syllable and word stress
-Raise awareness of syllable
--Syllable counting
--Help Ss to raise awareness
of word stress
Activity
1.
2.
3.
4.
5.
Explicit explanation in terms
of syllable (easy words+ difficu
lt words)
Pair work
Count syllable using ‘syllable
Sleuth’ from www.tlsbooks.co
m
Explicit explanation of word st
ress
Word stress bingo
5/10
Lesson 2
(50 mins)
Consonant sound and word
stress
Distinction the consonant
using phonetic Alphabet
comparison chart
Focused on /p/, /b/ and /f/,/v/
and /p/,/f/
1.
Review and practice word stre
ss using quiz taken from
http://downloads.bbc.co.uk/w
orldservice/learningenglish/qu
iznet/pdfs/73_stress_patterns.
pdf and http://stuartmillenglis
h.files.wordpress.com/2010/0
9/unstressed-words.pdf
2 Explicit explanation of the conso
nant sound by showing the pic
ture of inside of mouth
3 . Word repetition
4. Minimal pairs distinction
5. Listening exercise
5/17
Tutoring 3
(50 mins)
Intonation
Distinction the consonant
sound /l/ and /r/
1. Dictation activity
2. Practice using sentences
(Minimal pair distinction)
3. Dictation
4. Tongue Twister
5. Pair work (Minimal pair)
8.8. The curriculum plan
Schedule and plan for each lesson
Date
Focus
Activity
5/24
Tutoring 4
(50 mins)
Distinction voiced
consonant and voiceless
consonant
The sound th between /θ/
and /ð/
1.
5/30
Tutoring 5
(30 mins)
Syllabic consonant /t/ and
/n/ combination
The nasal consonant
1.
Could not be done due to the
tutee’s schedule
6/6
Achievement
test
(1hr 50 mins)
Engaging various
communicative way of
teaching pronunciation
Create achievement test
Measure progress
1.
Using black cards, Students m
ake the speed quiz or match t
he questions card with answer
cards.
2.
3.
4.
5.
Explicit explanation showing t
he picture of mouth
Listening exercise
Pair work (Minimal pair)
Story Dictation in pair
Dialogue / Role play
8.2.1 Lesson plan 1
Syllable and word stress
Tutoring
Lesson plan for Syllable and word stress
Objective
-Students will be able to raise awareness of syllable
-Students will be able to identify word stress and how it works
in the English sentence
Materials
1. ‘Syllable Sleuth’ Handout from the website
http://international.ouc.bc.ca/pronunciation/
2. ‘Word stress(14 . Help yourself’)Handout from the website
http://fds.oup.com/www.oup.com/pdf/elt/products/exams_ielts
_mc_help_14a.pdf
3. ‘Word Stress Bingo’ ‘Pronunciation pyramid’
http://www.soundsofenglish.org/activities/printable/
Procedure
1.
Homework
Handout ‘Stuart mill English’ from www. Startmillenglish.com
Give explicit explanation in terms of syllable using ‘Pronu
nciation pyramid’ from the website
(easy words+ difficult words)
2. Have tutees experience Counting syllable using ‘syllable
Sleuth’ fromwww.tlsbooks.com
3 . Have tutees do pair work
4. Give Explicit explanation of word stress
5. Have tutees play word Stress Bingo
8.2.2 Material (sample)
8.2.2 Material (sample)
8.2.2 Material (sample)
8.2.2 Material (Homework)
8.2.3 Description and reflection
Tutoring 1
Describe
Through this lesson 1, my goal is to let my students raise awareness of the concept of ‘syllable’ by
engaging target activities. First of all, explicit explanation in terms of what the syllable was given
using easy words. After that using the ‘pronunciation pyramid’ gave them more clear picture
related to syllable. It seemed that my two tutees knew the general concept of syllable. However,
they were not aware of how it works in the individual words and sentences. What I did next was to
give various examples from simple words to hard words and to do many repetition. Secondary, I
let them count the syllable using the material that I took from www.tlsbooks.com . In this material,
students could have a chance to count various syllable from words based on ‘dot’ mark, which
means students figured out how to make separate sounds with consciousness. Thirdly, they did
the match their answer as doing pair work. In this pair work, they were supposed to produce their
own pronunciation by looking up electronic dictionary. Fourthly, we went through all the answers
and then I gave them extra explanation using word stress reference.
