Teaching Pronunciation: Theory and Practice
TESL 496/642, Spring 2016 (rev.)
Instructor
Email
Robin Barr
rbarr@american.edu
Office Hours
Tuesdays 3-5 p.m. MGC 326
Course Description
Teaching Pronunciation introduces the formal analysis of phonetics and phonology
along with techniques for incorporating these into practical classroom instruction. This
course places an emphasis on problem-solving strategies using data from many
languages and contexts, and on effective techniques for instruction. The main project
for this course involves working with a non-native English speaker to identify and
address pronunciation issues relevant to the learner’s needs .
Course Objectives
By the end of the course, students will:
 Have deepened their understanding of theoretical linguistic and psycholinguistic
principles involved in second language acquisition
 Be able to use these theoretical principles to devise effective teaching
techniques, construct syllabi, and adapt instructional materials to a specific
student’s needs
 Have synthesized their theoretical and practical knowledge by collecting their
own data and writing up an extensive case-study of an adult English learner.
Assessment
Assignment
4 Problem sets @ 5%
Phonetics quiz
Phonology take-home quiz
3 Tutoring Reflections/
Lesson Plans @ 5%
Materials Adaptation
Pronunciation Project
Type of Grading
Satisfactory/ Unsatisfactory
Graded
Weight
20%
5%
10%
Satisfactory/ Unsatisfactory
15%
Satisfactory/ Unsatisfactory
Individual components will be graded separately.
See project guidelines.
10%
40%
Problem Sets
Four problem sets will prepare you for class discussion, quizzes and your pronunciation
project. You will collaborate with classmates on these assignments and turn them in
individually. Late or incomplete assignments may not receive full credit. Problem sets
may not be returned; please make a copy for yourself if you want to use them for study.
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Quizzes
There are two quizzes: a short, in-class quiz on phonetic transcription and features, and
a take-home quiz on phonology. There is no collaboration on quizzes.
Tutoring Reflections and [graduate course] Lesson Plan
More than a simple blow-by-blow account of what you have been doing with your
pronunciation student, this assignment allows you to plan and reflect on the practical
applications of this course to your tutoring sessions, and to share your experiences with
your classmates. Each reflection paper must include these components:
 Tutoring Update: provide an update on your tutoring sessions followed by
observations and/or any questions you may have about the instructional work
you are doing with your subject. Include any adaptations you made to the lesson
plans we gave you.
 For Graduate Course or Honors Supplement students: Targeting
Pronunciation Lesson Plan: Select any particular concept, chapter, or activity
in your pronunciation textbook and design a lesson plan around it for use with
your tutoring student. Successful lesson plans will add personalization,
adaptation (for level or learning style), and scaffolding to the textbook lesson.
 Connections: explore an idea, experience or discovery from your tutoring
session that illustrates points emphasized in your readings and in class.
Materials Adaptation Assignment
Starting from typical non-pronunciation instructional material, you will 1) identify
opportunities for pronunciation instruction and practice, and 2) adapt material to reflect
the specific needs (goals, interests, background, learning style, and level) of your tutee.
This may involve personalizing content, omitting content or activities that do not match
your tutees’ needs, and adding activities or smaller instructional steps that will benefit
your tutees. 3) You will then present it to the class as a mini-lesson. We urge you to
collaborate with others in the class whose tutees have similar needs; if so, a group may
turn in a single project.
Pronunciation Project
Here, you will use the insights and skills that you are developing in this class to perform an
in-depth assessment of your tutee’s pronunciation. See the Pronunciation Project Overview
and additional handouts for more information. This task will include:
 Finding a cooperative non-native English speaker who wants to improve his/her
pronunciation
 Recording interviews and making transcriptions of his or her pronunciation
 Using this data to analyze and diagnose his/her pronunciation problems
 Developing an individualized pronunciation syllabus and lesson plan for a
hypothetical 12-week course that will improve your student’s intelligibility
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Required Texts
 Avery, Peter and Susan Ehrlich. 2007. Teaching American English Pronunciation
 Grant, Linda, ed. 2014. Pronunciation Myths. [graduate course]
 Miller, Sue F. 2006. Targeting Pronunciation, 2nd Edition (with audio CDs)
 Taylor, Karen and Shirley Thompson. 2012. Color Vowel Chart Teacher Resource
Guide (with color vowel charts).
