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LCD720 – 04/22/09

LCD720 – 04/22/09. Pronunciation and orthography. Announcements. Homework Look at the lesson plan, and answer the following questions. What is being taught? Which of the five stages of pronunciation teaching are covered. Give examples, and explain why each activity fits a certain stage.

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LCD720 – 04/22/09

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  1. LCD720 – 04/22/09 Pronunciation and orthography

  2. Announcements Homework • Look at the lesson plan, and answer the following questions. • What is being taught? • Which of the five stages of pronunciation teaching are covered. Give examples, and explain why each activity fits a certain stage. • What are the strong points of this lesson plan? What are its weaker points? • What would you do to improve this lesson plan, and why? • E.g., change activities, add more activities, or different order?

  3. Homework • Select an activity from Phonics they use, Chapter 2 • Can you modify these activities for older children and adult? (If so, how?) • Consider: • What is the objective of the activity? • Do you think the activity will be effective? Why?

  4. Interfaces, or How pronunciation is involved in other parts of language knowledge and skills • Listening: perception • Grammar • Orthography (spelling) Today

  5. English spelling • How regular is English spelling? • Not regular because … • Regular because …

  6. Vowel pairs • Consider these pairs -VCØ -VCe • fat fate • pet Pete • bit bite • mop mope • -VCe indicates that the vowel is pronounced as a ‘long vowel’ • Note that these are not the tense-lax pairs we know from the vowel quadrant… short/lax vowels long/tense vowels æ ey iy ɛ ay ɪ ow ɑ

  7. Vowel pairs:Phonologically FRONT CENTRAL BACK iy beet boot uw HIGH ɪ bit put ʊ ey bait boat ow MID ə Rosa ɛ bet ʌ butt more ɔ æ bat LOW bomb ɑ æ/ey: fat/fateɛ/iy: pet/Pete ɪ/ay: bit/biteɑ/ow: mop/mope

  8. Vowel pairs:Orthographically Why this difference? FRONT CENTRAL BACK iy beet boot uw HIGH ɪ bit put ʊ ey bait boat ow MID ə Rosa ɛ bet ʌ butt more ɔ æ bat LOW bomb ɑ æ/ey: fat/fateɛ/iy: pet/Pete ɪ/ay: bit/biteɑ/ow: mop/mope

  9. Vowel pairs • The same vowel pairs can also be signaled as follows • In multisyllabic words: Consonant doubling for short vowels • latter later • mopping moping • In monosyllabic words: Vowel digraphs (instead of -e) for long vowels • bait, heat, loan • These vowel pairs have a historical origin • The Early Middle English Vowel Shortening rule, and • The Great Vowel Shift

  10. The Great Vowel Shift Between 1400 and 1600 the long vowels changed

  11. FRONT CENTRAL BACK HIGH i: u: e: o: MID ɛ: ɔ: LOW a: The Great Vowel Shift ay aw The colon indicates long vowels,e.g., /i:/ is similar to our /iy/

  12. The Great Vowel Shift • That is why the vowels sound differently in pairs like divine-divinity; please-pleasant; serene-serenity; crime-criminal • First, the vowels sounded the same • Then, there was the Early Middle English Vowel Shortening rule • E.g., divinity i => ɪ • Finally, there was The Great Vowel Shift • E.g., divine i => ay • The Great Vowel Shift didn’t affect divinity, because the [i] had already been changed to [ɪ] Can you think of more pairs? Appendix 9, p. 387

  13. English spelling is more regular than you’d think • English retains many older spellings • It retains information about pronunciation in earlier stages • divine/divinity; sane/sanity • It retains etymological information • Silent b in debt, because of the Latin root • It spells certain morphemes consistently • cats and dogs (s for [s] and [z]) • English spelling doesn’t represent pronunciation exactly • But that makes written English mutually intelligible (cf. American, British, Australian accents)

  14. Some more regularities

  15. The letters c and g • The letter c can represent /s/ and /k/ • /s/ • Before certain vowels: e, i, y • Before silent -e: ice, piece • Mnemonic: center-circle-cycle • /k/ • In clusters: clean, crime • With k: sick, jacket • Word-finally: tic, chic, zinc • Before certain vowels: a, o, u This explains: electric – electricity criticize – critical medicine – medication deduce - deduction