Interpret
It seemed that my two tutees knew the general concept of syllable. However, they had not been
aware of how it works in the individual words and sentences at all. In particular, students looked
up into electronic dictionary, and realized that it had dot mark in each words. This occasion made
me feel surprised, because they tried to produce more clearly after they caught attention of it.
Since not many English lesson focused on word stress or intonation (supra -segmental), majority
of students do have enough opportunity to realize how these words stress affects on pronunciation.
In my point of view, with more effort to produce the sentences based on accurate stress and
intonation, students would be much more likely to feel comfortable and familiar to North
American accent. Hopefully, general rules applied in the English sentences that I taught in this
lesson would be much useful than students thought.
8.2.3 Description and reflection
Evaluation
If I did not teach word stress or syllable using various ways for this project, I never would
realize at all the fact that students never be conscious of stress and intonation. This chance
enables me to employ and develop appropriate pronunciation teaching method for my future
EFL class. Importantly, through this lesson 1, my goal was to let my tutee be aware different
sound system and how each sound system has different strength and emphasis respectively.
The reasons why I started with ‘pronunciation pyramids’ is that I wanted to check how much
they actually know the general system of syllable based on their existing words. At this point, I
felt that I should have done this more specifically in my diagnostic test. While I was doing this,
students were slightly becoming realize each syllable. In particular, after we have done the
paper ‘syllable sleuth’ hand out, they still had a difficulty to understand how it works. However,
when we played with bingo game dealing with easy words, student did not feel any problems.
Plan
I think that the goal I was trying to teach has been achieved, because when students did not
sense any complexity. However, I realized that to give more clear details, I should have
adapted more accessible approach and employed fun factors. I thought, since they are adults,
it really did not matter to use any source of paper and it did not have to be colorful and
simple, that make my tutee feel difficult to accomplish the objectives. This wrong concept
could make my future students have a difficulty to learn pronunciation. Therefore, I decide
myself that various exercise and techniques that I have a plan to use should allow students to
practice in real situation by giving concise feedback. By enabling learners to see an
improvement in communicative and practical ways, it leads that learners feel more positive
about their pronunciation.
8.2.1 Lesson plan 2
Consonant sound /f/, /v/, /p/
Tutoring
Objective
Materials
Procedure
Lesson plan for consonant sound /f/, /v/, /p/
-Students will be able to identify consonant sound and word
stress
-Students will be able to distinguish some consonant using
phonetic Alphabet comparison chart
Focused on /p/, /b/ and /f/,/v/ and /p/,/f/
1. Quiz cards that contain the various sound /f/, /v/, /p/
2. Storybook that contain the various sound /f/, /v/, /p/
3. Image of inside of mouth
4. Final consonant bingo
5. The international phonetic alphabet
1. Review and practice word stress using quiz taken from
http://downloads.bbc.co.uk/worldservice/learningenglish/
quiznet/pdfs/73_stress_patterns.pdf and http://stuartmillen
glish.files.wordpress.com/2010/09/unstressed-words.pdf
2. Give explicit explanation of the consonant sound by showin
the image of inside of mouth
3 . Have Ss do word repetition
4. Have Ss do ‘Minimal pairs distinction’
5. Have Ss do listening exercise – part one/ part two
6. Exercise Dictation and tongue Twister
7. Play bingo game
Homework
Practice tongues twister at home
8.2.1 Material (sample)
8.2.3 Description and reflection
Describe (/p/and /b/)
My plan was first, giving explicit explanation of the consonant sound by showing the image
of inside of mouth, do the repetition, minimal pairs, listening exercise, dictation, and lastly
tongues twister and playing the bingo game. However, I realized soon I had too much plan
and it could not be working effectively. So I changed my whole plan that included only
having them did word repetition and minimal pair distinction and just did the final
consonant game.
