Different Voices - Speech in Actionspeechinaction.org/wp-content/uploads/2016/09/Different-Voices-programme.pdfDifferent Voices A one-day pronunciation event organised by IATEFL PronSIG - [PDF Document] (2024)

  • Different Voices

    A one-day pronunciation event organised by

    IATEFL PronSIG and hosted by the University of Brighton

    Plenary speakers: John Wells & Adrian Underhill

    Checkland Building, Falmer Campus

    University of Brighton

    Saturday 8th October 2016, 10am – 5pm

  • Practical Information

    How to get here

    The next two pages of this programme have information on thetransport options. There is also an interactive map and tabs fordifferent transport options here:https://www.brighton.ac.uk/about-us/contact-us/maps/brighton-maps/index.aspx

    By train, there is a good service to Brighton from London(Victoria, Clapham Junction, St Pancras, London Bridge) and fromGatwick Airport. Also, Southern trains run along the south coastand link Brighton with Hove, Worthing and Portsmouth to the westand Lewes, Eastbourne and Hastings to the east. From Brightonstation, the Falmer site is just 9 minutes away by train followedby a few minutes’ walk. Trains on the Saturday morning run asfollows:

    Brighton platform 8 at 9:01, 9:19, 9:31, 9:49 After the event,there are also regular trains back:

    Falmer platform 1 at 17:20, 17:35, 17:51

    By car, the Falmer campus is just off the A27 at the BrightonUniversity/Amex Stadium exit. Take the B2123 south, and turn rightinto Village Way. You can park in the ‘top’ car park, the first youwill come to, on your left hand side. If you are disabled, with abadge, then you can get access to the lower or northern part of thesite and can park outside Checkland House. Take the right fork atthe site entrance and use the call button on the barrier to requestentry. The postcode for the Falmer site is BN1 9PH.

    Catering Please note that, to keep registration fees low, we arenot providing lunches but we will

    be offering refreshments during the morning and afternoonbreaks.

    Brighton station offers many facilities where you can buy lunchto bring with you and

    there is a Costa coffee shop in the Checkland Building.


  • There is a footpathleading to the campus


    vehicle accessto site

    Car parkingfor residences

    Subway fromUniversity of Sussex

    to the station andsouth side of A27

    Great Wilkins

    B2123 The D



    Village Way

    Falmer Station






    Universityof Sussexcampus

    < To Brighton A23/M2 T3 o Eastbourne >

    To Woodingdean/R

    ottingdean >

    Sussex Health& Racquet club Health

    & Racquet club car park



    n ar




    Hard Courts

    Artificial trainingpitch

    Permit holdersonly




    Note: newtraffic light


    Westlain House

    Mayfield House

    Falmer Library

    Small Hall

    Ringmer House

    Paddock Field

    Checkland Building

    FalmerSports Centre









    Falmer campus

    University site/building


    Train station

    Bus stopB




    Bike sheds



  • Grand Parade campus isin central Brighton. Moulsecoomb campus is2km, and Falmer is 7kmfrom the centre of town.

    By trainFrom London Victoria: Southern trains run to Brightonthroughout the day. Journey times range from 50–90 minutes.FromLondon Bridge: First Capital Connect trains start in Hertfordshireand pass through the city of London and down to Brighton.From eastand west: Southern trains run along the south coast and linkBrighton with Hove, Worthing and Portsmouth to the west and Lewes,Eastbourne and Hastings to the east.

    By coachNational Express coaches depart for Brighton from LondonVictoria coach station 18 times a day.

    By planeGatwick international airport is 30 minutes by road andrail from Brighton. The M23/A23 connects Gatwick to Brighton andthe London–Brighton rail link passes through the airport which hasits own station.Heathrow international airport is on the M25 whichconnects with the M23 at junction 7. There is a direct coach linkto Gatwick or you can take the underground from Heathrow to LondonVictoria.

    By carFrom London: the M25/M23 link provides road access fromLondon and the rest of the country.From east and west: the A27 andthe A259 provide access to Brighton. The A259 runs along Brightonseafront.

    For Moulsecoomb, Grand Parade and Varley Halls from the A27eastbound take the slip road towards Hollingbury, go straight overthe roundabout then down Coldean Lane. There are signs to theUniversity of Brighton at the bottom of Coldean Lane.

    For Falmer stay on the A27 eastbound until you see the signs tothe University of Brighton.