 Yavas, Mehmet. 2006. Applied English Phonology
Additional required and supplementary readings will be available on e-reserves or from the
professor. Some homework will require use of computer software.
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Syllabus: Teaching Pronunciation
TESL 496/642, Spring 2016
UNIT I: INTRODUCTION and SUPRASEGMENTALS
Related Readings:
 Avery intro,1
Course Introduction: a suprasegmental approach
Introduction to the Project: first, catch your rabbit.
 Yavas & phonetics
Week 1
Jan 12
Introduction to sociocultural issues and NVC.
charts
Practice diagnosis and phonetics review.
 Wong, 1993
 Grant Prologue
Related Readings:
Pronunciation discovery stations
 Avery 2, 4,16
Week 2
Introduction to Project Part 1.
 Ladefoged 5
Jan 19
Introduction to suprasegmentals.
 Yavas 7
 Grant 4
Coursework Due:
 PS1 DUE
I got rhythm
Related Readings:
Week 3
Suprasegmentals and sociocultural issues,
Jan 26
 Avery 5, 6
continued.
 Yavas 6
 Grant 2
Coursework Due:
 Reflection 1 DUE
Songfest: the music of suprasegmentals
Week 4
Related Readings:
Using songs to teach pronunciation.
Feb 2
Assessment: Guest Lecture Rebecca Wilner
 Avery 9
 Grant 1
UNIT II: SEGMENTAL PHONETICS
Coursework Due:
Rubber bands, Color Vowel Charts, and Koosh
 Project Part 1 DUE
Balls™
Week 5
Related Readings:
Vowel length and reduction.
Feb 9
Introduction to Project Part 2.
 Avery 3, 11
 Yavas 3, 4, 5
Coursework Due:
You’re from a cow?!
 Problem Set 2 DUE
Linking, glottal stops and other rules your students
Week 6
Related Readings:
Feb 16
don’t believe in. Introduction to syllable structure and
 Avery 7, 8
its effects on phonology.
 Yavas 2, 8
Coursework Due:
 Project Part 2 DUE
It’s not ‘sloppy,’ it’s efficient!
Related Readings:
Why linking, vowel length, and vowel reduction are
Week 7
 Avery 2, 3, 4 (review)
Feb. 23
necessary rules of English. Introduction to Project
 DARE excerpt :“Arthur
Part 3.
the Rat” dialect
variation
Saturday, February 27, 9-2, Phonetics Workshop: Call ‘Em as You Hear ‘Em
Pronunciation students’ attendance required.
Week 8
Mar 1
Mar 6-13
PHONETICS QUIZ
Syllable structure and phonological rules. Introduction
to Project Part 3. Pigeonholes and phonemes Finding the rules (Combined class with Principles
– phonology review, 2nd half of class)
SPRING BREAK
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Related Readings:
 Ohio Files
 Halle & Clements
excerpts
UNIT III: PHONOLOGY: sound patterns, rules, and mental representations.
Coursework Due:
Metalinguistic attitudes. Which English do we
 Problem Set 3 DUE
teach? (Combined class with Principles)
Related Readings:
Week 9 .Learner attitudes about dialect variation.
 Sapir, Velleman
Mar 15
PHONOLOGY QUIZ distributed (due Week 11).
 Video: “American
2nd Half of class – Materials Adaptation w/
Tongues.”
Rebecca Wilner.
Week 10
Mar 22
Week 11
Mar 29
Week 12
April 5
Week 13
Apr 12
Week 14
Apr 19
April 26
Week 15
May 3
How to describe linguistic patterns and
systems. Your Students’ Phonologies
Sound patterns in the classroom.
Introduction to Project Part 4 .
Coursework Due:
 Project Part 3 DUE
Related Readings:
 Avery 13, 14
 Grant 3
Syllabus Design and Lesson Plans: Guest
lecture TBA.
Planning effective pronunciation lessons. What
doesn’t happen in class: the pronunciation
learner’s learning curve.
Categorical Pizza – after class 8:10 – 9:30 pm,
MGC 247. Led by Robin Barr.