Interpret
After I gone through everything I tried, I realized I had too much plan for my tutees and
that made them feel bored. From the first place, I though after giving the detailed
information of these sound using ‘phonetic chart’, they would be able to understand based
on basic element of phoneme. It turned out it was not true at all. In fact, My goal was to
help students to distinguish among the sound /f/, /v/, /p/, /b/. In particular, my tutees have
difficulty recognize the sound between /p/ and /f/, which means they could not perceive the
difference two sound. The noticeable fact is that they seems to be well aware of two sound i
n words, whereas they were unable to make accurate pronunciation in sentences that contai
ns two sounds.
8.2.3 Description and reflection
Evaluation and Plan
This is one area of language learning where few people would question the use of contrastive
analysis. For instance, to give some simple examples, we can predict that Arabic speakers will have
difficulty distinguishing between / p / and / b / , Japanese speakers will not perceive the difference
between / l / and / r / and Spanish speakers will hava a problem realising consonant clusters like
[ sts ]. Having informed him or herself of some of the main areas of contrast between native
language and target language and what difficulties students have, it then remains for the teacher to
build this information into some meaningful classroom exercises.
8.3.1 Lesson plan
Intonation+ The consonant sound /l/ and /r/
Tutoring
Lesson plan for intonation and
distinction the consonant sound /l/ and /r/
Objective
-Students will be able to use discourse-appropriate intonation
patterns in their EFL situation.
-Students will be able to identify and distinguish two consonant
sound between /l/ and /r/ through a communicative practice.
Materials
At a Restaurant (Ordering a Meal) taken from
http://www.eslflow.com/dialoguesandconversations.html
Handout
Procedure
1.
Homework
Practice restaurant conversation
Teach Ss how to make the sound and have Ss listen with
their eyes closed.
2. Do the Minimal pairs (Listen to the following word pairs
and ask them make the distinction.
3. Tongue Twister (Have Ss say the following sentences aloud,
and concentrating on the sound /l/ and /r/.
4. Do the pair dictation considering the thought group. (Tutee
A read the text (needs to repeat as many times as the part
ner needs) whereas tutee B write the sentences as she hear
.)
5. Do the role play as a communicative practice
After practicing using handout, teacher give new situational car
ds to make their own sentences (or they use the same sent
ences if they feel difficult)
8.3.2 Material (sample)
8.3.2 Material (sample)
Sentence Pattern
8.3.2 Material (Potential)
8.3.3 Description and reflection
Describe (Intonation + /l/and /r/)
My original plan was first, giving explicit explanation of how to make the consonant sound, do the
minimal pairs, tongue twister as a listening exercise, lastly have them do dictation. However, too
much planning did not help to achieve my goal, which made me change my plan and lesson.
I tried minimize my tutoring as effective as I can so that my tutees would not confused at the end.
First of all, I teach how to make the sound and have Ss listen with their eyes closed. And I have
them did the minimal pairs (Listen to the following word pairs and ask them make the distinction.
In addition I Had students say the following sentences aloud such as ‘Laura and Larry rarely lull th
eir rural roosters to sleep’ and they were supposed to concentrate on the sound /l/ and /r/.
Lastly I had them do the role play using the handout ‘At a Restaurant (Ordering a Meal) taken fro
m http://www.eslflow.com/dialoguesandconversations.html as a Communicative practice.
Interpret
In fact, teaching ‘intonation(thought) was part of my original plan. Since I have been focused on
specific sound that I thought my tutees have difficulty to deal with such as /l/ and /r/. However,
only teaching those consonant have not been attractive to my tutees. In addition, they asked me the
questions how they could be more likely to make a English accent or sound, this situation made
me make a decision to add teaching intonation (thought group) to my tutees using communicative
teaching method. Besides I learned regarding how important teaching intonation or thought group
is from my lesson by professor Ven Black. I have known the fact that be aware of such divisions
can provide much clear massage or information in utterance. Of course, it was kind of difficult to
teach a lesson only giving lecture in term of supra-segmental like intonation or thought group.
Therefore I tried to use the exercises (procedure 4. Do the pair dictation considering the thought g
roup.) Tutee A read the text (needs to repeat as many times as the partner needs, whereas tutee B
write the sentences as she hear.) I thought that this practice has combined two goal
(intonation(though group) and the consonant sound /l/ and /r/ and it would work very effectively.