    From the west there are signs to the University of Brightonbefore and after Falmer bridge on the A270.

    Getting around BrightonBoth Moulsecoomb and Falmer sites areaccessible by cycle lane, have their own local railway stations andare well-served by regular bus services.Moulsecoomb buses: 24, 25,25A, 28, 49 and 49a.Falmer buses: 25, 25A and 25C.Grand Parade isbased in central Brighton so at the heart of the bus network andeasily reached on foot and by bike.

    We recommend you use a journey planner when visiting theuniversity for up-to-date travel information. Our addresses can befound on the back cover of this booklet.

    For a journey plannervisit www.theaa.com.For train timesvisitwww.nationalrail.co.uk.For coachdetailswww.nationalexpress.com.

    Making your way to Brighton

    Schools basedin Brighton

    Grand ParadeSchool of Architecture and Design (Designdepartment)School of Arts and Media

    Pavilion ParadeSchool of Humanities

    MoulsecoombBrighton Business School School of Computing,Mathematical and Information Sciences School of Environment andTechnology School of Pharmacy and Biomolecular Sciences School ofArchitecture and Design (Architecture department)

    FalmerSchool of Applied Social ScienceSchool of EducationSchoolof Nursing and MidwiferyBrighton and Sussex Medical School

  • 1


    Time Session A Session B Session C

    10.00 – 10. 10 Welcome

    10.10 – 11.10 Plenary: John Wells

    Don’t be frightened of intonation!

    11.10 – 11.35 Coffee break

    11.35 – 12.15 Martin Sketchley

    Five practical ideas

    to incorporate

    pronunciation during


    Michael Vaughan-


    The do-it-yourself

    tongue-twister kit: a


    Yuko sh*tara

    A set of



    vowel phonics

    for Japanese

    EFL learners

    12.30 – 13.10 Adam Scott

    Applying synthetic

    phonics in adult ESL


    Richard Cauldwell

    Mountains not

    monotones: peaks

    and valleys in oral


    Beata Walesiak


    pronunciation –


    pronunciation as a

    separate skill

    13.10 – 14.00 Lunch

    14.00 – 15.00 Plenary: Adrian Underhill

    …somewhere in the air, floating, not reachable…

    15.00 – 15.25 Tea break

    15.25 – 16.05 Andy Cubalitt

    Teacher, I dunno!

    Wat’emgonna do?

    Marina Cantarutti

    Guiding questions

    and integrative ideas

    to make “pron-

    tegration” happen in

    the classroom

    Piers Messum

    Teaching speech

    sounds: two bad

    ways, and two

    good ones

    16.20 – 17.00 Lindsey Clarke

    Medium rare or

    medium well? Getting

    the segmentals right:

    a lesson plan

    Liam Tyrell

    So long to

    benign neglect -

    how to teach

    intonation for


    Roslyn Young

    Using a phonemic

    chart to show

    dimensions of

    English beyond its


  • 2

    Plenary Speakers

    John Wells is Emeritus Professor of Phonetics at UCL. Among hisbooks are Accents of English (CUP 1982), English Intonation (CUP2006), Longman Pronunciation Dictionary (Pearson Education, thirdedition 2008), and now Sounds Interesting (CUP 2014) and SoundsFascinating (CUP 2016).

    Don’t be frightened of intonation!

    English has a rich intonation system, but one that can seemdaunting both to teachers

    and to learners. We should concentrate on those teaching pointsthat can readily be

    understood and learnt.

    Native speakers are used to coping with regional variation inintonation. Fortunately,

    this means that they are also pretty tolerant of many learners’deviations (errors?).

    Furthermore, most English sentences can be given a variety ofpossible intonation

    patterns: for the learner, there are typically numerous rightanswers to the problem of

    what intonation would be acceptable. On the other hand, thereare also conversational

    patterns with virtually fixed intonation.

    Overall, intonation should be less daunting than grammar andvocabulary. The most

    important goal should be mastery of tonicity (aka accentuation,aka placement of the

    nucleus/tonic). Most learners need not worry about fine detailsof pitch contours in tone


  • 3

    Adrian Underhill I’m a trainer, consultant, author and speaker.Also a past President of IATEFL, current IATEFL ambassador, andseries editor of Macmillan Books for Teachers. I’m author of SoundFoundations: Learning and Teaching Pronunciation, and Sounds: ThePronunciation App. I'm exploring the notion of humans asfundamentally ‘learning beings’, and the role of improvisation,playfulness and intuition in learning, especially in complex andmessy settings.