  16. The letters c and g • The letter g can represent /g/, /ʤ/ and /ʒ/ • /g/ • In clusters: grass, grumpy • Word-finally: log, bag • Before certain vowels: a, o, u • Before e and i in Germanic words: get, give • /ʤ/ • Before e, i, y in Romance words: gentle, giant, gyro • /ʒ/ • French-sounding words in -ge: beige, garage This explains: analogy – analog(ue) prodigious - prodigal

  17. The letters c and g • /g/ or /ʤ/? Why? • got • gin • dig • green • get • gesture • German • Why is there a u in guess and guilty? before o before i syllable final in cluster before e but Germanic origin before e before e (not Germanic origin)

  18. The letter x • The letter x can represent /ks/, /gz/ and /z/ • /ks/ in extra, laxity, box • /gz/ between vowels, before a stressed syllable: exact, example • /z/ in initial position: xylophone, xerox

  19. Invisible y • Addition of /y/ • Before /uw/ if it’s spelled as eu, ew or u /y/ no /y/ • feud, few crew • eucalyptus rude • heuristic, pew • menu, music • confuse • unity, humid • NAE: Except after t, d, s, z, n, l, x (e.g., new) Exceptafter r

  20. Invisible y and palatalization:/ʃ, ʧ, ʒ, ʤ, y, kʃ/ • Palatalization of /s, t, d, ks/ • /s+y/ → /ʃ/ issue • /t+y/ → /ʧ/ virtue • /d+y/ → /ʤ/ arduous • /ks+y/ → /kʃ/ sexual • Always with certain word endings • e.g., vacation, question, expression, revision, measure

  21. Silent consonant letters • We know that the vowel e can be silent • E.g., bite, worked • Consonants can also be silent • knee, gnat, pneumonia, mnemonic • psychology, write • Why are these consonants silent? • Some silent letters are pronounced in related words • crumb-crumble; sign-signify, paradigm-paradigmatic • Why? English doesn’t allow these clusters because the consonants are in two different syllables now

  22. Practice • How would you write these nonsense words? Why? • Transcribe them • Propose one or more plausible spellings • Explain your choice of spelling • pæf • kʌʧ • dɪnʧ • kweyt • drɑk paff cutch dinch, dynch quate, quait drock • kiym • ʤæpl̩ • sɛri • kayp • wown keam, keme, keem japple serry, serrey kipe, kype woan, wone

  23. Other writing systems • ESL learners may have a writing system that is very different from English • Alphabetic systems with different letters • Greek, Korean, Cyrillic, Arabic • Note: In Hebrew only consonants are written (although vowels can be used too) • Characters in Chinese

  24. Chinese • Chinese has characters • Each character represents a word or morpheme • Chinese doesn’t have a lot of inflections, so it doesn’t needs many extra characters for them • Chinese readers need to know about 5,000 characters to be able to read a newspaper • There is now a spelling system based on the Roman alphabet: pinyin • Used for internet and foreign visitors long2 Chinese dragon traditional simplified pinyin

  25. Teaching spelling • There are too many regularities to address them all • Don’t present too many regularities at once • This will overload the students’ working memory • Present a few regularities and exceptions • Give a lot of examples • When there are many rules and exceptions, it’s often easier to learn by analogy to examples • Watch out for ‘spelling pronunciation’ • How would you teach spelling at different levels, and to students of different ages?

  26. Phonological and phonemic awareness • Everything so far assumes phonological and phonemic awareness: • Phonological awareness: • The ability to separate sequences into words, words into syllables, and syllables into onsets and rimes; and to manipulate these • Phonemic awareness • The ability to recognize that words are made up of a discrete set of sounds, and to manipulate these individual sounds • Children and non-literate adults need to develop phonological and phonemic awareness

  27. Reflection • Do you believe there is any relation between a learner’s ability to spell English and the ability to pronounce it? Why or why not? • Do you feel that the concept of “long” and “short” vowels is useful for understanding the relationship between English spelling and pronunciation? Why or why not? • Do you agree or disagree with the commonly heard statement that English spelling is unsystematic? Explain. • Do you think English spelling should be reformed? Why or why not?

  28. Next week • Read Phonics they use, Chapter 14 • What do you think of the author’s “personal phonics history”? • Select one or two things you found the most interesting about • how good readers read words • about how children learn to read words? For example, what did you not know yet, or what can you use in your classroom? • Practice homework about orthography

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