The Big Picture: Pronunciation Instruction to Improve Intelligibility
Presented at Thailand TESOL International Conference
January 17, 2014
Key Terms
Suprasegmentals: Features of speech that are above, beyond, or in addition to a segment, such as stress
and pitch, that accompany individual speech sounds and may extend over more than one such
segmental element
Prosody: Refers to intonation, rhythm and vocal stress in speech
Suprasegmental (Prosodic) Features are phonetic features that are not properties of a single segment,
but a syllable or higher unit, such as stress, length, tone and intonation.
(Celce-Murcia, Brinton, & Goodwin, 2010)
Voice Quality Settings: The suprasegmental features that make up the overall pattern of a sound system
and create a general auditory impression of the speaker’s voice
(Jenkins, 2000; Jones & Evans, 1995)
“Long term postures of the larynx, pharynx, tongue, velopharyngeal system and lips... English voice
quality features as spread lips, open jaw, palatalized tongue body position, nasal voice, lowered larynx,
and a creaky voice”
(Esling and Wong, 1983, p. 89)
Word Stress: Syllables within a multi-syllable word that are longer, louder, and higher in pitch. From the
speaker’s point of view, stress involves a greater outlay of energy as air is expelled from the lungs to
articulate stressed syllables. From a listener’s point of the most noticeable features would be the longer
vowel sounds and higher pitch
(Celce-Murcia, Brinton, & Goodwin, 2010)
Sentence Stress/Prominence: The way a speaker highlights certain words within an utterance;
demonstrates which words within a sentence carry the most meaning
(Celce-Murcia, Brinton, & Goodwin, 2010)
Final Consonant Deletion: The final consonant or consonant cluster is left off of the end of a word
(Celce-Murcia, Brinton, & Goodwin, 2010)
Pronunciation Goals
As a result of effective pronunciation instruction, learners will be able to…
1) recognize the importance of pronunciation.
2) develop an awareness of their own areas of deficiency
3) develop the ability to monitor their own pronunciation
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4) learn to focus on the pronunciation of native speakers and try to use this information as a model
5) develop their auditory memories the ability to retain and imitate sounds
6) develop physical control over their motor skills
7) lower their affective filters
(Couper, 2003)
Pronunciation Activities
Voice Quality Settings
Using Mirrors: Teacher hands out a small mirror to each participant demonstrates how to say individual
words or phrases, emphasizing the movements of the lips, tongue and jaw. The participants will watch
the teacher, then watch their own mouths in the mirrors as they repeat the words, trying to duplicate
the mouth movements of the teacher closely as possible. (Alternatively, participants can use their
mobile cameras to watch themselves).
Lip Reading: Teacher selects the list of words, sentences, or questions that they would like the
participants to practice. The teacher gives every participant a mirror and models the list, following the
directions for the Using Mirrors activity above. The teacher then pairs up the participants. One
participant will mouth words from the list in random order, while their partner watches their mouth and
calls out what they read. When the first learner is finished, they should switch roles. If possible, follow
this activity up with a speaking activity that requires the participants to use the vocabulary or phrases
that they just practiced. Remind them to continue to focus on the movements of their mouth as they go
through the activity.
Syllables / Word Stress
Draw the Stress: Participants draw circles above words to represent the number of syllables in the word.
Small circles are used to represent the unstressed syllables, large circles are used to represent the
stressed syllables.
o o Ooo
connectivity
The teacher can also distribute charts with circles that show different word stress patterns and have the
participants complete the chart, writing words under the correct word stress pattern.
O o o
o O o o
o o O o o
Practices
Prioritize
International
Challenges
Efficency
Connectivity
Show Me the Stress: Teacher gives participants post-it notes, and says a word. Participants count out a
post-it note for each syllable, and place the post-it note that represents the stressed syllable of the word
higher than the others. The teacher is then able to visually confirm whether or not the participants
counted out the correct number of syllables and placed the stress correctly. Participants will say the
words the words out loud, tapping their fingers on the post-its.
Pick a Word, Say a Sentence: Teacher provides groups of participants with a set of cards with words
written on one side. The cards are placed face-down in a pile. The participants take turns selecting a
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card, reading the word, then saying the word out loud in a sentence, paying close attention to the word
stress. The other group members can provide feedback on their pronunciation.
Sentence Stress (Prominence)
Stress Chant: Teacher leads the class in a chant to demonstrate the differentiation of stressed and
unstressed words in a sentence and stress timing in English.
CATS CHASE MICE.
The CATS CHASE MICE.
The CATS have CHASED MICE.
The CATS have CHASED the MICE.
The CATS have been CHASING the MICE.
The CATS might have been CHASING the MICE.
Match Mine: Teacher prepares index cards, each with either a multisyllabic word or a phrase with
mathcing stress pattern. For example:
O o o
o O o o
o o O o
Word cards
practical
photography
presentation
Phrase cards
good at it
it’s hard for me
in the long run
Each participant in the class is given an index card. Participants must walk around the room reading
their word/phrase to one another in order to find their match.
Contrastive Stress Dialogues: Participants work in pairs to match mini-dialoges with corresponding
phrases that demonstrate appropriate contrastive stress.
Final Consonant Deletion
Word Chain: Teacher says one word, participants volunteer to say another word starting with the
ending sound of teacher’s word
Eg: rat – table – lemon – nest – test
Note Taker: Teacher gives each pair a set of words. One participant pronounces the word for the other
to note down the ending sound of the word.
Slap That Sound! Teacher prepares different ending sounds and put it on the table. Participants sit
around the table. Students take turns reading words, while the listening students try to be the first one
to slap on the correct ending sound.
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Lip Reading Exercise: Key Words
Instructions: Sit facing your partner, 2-3 meters apart. Choose one phrase from each group below and
enunciate it clearly without making any sound. Your partner will tell you the letter of the phrase. Take
turns.
1.
a) I sewed them.
b) I sold them.
c) I saw them.
9. a) My job was to make coffee.
b) My job was to make dessert.
c) My job was to make salads.
2. a) market
b) make it
c) manage it
10. a) wrap the meat
b) cut the meat
c) inspect the meat
3.
a) My first name is _____.
b) My last name is _______.
c) My boss’ name was _______.
11. a) clean the floors
b) clean the windows
c) wash the windows
4.
a) I loaded the bags.
b) I sewed the clothes.
c) I repaired the clothes.
12. a) My job was to assemble toys.
b) My job was to assemble tools.
c) My job was to assemble machines.
5.
a) I’m friendly.
b) I’m cheerful.
c) I’m careful.
13. a) I had to supply the restrooms.
b) I had to clean the restrooms.
c) I had to clean the dishes.
6. a) I think I’m outgoing.
b) I think I’m hard-working.
c) I think I’m accurate.
14. a) I had to repair the plumbing.
b) I had to prepare the breakfast.
c) I had to repair the lighting.
7.
15. a) I had to stock the food.
b) I had to lock the doors.
c) I had to stamp the food.
a) I like to grow vegetables.
b) I like to sew clothing.
c) I like to work outdoors.
8. a) I built houses.
b) I made doors.
c) I built roofs.
16. a) I’ve been here nine years.
b) I’ve been here five years.
c) I’ve been here five months.