    …somewhere in the air, floating, not reachable…

    Betty, an Italian teacher of English, described her experienceof learning the sounds of

    English as follows “…Sounds I did not know were somewhere in theair, floating, not

    reachable. I only used the ear, which was not prepared to graspthe sound. (But) … as

    soon as the sound became physical it gained a form and preciseidentity and thus

    became more recognisable…” (Betty, July 2016)

    Sixteen teachers of English (with 9 mother tongues) met for 2weeks this summer to

    explore a methodology of physicality. How can we enable learnersto use their

    proprioception to get behind the neuro-muscular habits of theirfirst language/s and

    reconnect with the muscles that make the difference? And howdoes that in turn affect

    what the ear can discern?

    In this session we will explore and review some of theactivities we developed, consider

    some participants’ comments, and discuss implications for ourteaching.

  • 4

    11.35 – 12.15

    A - Martin Sketchley

    Five Practical Ideas to Incorporate Pronunciation DuringLessons

    The teaching of pronunciation is given a lower priority thanother areas of teaching (i.e.

    grammar or vocabulary) and much of this stems from teacherconfidence. The workshop

    will look at five exciting and practical ways that teacherscould immediately incorporate

    pronunciation into their lessons so they could be used in classimmediately.

    In this workshop, attendees will have the opportunity toparticipate in five practical

    activities as well as develop confidence and ideas when wishingto incorporate elements

    of pronunciation into their lessons. It is expected thatattendees have some prior

    knowledge of the phonemic chart/script so that they canparticipate in one of the

    activities. However, all the other four activities do notrequire any prior knowledge of

    the phonemic script.

    The workshop will first look at minimal pairs for both vowel orconsonant sounds and

    activities which could be used to enhance the teaching ofminimal pairs. The second

    activity will look at silent pronunciation to focus on theproduction and articulation of

    words, sentences or questions. The third practical idea willlink between phonemic

    symbols and spelling. The fourth idea shall raise awareness ofhom*ophones and the

    relationship between spelling and sound while the finalpractical activity will look at

    developing word stress.

    It is hoped that this session will complement other talks andworkshops during the day

    and that attendees will be inspired to incorporate and developtheir personal skills so

    that more priority is given towards the teaching ofpronunciation.

    Martin Sketchley has been an English language teacher for over10 years in South

    Korea, Romania and the UK. He is Young Learner Co-ordinator atLTC Eastbourne, a

    Trustee for English in the Community and also runs theaward-winning blog: ELT


    Website: www.eltexperiences.com

    Email: [emailprotected]

    B - Michael Vaughan-Rees

    The do-it-yourself tongue-twister kit

    This workshop, which concentrates on ear-training, is bothinteractive and

    competitive. The early part can be used with near beginners, andthe sequences

    gradually become longer as the learners’ vocabulary increases.Note that the tongue-

    twisters which emerge are mainly created by the students ratherthan given out ready-

    made by the teacher.

    You start by showing the group the following sequences


  • 5

    a) Kenneth bought some carrots

    b) Polly bought some peaches

    c) Shirley bought some sugar

    then ask what each has in common. They may mention thestructure, the rhythm or

    whatever, but persist until someone points out that the initialsound in person and thing

    is the same. (Not the initial letter, which is why I use Kennethand cabbage.)

    Replace the examples with

    a) Kenneth bought some carrots

    b) Cathy bought some carrots

    c) Carol bought some carrots

    And this time ask how they are different. Someone willeventually realise that in a) the

    person and the thing bought have just the one initial sound incommon, but that in b)

    there are two, and in c) there are four (consonant / vowel /consonant / vowel).

    You then divide the class into groups, having provided somespace for each group to

    write new two-word sequences, person and thing bought. Differentparts of a white

    board would do, or rolls of paper on easels. However, it’s notjust a question of writing

    them down; the groups have to correctly identify how manyinitial sounds are the same.

    And on we go with the sequences gradually lengthening e.g.

    Kenneth collected a kilo of cabbages

    Clever Kenneth collected a kilo of cabbages

    Clever Kenneth collected a kilo of Canadian cabbages.

