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Pronunciation: Incorporating It Into The Language Learning Process From Day One

Pronunciation: Incorporating It Into The Language Learning Process From Day One. Diane Boardman, M.A., CCC-SLP dbspeech@earthlink.net. WHY THIS TOPIC?. Background Concepts and Information. How is Speech Produced?. Background Concepts and Information. What is a Speech Sound?.

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Pronunciation: Incorporating It Into The Language Learning Process From Day One

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  1. Pronunciation:Incorporating It Into The Language Learning Process From Day One Diane Boardman, M.A., CCC-SLP dbspeech@earthlink.net

  2. WHY THIS TOPIC?

  3. Background Concepts and Information How is Speech Produced?

  4. Background Concepts and Information What is a Speech Sound?

  5. Background Concepts and Information Letters vs. Speech Sounds • Phonetic transcription to denote speech sounds as opposed to letters. • Some letters pronounced > 1 way: Ex.: “c” in “cat” pronounced as /k/; and “face” pronounced as /s/ • Some sounds are assigned > 1 letter: Ex.: Sound / s / uses letters “c“ and “s” as in “cease” • Vowel letters > 1 pronunciation: Ex.: Letter “a” pronounced as /ae/ “cat”, /a/ “father”, or /ei/ “late”

  6. Background Concepts and Information • Three parameters for distinguishing • one speech sound from another: • Mechanical placement of oral structures • Airflow • Voicing

  7. Subjects to be covered • Intonation: • Questions • 2-Syllable Nouns and Verbs, including Heteronyms • Can vs. Can’t • “th” and use of this in the most frequently used words

  8. Intonation • What is this? Rhythmic quality of the language. • English: Is astress-timed language. • Syllables may last different amounts of time. • Ex: “about” - The stressed syllable is “bout”. • Compared to “a”, it takes longer to say and the pitch rises • French: Is a syllable-timed language. • Syllables all take approximately the same amount of time.

  9. Intonation Also includes pitch changes, what words to stress in a sentence, and types of links or liaisons in connecting sounds within and between words. Both English and French use linking (yay!!). IT’S THE MELODY OF THE LANGUAGE

  10. Intonation in Use • Questions • Rule: Pitch drops at the end of a question sentence. • Ex: Would you like coffee or tea? • Exceptions: • Yes/no questions: • Ex: Would you like some coffee? • Highly emotional questions: • Ex: Why don‘t you pay attention to me?

  11. Intonation in Use • 2- Syllable Nouns and Verbs • For 2- Syllable Nouns in general, stress is on the first syllable: • Ex: baby, finger, journey, soldier, dinner, bottle, paper, sorrow, elbow, shadow • For 2-Syllable Verbs in general, stress is on the second (last syllable): • Ex: repair, attack, approach, invite, rely, annoy, forget

  12. Intonation in Use • 2- Syllable Nouns and Verbs (cont.) • Heteronyms • When a 2-syllable word can be used either as a noun or verb, the same rules apply. Examples: • contract • “I signed a contract.” OR • “I will contract that disease if I’m not careful.” • permit • “I need a permit to set up a march.” OR • “Permit me to pay for this meal.” • Other examples: content, record, subject, present, convict, object, contrast, project, defect.

  13. Intonation in Use Can vs. Can’t 1a. Can When “can” is used with another verb, we do not stress it. We stress the verb that follows. Our pronunciation becomes “cn” (/kn/), as if the vowel didn’t exist. Examples: I can (/kn/) do it. Can(/kn/) you lend me $5.00? I can (/kn/) go later. Those Can-Can girls can (/kn/) sure dance. 1b. Can However, when “can” finishes a sentence, there is heightened emotion, or you are contradicting someone, it is said completely (full vowel). Examples: I can! Speaker#1: You can’t swim. Speaker #2: I can swim. I do it every day

  14. Intonation in Use Can vs. Can’t (cont.) 2.Can’t : We stress this word: The vowel is said fully, the pitch rises and it takes longer to say. Examples: You can’t do it. You can’t go to the movies. If I can’t go, you can go. (Compare with: If I can go, you can go.) Examples of Both Can and Can’t: Can he come if you can’t? I can see that he can’t handle the job.

  15. “TH” /θ/ /ð/ How produced: Oral structures: Tongue touches the back of the upper teeth. Air Flow: Fricative. Air is pushed through a narrow passage and sounds like a hiss. Voicing: Can be either voiced or voiceless. Examples: Voiceless: think, theater Voiced: brother, that

  16. “TH”/θ/ /ð/ The, this, that, these, those, there, with “the”: Most used word in English language “that”: Number 7 “with”: Number 17 “this”: Number 23 “there”: Number 35 Emphasize the difference between “this and “these”. Why? - Difficulty with which is singular/which plural. Difficulty with pronouncing them differently even when they know the differences in the meanings: - Native English speaker will think they don’t know their grammar: “This are mine.”

  17. “TH”/θ/ /ð/ Pronouncing “this” vs. “these”: Similarity: Both begin with voiced “th” Differences: Vowel: / I / in “this” and /i/ in “these” Final Sound: Voiceless /s/ in “this” Voiced /z/ in “these” (they need to feel the “buzz” in their necks)

  18. Pronunciation:Incorporating it Into the Language Learning Process from Day One FINAL QUESTIONS? Diane Boardman, M.A., CCC-SLP dbspeech@earthlink.net

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