How phonemic categorical perception develops.
Free to all Pronunciation students, who are
encouraged to attend. Pizza is provided.
Coursework Due:
 Take Home Phonology
Quiz DUE
Related Readings:
 Eimas
 Grant 5, 6, 7
Coursework Due:
 Reflection 2 DUE
Coursework Due:
 PS 4 DUE
What Goes on in Your Mind
Related Readings:
Language processing. Lexical chunks.
 Avery 10
 Celce-Murcia 9
UNIT IV: INTERACTION OF PHONOLOGY WITH OTHER AREAS
TESOL 2016: Guest lecture TBA
Pronunciation in the ESL/EFL Classroom
Integrating pronunciation into daily instruction.
Coursework Due:
 Materials Adaptation
and Reflection 3 DUE
Related Readings:
 Avery 12
 Yavas 9
Coursework Due:
 Project Part 4 DUE
Spring Study Day: No Classes
What’s that in the road, a head?!
General conclusions. Course evaluations.
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Coursework Due:
Finish Materials
Adaptation Demos
TESL 542 Supplementary Readings. Note: Some of these will be required, others
recommended or optional. These and other additional readings will be available on Blackboard, at
the library, or from the professors.
Acton, William (1984) “Changing Fossilized Pronunciation,” TESOL Quarterly, V18, N1, pp. 71-85.
Anderson-Hsieh, Janet. 1989. “Approaches toward teaching pronunciation: a brief history,” Cross
Currents Vol. XVI No. 2, pp. 73-78.
Anderson-Hsieh, J. 1992. “Using electronic visual feedback to teach suprasegmentals,” System
20(1): 51-62.
Bloch, Bernard. 1941. “Phonemic Overlapping,” American Speech Vol. 16, pp. 278-284.
Bråten, Stein. 2009. The Intersubjective Mirror in Infant Learning and Evolution of Speech.
Advances in Consciousness Research 76. Benjamins.
Brazil, David. 1994. Pronunciation for Advanced Learners of English, Cambridge, UK: Cambridge
Cassidy, Frederick, ed. 1985. “Guide to Pronunciation” & “Language changes especially common
in American folk speech,” in Dictionary of American Regional English.
Celce-Murcia, Marianne, Donna M. Brinton, and Janet M. Goodwin. 1996. Teaching
Pronunciation: A Reference for Teachers of English to Speakers of Other Languages. New
York, NY: Cambridge.
Collins, B. & I.M. Meese (2003) Practical Phonetics and Phonology (with CD).
Dalton, C. & Seidlhofer, B. (1994) Pronunciaton, Oxford, UK: Oxford, chapter 1, pp. 3-12.
Derwing, Bruce & William Baker. “Is the child really a ‘little linguist’?” Chapter 6 in J. Macnamara,
ed., Language Learning and Thought.
Dogil, Grzegorz, and Susanne Maria Reiterer. 2009. Language Talent and Brain Activity: Trends in
Applied Linguistics I. Mouton de Gruyter.
Eimas, Peter D. 1974. “Linguistic processing of speech by young infants,” Chapter 2 in R.
Schiefelbusch & L. Lloyd, eds., Language Perspectives: Acquisition, Retardation, and
Intervention, pp. 55-73.
Eimas, Peter D., E.R. Siqueland, P. Jusczyk, & J. Vigorito. 1971. “Speech perception in infants,”
Science, Vol. 171, pp. 303 - 306. [Blackboard link]
Fangshi, Cheng. 1998. “The Teaching of Pronunciation to Chinese Students of English,” Forum 36,
no. 1, Jan-Mar 1998.
Gilbert, Judy. 1993. Clear Speech (student and teacher editions). Cambridge University Press.
Gilbert, Judy. Clear Speech From the Start (student and teacher editions). Cambridge University
Press. [if your student is a beginner]
Gilbert, Judy. 1994. “Intonation: a navigation guide for the listener,” in J. Morley, ed. Pronunciation
Pedagogy and Theory. Alexandria, VA: TESOL, pp. 36-48.
Grant, Linda. 2001. Well Said. Boston: Heinle & Heinle
Grant, Linda. 1995. “Creating pronunciation-based ESL materials for publication,” in Byrd, ed.