    (In real classes, how far you go will obviously depend on theirlevel).

    Michael Vaughan-Rees co-founded the PronSig way, way back andfor many years

    remained the group’s co-ordinator as well as editor of ‘SpeakOut!’. To those interested in pronunciation he is probably bestknown for ‘Rhymes and Rhythm’ and ‘Test your

    Pronunciation’ (the latter now, sadly, out of print).

    C - Yuko sh*tara

    A set of keywords representing vowel phonics for JapaneseEFL


    In Japan, audio teaching materials used in EFL are mostlyGeneral American

    (GenAm). This paper proposes a table summarizing therelationship between vowel

    phonemes and their simplest spellings with particular referencesto vowels before

    /r/. For EFL learners, rhoticity is an advantage of GenAmpronunciation, but its

    systematic laxing of vowels before prevocalic /r/ is not.

    Using the words in mpi, inc’s set of 4 DVDs (2010) on phonicsfor young Japanese EFL

    learners, General American lax vowel phonemes /ɪ, ɛ, æ, ɑ, ʌ/appear in such words as

  • 6

    Tim, pet, mat, not, and cut, whereas tense/diphthongal vowels/aɪ, i, eɪ, oʊ, u, aʊ/ appear

    in such words as time, Pete, mate, note, cute, and house. Thephonemes /aɪ, aʊ, ʊ/ do

    not change their qualities before /r/ in words showing ‘≡/aɪ/’(tire or tie), ‘≡/aʊ/’ (sour or cow), and ‘≡/ʊ/’ (poor or foot),but most other vowels seem to

    change their qualities into half-long, lax ones. Following thepronunciation of Merriam-

    Webster’s Dictionary App (M-W), the most typical spellings forthe phonemic sequences

    /ɪr, ɛr, ær, ɑr, ʌr, ɔr/ before a vowel should be

    respectively, as in experience, parentage/sincerity,parody/parrot, starry, currency, and

    forestry. M-W seems to incorporate this laxing more readilyabout the qualities of

    vowels in antepenultimate positions than in penultimatepositions. In M-W, the

    spellings and in hurry, currency, squirrel, and sirup/syrup haveboth [ɚ]

    and [ʌɹ] pronunciations without any regional labelling, whereas[ʌɹ] is not possible for

    ‘≡[ɚ]’, because is used heavily in writing /ɛr/ and /ɪr/ in suchwords as

    merry, sincerity, experience. Modern RP speakers might be using[ɛː] as well as [ɛ] or

    [e] in words like sincerity under American influence,phonemicizing the vowel together

    with SQUARE.

    Yuko sh*tara teaches English at Jumonji University inSaitama-ken, Japan, and has taught 15- or 30-week-long courses inEnglish phonetics in six universities in and around Tokyo over thepast 17.5 years. She studied phonetics under supervisions ofShigeru Takebayashi, Michael Ashby, and John Wells in thischronological order.

    12.30 – 13.10

    A - Adam Scott

    Applying synthetic phonics in adult ESL courses

    This practical session offers hands-on experience with classroomactivities which

    integrate synthetic phonics decoding strategies into teaching,providing takeaway

    materials and ideas to promote phonemic awareness and accuratedecoding. Tasks

    demystify the phonological complexities of English spelling andpronunciation for

    students and teachers alike, and raise awareness of howsynthetic phonics produces

    wider gains in learners’ skills and systems development.

    Synthetic phonics is the evidence-based English L1literacy-teaching approach legally

    required in UK schools, and increasingly applied in the USA andAustralia. Research

    into L1 decoding strategies has overturned traditionalconceptions of dyslexia, and

    promises to transform our understanding of how ESL learnerdifficulties lead to

    confusion and plateaus. Findings show that language decodingstrategies and phonemic

    awareness heavily impact development in all skills and systems,thereby extending

    synthetic phonics’ relevance to L2 acquisition and offeringexciting new directions for


    Phonological awareness and decoding are key to languagedevelopment—when

    learners fail to decode words, they cannot understand what theyread or hear. Whole-

  • 7

    word, prediction, and analytic approaches restrict vocabularystorage, disassociate

    word meaning from sounds, and concentrate on meaninglesselements of words:

    consonant clusters, rhyming sounds, and word length. Syntheticphonics, by blending

    and segmenting phonemes rather than studying the larger soundunits of analytic

    phonics, builds systematic pronunciation/spelling knowledge andstrategies for

    handling problematic utterances or written words.