8.3.3 Description and reflection
However, my tutees could not have the goal, because their English proficiency was not enough for
dictation following only listening. So I changed the plan and adopted one of the communicative
teaching method that communicatively helps students to understand intonation. I tried to found
out valuable intonation teaching lesson plan from the internet resource
http://www.eslcafe.com/idea/index.cgi?display:990687901-7981.txt, and applied this lesson to
tutees. First of all, teachers explained that in English you have to give stress to certain words to
deliver certain meanings and after that reviewed examples like "Oh" and give emphasis to
disappointment, anger, surprise, and idea. Secondary, I modeled a sentence with my intonation
using high pitch or low pitch. For example, dealing with ‘You want me to give you money.’, I tried
to emphasize first on ‘MONEY?’ and then ‘GIVE?’ and ‘YOU?’ After that I did let them do many
repetition in chunk. With this way, simple dialog can be also committed. Through this practice,
they were becoming more conscious of placement for stop to make their sentence clearer while the
conversation going on. In terms of the communicative approaches to language teaching,
pronunciation need to be considered as integral in achievement of communicative competence.
Accordingly Celce-Murcia(1987) and Wong(1987a) emphasized that teaching pronunciation
should be accomplished with communicative language teaching (CLT). Therefore a variety of CLT
teaching method has to be done with well prepared material in the classroom.
Evaluate
The dialogue ‘At a Restaurant (Ordering a Meal) that I found was to help practice pronunciation
feature that I was trying to teach and also to help practice intonation (thought group). Furthermore,
since they are college students whose major is ‘Hotel Business’, dealing with restaurant
conversation would be effective as well. Especially, from this observation, I suppose that teaching
intonation always did not have to be taught in discrimination of intonation patterns
using
intonation contour, whereas it can be easily adapted to use simple dialogue and have learners
repeat after the teacher in many way. As a result, I naturally distinguish the meaning expressed by
different stress and intonation patterns.
8.3.3 Description and reflection
Plan
The activities that I found was to help practice pronunciation feature that I was trying to teach
and also to help practice intonation. Furthermore, since they are college students whose major is
a ‘Hotel business’, dealing with restaurant conversation would be effective as well. Considering
these fact, my future plan for teaching pronunciation should contain practical practice based on
target students’ needs. I found out several useful dialog and useful lesson plan in terms of teaching
intonation on the website http://www.eslcafe.com/idea/index.cgi?display:990687901-7981.txt and
http://www.wcjhs.tyc.edu.tw/year95/ev/files/hotel.pdf. I hope these material would be functionally
and practically useful in their EFL situation.
8.5.1 Lesson plan
The sound [th] between /θ/ and /ð/
Tutoring
Lesson plan for distinction voiced consonant and
voiceless consonant
The sound [th] between /θ/ and /ð/
Objective
-Students will be able to distinguish voiced consonant and
voiceless consonant.
-Students will be able to identify two consonant sound /θ/ and
/ð/ in communicative practice.
Materials
1. www. youtube video clip (using my laptop)
- "TH" Pronunciation English Meeting ESL Lesson
http://www.youtube.com/watch?v=Ag4qoNzEH4w
-English Pronunciation - TH
http://www.youtube.com/watch?v=RDn5TvAUnQM&feature=
related
2. worksheet from http://www.jamesabela.co.uk/
Procedure
1. Have them watch the video to be aware of how to
pronounce exactly + give more examples words.
2. Explain using worksheet and have them repeat after tutor
In order to let them know voiced/ unvoiced.
Homework
8.5.2 Material (sample)
http://www.youtube.com/watch?v=RDn5TvAUnQM&feature=related
8.5.2 Material (sample)
http://www.youtube.com/watch?v=Ag4qoNzEH4w
http://www.youtube.com/watch?v=Ag4qoNzEH4w
8.5.2 Material (sample)
8.5.2 Material (sample)
8.5.2 Material (sample)
http://www.youtube.com/watch?v=Ag4qoNzEH4w
8.5.3 Description and reflection
Describe
First of all, I let them watch the YouTube video
http://www.youtube.com/watch?v=RDn5TvAUnQM&feature=related and try to imitate to be
aware of how it works. After this, I gave them explanation explicitly how two sound make
different sound. At this point, I tried to focus on voiced and unvoiced sound in English
pronunciation. Next, I had them repeat the words that contain these sounds and did the
minimal pair together. Then we watched the second video
http://www.youtube.com/watch?v=Ag4qoNzEH4w. Thirdly they did the minimal pair distinction
(part one and two). After that they practice using tongue twister following my pronunciation.
