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Teaching Pronunciation The Sound of North America English

Teaching Pronunciation The Sound of North America English. Group Member: 林孟洵 (E3B) 4964102297 王瀅瀅 ( E4C ) 495410723 Joanna Linlin 林政言 (E4A) 495415189 陳含佳 (E3B) 496410629 Roy Anne. The Consonant Inventory: Pedagogical Priorities. Tips:

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Teaching Pronunciation The Sound of North America English

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  1. Teaching PronunciationThe Sound of North America English Group Member: 林孟洵 (E3B) 4964102297王瀅瀅(E4C )495410723 Joanna Linlin 林政言(E4A)495415189陳含佳(E3B)496410629 Roy Anne

  2. The Consonant Inventory: Pedagogical Priorities Tips: • Teaching consonants is how detailed an analysis to present to the students. • Classifying consonants according to their features can greatly assist students.

  3. The Consonant Inventory: Pedagogical Priorities • To present consonants in this manner, special attention should be paid to the symbols that differ from regular spelling- /ʃ/, /ʒ/, /t ʃ/,/dʒ/, /θ/,/ð/,/ ŋ / ,and to sound contrasts that do not exist in the students’ first language. • All-skills classes in which there is time to focus on fluency rather than accuracy.

  4. p.49

  5. Definition • The type of obstacle course the air takes, referred to as the manner of articulation, is another distinguish feature of how consonants are produced.

  6. Manner of articulation • Stop: The airstream is stopped orblackedcompletely prior to release. ex: • Fricative: Air is forcedthrough a narrow passageway in the mouth of throat create. ex: • Affricative: The sound begins as a stopand is then released as a fricative. ex: /p/ , /b/ /f/ , /v/ /tʃ/ , /d ʒ /

  7. Manner of articulation • Nasal: Continuous air is released through the nasal cavity while the speech organs assume a stoplike position. ex: • Liquids: There is some obstruction of the airstream in the mouth, but not enough to cause any real constriction or friction. ex: • Glides: They are always followeddirectly by a vowel. ex: /m/ , /n/ /l/ , /r/ /w/ , /y/

  8. Place of Articulation 1. bilabial 2. labiodental 3. dental 4. alveolar 5. (alveo)palatal 6. velar 7.uvular 8. glottal

  9. p49. /p/ /t/ stop /k/ /b/ /d/ /g/ /f/ /s/ Fricative /θ/ /ʃ/ /h/ /z/ /v/ /ð/ /ʒ/ Affricate /tʃ/ /dʒ/ Nasal /n/ /m/ / ŋ/ Liquid /l/ /r/ (/r/) Glide (/hw/) ＊ /y/ /w/

  10. Place of Articulation 1. bilabial 2. labiodental 3. dental 4. alveolar 5. palatal 6. velar 7.uvular 8. glottal

  11. Conclusion

  12. Presenting consonant contrasts to students • Depending on students’ language background, certain consonants will be harder for them to distinguish than others. • Which contrasts are most difficult for students, more focused exercises can be designed.

  13. Presenting consonant contrasts to students • ESL/EFL learners problematic consonant sounds can be described using a combination of drawings, visual props, and word and sentence drills. • Be aware of which individual sounds and which sound contrasts may cause students difficulty. E.g. homogeneous and heterogeneouslanguage backgrounds.

  14. References Celce-Murcia, D. Teaching Pronunciation, p48~51 Victoria Fromkin ,Robert Rodman, An Introduction to Language, p227

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