    Participants will be led through a series of classroomactivities which integrate

    synthetic phonics across the curriculum and demonstrate itspotential to transform our

    teaching experience and improve learners’ phonemic awareness anddecoding skills.

    Supported by research findings including my own classroominterventions, I highlight

    how synthetic phonics teaching improves reading, listening,comprehension, vocabulary

    learning, decoding of new lexis, word and sentence stress,grammatical and lexical

    collocation use, and production of natural connected speech.

    Adam Scott has been teaching since 2005, working at St GilesCollege in Brighton for

    the last eight years, where he is a teacher and CELTA trainer.He has a strong interest in

    teacher research, and enjoys integrating current findings intoclassroom practice. Adam

    regularly presents at ELT conferences, and is also a freelancematerials writer.

    B - Richard Cauldwell

    Mountains not monotones: peaks and valleys in oral


    Using Audio Notetaker software (by Sonocent), I will demonstratematerials which

    were successfully used to teach postgraduate students to maketheir presentations more

    engaging by making full use of the contours of speech. From astarting point of extreme

    use of monotone, they learned to make their speech mountainous,and much more

    engaging for the listener.

    Postgraduate students on pre-sessional English courses at theUniversity of

    Birmingham have to give ten-minute presentations which areassessed by examiners. In

    the summer of 2015 I used Sonocent's AudioNotetaker to helpstudents (preparing for

    MSc and PhD degrees in Electronic, Electrical, and ComputerSystems Engineering)

    improve their pronunciation of vowels, and - most importantly -to make their speech

    less monotonous. AudioNotetaker allows teachers and students toexchange soundfiles,

    annotate them, and colour code them to highlight features thatare in focus. It also

    enables images to be set alongside the soundfiles, todemonstrate the range of peaks

    and valleys that are essential to making speech mountainousrather than monotonous,

    with the overall aim of making their speech sufficiently clearto be intelligible, and

    sufficiently varied - in terms of contours - to engage theirlisteners.

    Richard Cauldwell has taught in France, Hong Kong, Japan, and atthe University of

    Birmingham in the United Kingdom. He is the author of theaward-winning Streaming

    Speech and Cool Speech. [emailprotected]


  • 8

    C - Beata Walesiak

    UnPolishing pronunciation – teaching pronunciation as aseparate


    Beata would like to address the question of the effectiveness ofteaching pronunciation

    as a separate skill in large groups. She would like to commenton the challenges behind

    her course and present some of the techniques and tools sheresorts to raise her students’

    pronunciation awareness.

    The Open University at University of Warsaw (UOUW) embodies theidea of Life-Long

    Learning by offering adult non-university students the chance toparticipate in courses

    conducted by university scholars and lecturers, whose goal is toencourage the pursuit

    of knowledge and practical skillsdevelopment in a given field.The UOUW framework

    has proved conducive to the evolution of the UnPolish yourEnglish series of courses

    dedicated solely to teaching pronunciation as a separate skillwith the help of modern


    In the talk Beata would like to share with a wider audience themain assumptions

    behind her course, its design and structure, as well as theteaching strategies and

    techniques employed, which draw on the experience and practicalexpertise of the most

    renowned specialists in the field of pronunciation teaching,such as Adrian Underhill,

    John C. Wells, Jane Setter, Mark Hanco*ck, Piers Messum and manymore. Also, she

    would like to present the statistical data compiled from studentquestionnaires, which

    outline the course participant’s profile, their expectations andneeds, and their

    motivation to embark on the pronunciation journey. It isnoteworthy what common

    characteristics such a heterogeneous group displays when itcomes to the perception of

    pronunciation learning.

    Finally, Beata would like to comment on the challenges andlimitations behind teaching

    pronunciation to large groups, as well as the effectiveness ofher course when it comes

    to raising pronunciation awareness and helping overcomephonological fossilisation or


  • 9

    15.25 – 16.05

    A - Andy Cubalitt

    Teacher, I dunno! Wat’emgonna do?

    This presentation and workshop will give participants a glimpseof how a non-native

    English teacher tackles pronunciation in an EFL classroom in anAsian context. The

    speaker will present gamified approach dealing Englishpronunciation. Participants will

    make and take home materials relevant to the session.