Lastly, they did the information gap exercise game, that is intended to help them make
appropriate sound in a game.
Interpret
Distinction between two consonant sound /θ/ and /ð/ definitely most challenging job for
teachers and learners in Korea. Not only the fact that Korean do lack of these kind of sound but
also the issue we never distinguish voiced and unvoiced in mother tongue. This is main reason
that I employed video clip from the internet. Sometime as a non-native speaker, I probably have
my own pronunciation problem and I could not teach using my own bad phonemic problem.
The noticeable happen is that they felt little more problem making sound /ð/ rather than /θ/,
because they felt sometime no difference between /ð/ and /d / or /t/. At this moment, I did not
realize tutee might be confused between two sound, because I have no problem until now.
This is why I select ‘information gap exercise’ more focused on /ð/ . It seems like that they have
no conception regarding voiced and unvoiced sound.
8.5.3 Description and reflection
Evaluation
My own opinion on this lesson, is that letting them aware that sound /θ/ and /ð/ exist and how
they are said in the sentence could be essential, but it is also significantly important to comprehend
and understand the core meaning from speaker’s intention. In fact, people feel nervous as soon as
they are very good at make right pronunciation and I do not want my tutee feel same way. In
short, for teaching voiced and unvoiced such as /θ/ and /ð/ /, I should first consider how these
sounds are embedded in our communicative practice. Most of all,
Plan
I felt like having tutees repeat after me using many minimal pair did not work very effectively. Even
if it seemed that they were able to distinguish between /θ/ and /ð/ in each words. Once they
confront in the normal speed sentence, they cannot find out which sound activates. This occasion
made me change my original plan that included minimal-pair and tongue twister. Doing tong
twister might be helpful to understand for my tutees. However, eventual goal could be achieved by
only automatic practice. This is why I do not think my lesson was successful and I did realize I
need to apply many different resource even using young learners’ game. Therefore for the future, I
would use various games which is targeting to all learners and try not to focus on only one element
through the lesson.
8.6.1 Lesson plan
communicative practice + Achievement test
Tutoring
Various communicative approach dealing with
overall sound system taught so far
Objective
-Students will be able to review using different practice
Especially watching video clip or play game, and dealing with
elementary storybook .
Materials
1. Laptop for showing video clip
Review 1 (explain syllable "fifty" or "fifteen"? )
Video clip
http://www.youtube.com/accurateenglish#p/u/1/gxlnpgwGcOU
Review 2
Video clip (using sitcom ‘Friends’)
http://www.youtube.com/watch?v=k83DLNwHFTk&feature=r
elated
Review 3 storybook ‘The fisherman and his wife’
Review 4 Card game
Procedure
(1hr 50 mins)
Two class
combined
1.
2.
3.
4.
5.
Have them watch video clip from YouTube site. to let the
m remind syllable session that is the first class.
Have them watch the sitcom ‘FRIENDS’ without any sou
nd and have them guess what they might say by considerin
g situation
Using the storybook that have /f/ sound and try to tell the
story each other
Play card game (contained /f/,/l/, //ð/ sound)
Have them do the achievement test
Since last time we could not have any class, I tried to combine two class
communicative practice and achievement together.
