TESOL of Graduate

1. TESOL of Graduate PORTFOLIO Teaching Pronunciation # 1054017 Oh Su Jin

2. Table of contents • 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 • Tutee A’s test sheets • Tutee B’ s test sheets • Analysis of the test results • Goals and objectives • 7.1 Objective for Tutee A • 7.2 Objective for Tutee B

3. 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

4. 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 EFLclassroom • To help to prepare available material and resource as a • the whole communicative language approach.

5. 1. Introduction This tutoring is scheduled like this…

6. 2. Participant 2.1. Tutees’ general profile Age / Grade Proficiency level • 20 years old • 1 grade college students • Speaking and listening : Intermediate • 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.

7. 2. Participant 2.1.1. Tutee A’s profile Name: Kim Su Jeong Age / Grade Proficiency level • 20 years old • 1 grade college students • Speaking and listening : Inter-high • 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

8. 2. Participant 2.1.2. Tutee B’s profile Name: Park Hyeon Jeong Age / Grade Proficiency level • 20 years old • 1 grade college students • Speaking and listening : Inter-mid • 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

9. 2.2. Tutor’s profile Tutor’s profile Name: Oh Su Jin Age / Profession Proficiency level • 31 years old • Teacher for 6 years • Speaking and listening : Advanced • 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.

10. 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.

11. 3. Diagnostic test 3.1. diagnostic test

12. 3.1. Diagnostic test 3.1. diagnostic test

13. 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.esl-lab.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.

14. 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?

15. 3.3. Survey and interview Interview Taken from Hundreds more free handouts at www.eslDiscussions

16. 7. Goal and objectives 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

17. 7. Goal and objectives never understood if Korean people were confused or pronounced almost same like ‘face /페이스/’, ‘vace /페이스/’, ‘base/페이스/’. 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.

18. 8.8. The curriculum plan 8.1. Overview of Schedule and plan

19. 8.8. The curriculum plan Schedule and plan for each lesson

20. 8.2.1 Lesson plan 1 Syllable and word stress

21. 8.2.2 Material (sample)

22. 8.2.2 Material (sample)

23. 8.2.2 Material (sample)

24. 8.2.2 Material (Homework)

25. 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.

26. 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.

27. 8.2.1 Lesson plan 2 Consonant sound /f/, /v/, /p/

28. 8.2.1 Material (sample)

29. 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 in words, whereas they were unable to make accurate pronunciation in sentences that contains two sounds.

30. 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.

31. 8.3.1 Lesson plan Intonation+ The consonant sound /l/ and /r/

32. 8.3.2 Material (sample)

33. 8.3.2 Material (sample) Sentence Pattern

34. 8.3.2 Material (Potential)

35. 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 their 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 from 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 group.) 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.

36. 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.

37. 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.

38. 8.5.1 Lesson plan The sound [th] between /θ/ and /ð/

39. 8.5.2 Material (sample) http://www.youtube.com/watch?v=RDn5TvAUnQM&feature=related

40. 8.5.2 Material (sample) http://www.youtube.com/watch?v=Ag4qoNzEH4w http://www.youtube.com/watch?v=Ag4qoNzEH4w

41. 8.5.2 Material (sample)

42. 8.5.2 Material (sample)

43. 8.5.2 Material (sample) http://www.youtube.com/watch?v=Ag4qoNzEH4w

44. 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.

45. 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.

46. 8.6.1 Lesson plan communicative practice + Achievement test

47. 8.6.2 Material (sample) FRIENDS Series - The one where no one's ready http://www.youtube.com/watch?v=k83DLNwHFTk&feature=related

48. 9.1. overview of Achievement test

49. 9.1. overview of Achievement test

50. 9.2.Analysis test result (Journal) <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/.