    Effective communication is of greatest importance. Using amedium of instruction that

    is not your primary language used in daily life, besidesgrammar, listening, speaking,

    reading, and writing, pronunciation is among the many challengesto learning a

    language. In pronunciation, word stress, sentence stress,intonation, and word liaison

    all influence the sound of spoken English, not to mention theinfluence of American or

    British Accents, and/or the World Englishes.

    There are too many complexities involved in Englishpronunciation for learners to

    strive for accent reduction or a complete elimination of accent,but improving

    pronunciation will boost self-esteem, facilitate communication,and possibly lead to a

    better job or at least more respect in the workplace.

    This presentation and workshop will give participants a glimpseof how a non-native

    English teacher tackles pronunciation in an EFL classroom in anAsian context. The

    speaker will present gamified approach dealing Englishpronunciation. Participants

    will make and take home materials relevant to the session.

    Andy Cubalitt is currently a lecturer at Naresuan University,Thailand. His research

    interests include, educational management, curriculum design,language learning and

    acquisition (ELT), and teaching and learning style. He lovestravelling.

    B - Marina N. Cantarutti

    Guiding questions and integrative ideas to make“pron-tegration”

    happen in the classroom

    This talk will explore previous research and classroom-basedquestions and planning

    ideas to empower teachers for “pron-tegration”, that is, theknowledge and practice of

    what pronunciation features to teach, and how and when to teachthem, alongside other

    areas and skills in the EL curriculum.

    Pronunciation in the English lesson is sometimes seen as anaspect that can take care of

    itself. The reasons for this have been widely described in theliterature (Celce-Murcia et

    al, 2010; Jones et al, 2016, Grant et al, 2014), being fear andlack of knowledge more

    frequently reported. However, pronunciation is an integral partof each and every

    English language skill and content area, and thus, should bepresented alongside these

    if we really expect our students to use language in the realworld.

  • 10

    “Pron-tegration” (Cantarutti, 2015), that is, the knowledge andpractice of what

    pronunciation features to teach, and how and when to teach them,needs to be based on

    proper training and research, but to actually make it happen, italso requires a few

    doses of common sense, creativity, and confidence. This can onlybe achieved when

    teachers feel empowered in their own classrooms to makedecisions away from fear.

    It will be claimed during this presentation that being able tomake selections on “pron-

    tegration” is possible and feasible, as it mostly involvesasking the right questions

    about existing connections between phonetics and otherlinguistic content, and ways of

    planning integrative tasks (Celce-Murcia et al, 2010;Cantarutti, 2005; Cantarutti,

    2015; Jones et al, 2016).

    This talk will introduce a “question kit” leading on to thepresentation of a set of

    techniques and sample activities to inspire teachers to linkpronunciation to the

    teaching of grammar, teaching of grammar, vocabulary, readingcomprehension,

    literature, listening and speaking skills.

    Marina Cantarutti is a graduate teacher of English as a ForeignLanguage (ISP

    Joaquín V González, Argentina), specialized in Phonetics andPhonology, and

    Discourse Analysis. MA in English Language (Universidad deBelgrano). Former

    lecturer in Practical Phonetics in Buenos Aires, Argentina. PhDstudent in Language

    and Communication. [emailprotected]

    C - Piers Messum

    Teaching speech sounds: two bad ways, and two good ones

    There are different ways of teaching the pronunciation of speechsounds. ‘Listen and

    repeat’ is the best known but gives the worst results. Preparingstudents with intensive

    listening is better, but I will explain why any form oflistening is actually not a good

    starting point. I will describe and demonstrate the two goodways.

    According to Celce-Murcia et al (1996/2010:2), the two main waysin which pronunciation is taught are by the Imitative-Intuitive andAnalytic-Linguistic approaches. The principal exercise associatedwith the former is ‘listen and repeat’. The principal exerciseassociated with the latter might be called ‘listen and say’,because additional ‘information’ – beyond a spoken model – has beengiven to the students, so that their production is a more consciousand considered act of saying. This information usually includesintensive listening practice, given on the basis that you have tobe able to hear a sound before you can say it correctly.

    In complete contrast to these ‘listen first’ approaches, theArticulatory Approach treats pronunciation as a motor skill, andencourages motor experimentation on the part of students, with theteacher acting as a source of continual feedback but withoutproviding a spoken model.