8.6.2 Material (sample)
FRIENDS Series - The one where no one's ready
http://www.youtube.com/watch?v=k83DLNwHFTk&feature=related
9.1. overview of Achievement
test
9.1. overview of Achievement
test
9.2.Analysis test result (Journal)
Type of Questions
Tutee A
(Kim)
Right answer/total
Tutee B
(Park)
Right answer/total
Purpose
Question A (5points)
(Syllable/word stress)
5 right answer
(1~5) /
Total 5 points
4 right answer
(wrong for b) /
Total 4 points
For testing perception
of word stress
Question B (12points)
(consonant discriminati
on)
9 right answer
(wrong for 5,7,11)
Total 9 points
8 right answer
(wrong 5,9,10,12)
Total 8 points
For testing how they
distinguish specific
Consonant that they’v
e learn through the se
ssion
Question C (1point)
(intonation)
2 right answer
(wrong for b-2)
Total 2 points
2 right answer
(wrong for b-2)
Total 2 points
For testing perception
of intonation
Question D
(Dialogue) (18 points)
Recording
References
(Table 2)
13
References
(Table 2)
14
Dialog used to test pr
onunciation with a fo
cus on intonation and
prominence/ Recordi
ng for self-correction.
Total (=total 36 points)
27
28
<Table 1> Overview of result
First of all, I would like to examine how much they improved based on element they have learn
through the whole project. I set up 4 different questions that contain our main contents and made
a achievement test. First of all, Questions A was set up for testing the perception of their word
stress. Since word stress has been taught in the beginner of the lesson and also basic session, I
asked them to circle primary word stress by looking at divided syllable. As a result, tutee A got all
right answer whereas tutee B also got high score as it is seen from table 1. I suppose they achieved
the goal from the beginning of the lesson. Next, questions B was set up for testing how they
distinguish specific consonant that they’ve learn such as /p/ and/f/, /l/ and/r/ and lastly between /θ/
and /ð/.
9.2.Analysis test result (Journal)
I set up at least 4 sentences that have each pair of sounds and test them in the sentence. The
reasons why I did not set up only distinction in a word is that I easily can catch up when these
sounds are said respectively. However, as these consonant sounds occur in the sentence, it is
difficult for them to recognize especially in discourse. As a result, tutee A got 9 right answer
whereas tutee B also got 8 score as it is seen from table 1. It seemed tutee A had still difficulty to
recognize /l/ and /r/ sound in the speaking sentences which means she needs to practice in listening
activities that have many /l/ and /r/ sound. In contrast, tutee B also had problem distinction /θ/ and
/ð/ and /l/ and /r/. It is clear from the table 1 that both tutees got all right answer from category
that asked them to distinguish /p/ and /f/ which made me feel worthwhile. At the same two tutees
have also same problem to distinguish between /θ/ and /ð/. In fact distinction between /θ/ and /ð/
sound is never easy task at all due to absence of Korean language. However I recognize from the
score and through the lesson especially from communicative practice. It could be overcome
naturally by having them engage various active practice. Speaking of questions 3, I wanted to
diagnose for perception intonation. There both got 2 points out of total 3 points. For this test, I
actually reviewed how they mark contour intonation in the sentences but I also realized it would be
much effective to give multiple-choice format as Celce-Murcia(2010) points out from the book. So
that they might be able to feel more clear the fact that intonation reflect what they hear. Plus I also
sense teaching supra-segmental is never easy job as a teacher. Lastly, questions D took amount of
energy and effort to evaluate in the reality, because I never notice how hard I should evaluate this
communicative test, as I was designing this question. My original plan was just recording their
conversation and give them self-correction and teacher’s correction. However, it turned out there is
no validity in this test. I tried to find out at least objectively appropriate evaluation form and used
the one (shown table 2) that I slight changed for my own test question.
9.2.Analysis test result (Journal)
Table 2. Oral presentation evaluation form
Excellent Good Fair
3
2
1
Category
Standard
1. Physical
delivery
( 9 points)
Were gestures used appropriately?
3
2
1
Did the speaker make appropriate eye
contact when she respond?
3
2
1
Was the her facial expression pleasant and
Animated?
3
2
1
2. Clarity
(3 points)
Was the speaker’s voice loud enough?
3
2
1
3. Pronunciation
( 6 points)
Did the speaker use appropriate stress and
intonation?
3
2
1
Were consonants she learned pronounced
correctly?