Material Writer’s Guide, Boston: Heinle & Heinle, pp. 118-120.
Halle, Morris and G.N. Clements. 1983. Problem Book in Phonology. [problems on Blackboard]
Kaltenboek, Gunther. 1994. “‘Chunks’ and pronunciation teaching,” Speak Out! 13, pp. 17-22.
Katamba, Francis. 1989. An Introduction to Phonology.
Kiparsky, Paul & Lise Menn. “On the acquisition of phonology,” Chapter 4 in J. Macnamara, ed.,
Language Learning and Thought.
Ladefoged, Peter. 1993 (or later editions – 2010 edition includes CD). A Course in Phonetics.
Ladefoged, Peter. 2001. Vowels and Consonants: An Introduction to the Sounds of Languages. (&
CD)
Levis, John. 2001. “Teaching Focus for Conversational Use,” ELT Journal v.55 n1, Jan. Pp. 47-54.
Lewis, Michael. 1993. The Lexical Approach. Hove, UK: ITP. [Using chunks in second language
teaching.]
Lewis, Michael. “Implementing a Lexical Approach,” Hove, UK: ITP, esp. Chapter 8.
Liberman, Alvin. “The Speech Code,” Ch. 12 in G. Miller, ed. Communication, Language, and
Meaning.
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Matthews, John & Cynthia Brown. 1998. “Qualitative and quantitative differences in the
discrimination of second language speech sounds,” Proceedings of the B.U. Conf. on Lang.
Devel, Vol. 22, pp. 499-510.
Menn, Lise. 2011. Psycholinguistics: Introduction and Applications. [a clear intro to ‘brain
stuff’].
Miller, Sue F. 2000. Targeting Pronunciation (including CDs). [1st edition] Houghton Mifflin.
Ohio State University. Language Files: Materials for an Introduction to Language and Linguistics.
Pennington, Martha C. 1999. “Computer-aided pronunciation pedagogy: promise, limitations,
directions,” Computer Assisted Language Learning, Vol. 12, No. 5, pp. 427-440.
Philp, Jenefer, Rhonda Oliver, Alison Mackey, eds. 2008. Second Language Acquisition and the
Younger Learner: Child’s Play? Benjamins.
Reis Pereira, Ivana Brasiliero. 2009. The Effects of Bilingualism on Children’s Perception of Speech
Sounds. Netherlands Graduate School of Linguistics/ Landelijke – LOT.
Roach, Peter. 2000. English Phonetics and Phonology: A Practical Course. 3rd edition.
Sapir, Edward. 1933. “The Psychological Reality of Phonemes.”
Swan, M. & B. Smith, eds. 1987. Learner English: A Teacher’s Guide to Interference and Other
Problems.
Velleman, Shelley L. 1998. Making Phonology Functional: What Do I Do First?
Wong, Rita. 1986. Teaching Pronunciation: Focus on English Rhythm and Intonation, Upper
Saddle River, NJ: Prentice-Hall.
Wong, Rita. 1993. “Pronunciation Myths and Facts,” English Teaching Forum, Oct. 1993, pp. 4546.
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Teaching Pronunciation
Assignment Due Dates Overview
TESL-496/642
The table below provides another view of the work you will be doing for this course. Please
budget your time and energies accordingly—as you can see, this course is more of a
“marathon” than a “cramathon”—aim for even pacing and consistent performance.
Week
Date
1
Jan 12
Problem Sets, teaching
demos and Tests
Tutoring Reflections
and Materials Adaptation
Pronunciation
Project
2
Jan 19
3
Jan 26
PS 1
4
Feb 2
TR #1
5
Feb 9
6
Feb 16
Part 1
PS 2
7
Feb 23
8
Mar 1
Part 2
Phonetics Quiz
Mar 8 – No class
9
Mar 15
Spring Break
PS 3; Phonology takehome distributed
10
Mar 22
Part 3
12
Apr 5
Phonology
take-home quiz due
TESOL 2016: Guest
lecture
13
Apr 12
PS 4
11
Mar 29
Materials Adaptation
TR #3
14
Apr 19
Apr 26
TR #2
Part 4
Spring Study Day: No Class
15
May 3
8
1