3
2
1
Total
/18 points
Table 3. The result of question D’s evaluation
Tutee A
Tutee B
1. Physical delivery
8
9
2. Clarity
3
3
3. Pronunciation
2
2
Total
13
14
9.2.Analysis test result (Journal)
In fact, both tutee were uncomfortable to record themselves but they feel much worthwhile after
getting used to it. For this test, I was planning to test for their pronunciation with a focus on
intonation and prominence. In fact, I do not think my question is exactly ‘The Communicative
Approach to Testing’, because it is not tended to be a measure of how the testees are able to use
language in real life situations. It means that they do not need to use productive skills. However,
i assume the ‘communicativeness’is placed on understanding some elements through the dialog
somehow. In taking part in this role-play style test, tutees must comprehend and respond
considering intonation and consonants. I examined three category divided such as Physical
delivery, Clarity ,Pronunciation and tried to give score based on ‘excellent’, ‘good’ and ‘fair’. As a
result, tutee A 13 whereas B 14. Amazingly, my tutee B turned to become more confident to use
those consonant even if she attained lower score than tutee A in the pure written test. I knew she
put effort in improve her English and she wanted to be proficient English speaker for her career. I
think her own endeavor triggers her motivation and it turned to be a result that she was happy
about. After we listen to their voice in the recorder, they said they got fully awareness of their
pronunciation problem as well as intonation.
As a teacher, I also feel that particularly from this test result especially questions D, testing could
become more complicated, when testees' English proficiency gets more advanced. In other
words, teachers should consider a number of ways to test listening and speaking, because it is
impossible to separate those skill and the test for diagonise these combined skills can enable
learners to consicous feedback based on prounication features.
10. Overview Journal
To summarize from the result, my two tutees have been succeed in achieving the goal that I have
been trying because of their final score in achievement score but also the their perception towards
pronunciation that I felt. Since they have gone through all my lesson within short period of days, I
did not expect a lot from the first place. Beside, I also did have much expose to teaching
pronunciation and did not consider giving lesson related pronunciation during my teaching days.
This fact leads me to find out religiously various resources that can be applied for their lesson. In
fact, before the lesson started, I believed that apart from using knowledge of my tutees in order to
be aware of their pronunciation problems, it could be also valuable to have some prior knowledge
of what elements of English phonetics and phonology are likely to cause problems to most of
learners in Korea. Asking those common pronunciation problem that might have to over 30
college students enabled me not only to set up the whole lesson’s direction and goal but also to
consider students’ needs from the beginning. As time goes by, I felt my lesson was becoming more
focused on my original plan due to the knowledge and awareness from the professor’s lecture.
Importantly, even if the tutoring schedule was not done as I planned, I now feel much more
confident in dealing with teaching pronunciation in my EFL class. Most of all, awareness of
‘English as Lingua Franca(ELF)’ from the lecture in this semester made me increase confidence
and break my prejudice that teaching pronunciation should be taught by only native speakers. In
fact, after everything I have done trying, I have no longer fear having teaching pronunciation with
my students and also realize how my designed lesson could be embedded in ESL educational
setting. Still now majority of English learners feel less confident and less conscious about their
pronunciation. Therefore consideration of the most effective lesson and instruction should be
completed in many ways.
In short, I realized two main key factors from this whole project. First of all, according to CelceMuria (2010) from the book, it is extremely essential for teachers to bring awareness of the
knowledge in the area of the partical phonetics. In brief, in order to help learners to know how the
overall sound system works and teach it more effectively, teachers must possess principled
methodology that includes the knowledge such as various organs of speech and feature of stress,
10. Overview Journal
intonation, articulation, and sound system in the functional and meaningful discourse. In this point
of view, I also gained enormous knowledge and information through this whole lesson. The most
important fact that I realized from this project, the knowledge leads me to determine what
problems my potential learners might some related to pronunciation. In fact, having information
what difficulties students might have, it always remains for the teacher to build this information into
some meaningful classroom exercises.
Secondary, all the curriculum material and lesson plan for teaching pronunciation should be
prepared for a the whole communicative language approach. It should be a communicative
exercise
that needs to contain students’ desire and realistic purpose. In other words, such
approaches and activities should be an integral part of any language teaching when learners make
pronunciation in the active learning process.
Hopefully this project could guide me to set the realistic goal dealing with English as a lingua
franca(ELF) and help me to go toward appropriate direction with effective instruction considering
two fact that I emphasize above. Consequently, it results to increase learner’s both intelligibility
and comprehensibility at the end.