    Current teaching of speech sounds gives disappointing results,and it is almost always done using a ‘Listen first’ approach. Ifone tracks the movements of a student’s attention during copyingexercises, it is straightforward to see why it is the approach

  • 11

    that is at fault. In the Articulatory Approach, a more naturallearning paradigm is exploited.

    I will demonstrate the coaching aspect of the ArticulatoryApproach using Japanese as the target language, and then show theplace that native speaker models can play as students become moreskilled learners.

    Piers Messum is a teacher and a director of PronunciationScience Ltd (www.pronsci.com), a company that trains teachers inhow to teach the pronunciation of English and other modernlanguages. He has a PhD in Phonetics from University CollegeLondon. Contact him at [emailprotected]

    16.20 – 17.00

    A - Lindsey Clarke

    Medium rare or medium well? Getting the segmentals right: a

    lesson plan

    How can we target and practise the specific sounds our learnersstruggle with? I recently

    taught a group of Brazilians who had pronunciation issues whichwere blocking their

    communication. Without knowledge of Portuguese, I didn’t knowwhich English sounds

    were problematic, and had to identify them. I will share myexperience and demonstrate

    a student centred activity for practising segmentals.

    Often misunderstanding in the classroom is down to pronunciationissues, and I would

    argue that this can be a potentially fruitful teachingopportunity. Such an incident

    recently happened to me. I was discussing food with amonolingual Brazilian group of

    A1 students, and someone was trying to say either ‘medium rare’or ‘medium well’, I

    didn’t know which. Obviously this could lead to a problem in arestaurant! I decided to

    investigate further. I will outline the steps:

    1. Demonstrating need for focus

    ● establishing if they could hear the difference by asking themto identify which phrase I was saying

    ● asking them to do the same, first in pairs, then in open classwhen I tried to identify which one they said.

    ● analysing their production for the problematic sounds. The twomain issues were /r/ and /w/.

    2. Physicality

    ● showing and describing the physical difference between theirproduction and mine.

    3. Practice

    ● eliciting vocabulary with the target sounds


  • 12

    ● asking learners to write a mini story using this vocabulary ●learners practice reading the story out loud with the correct

    pronunciation, students in other groups hold up the rightphoneme on a

    card when they hear the sound.

    I’ll show the mini-stories the students produced and inviteparticipants to come up with

    their own. I’ll then demonstrate the final activity by askingaudience members to hold

    up cards with the target sounds as a volunteer reads out one ofthe stories. I will then

    invite comments and feedback from the audience.

    Lindsey Clarke has been teaching English for 10 years, mainly inItaly, but also in

    London. After finishing the Cambridge Delta this year, shestarted an MA in Applied

    Linguistics at Durham University, where she is currently based.She blogs about a more

    student-centred approach to teaching, particularly for EFLexams.

    B - Liam Tyrell

    So long to benign neglect - how to teach intonation forattitude

    The complicated nature of attitudinal intonation means that itis often neglected in

    classrooms where the hope is it will be learned by osmosis. Thissession aims to

    challenge that neglect by providing some concrete examples ofactivities that can be

    used to introduce and practice this tricky, yet invaluableaspect of English


    This talk will be divided into 3 sections.

    Section 1 - 13 minutes - Firstly I will introduce attitudinalintonation - what it is used

    for and how it works. I will talk about ‘benign neglect’ - theapproach seemingly

    advocated in the literature and offer some reasons why thisbenefits neither teachers

    nor learners. I will then propose an alternative approach -controlled tendency


    Section 2 - 13 minutes - Secondly, I will talk about thechallenges for teachers in terms

    of analysis of tendencies and provide some simple suggestions onhow they can do this

    more efficiently. I will also highlight differing notationstandards and offer advice on

    adopting one for use in class.

    Section 3 - 13 minutes - Thirdly, I will discuss some of themain problems involved in

    teaching intonation for attitude as I see them. I will thenattempt to provide solutions to

    these problems by showing different tasks that can be used inclass. I will focus firstly

    on techniques for language clarification and then on activitiesto be used for practice - I

    will then briefly comment on ways of providing feedback for thisarea. I will also

    highlight the possibilities that exist in the use of technologyfor teaching and learning

    attitudinal intonation.

    Section 4 - 6 minutes - Finally, I will accept questions andcomments from the audience.

  • 13

    Liam Tyrrell is an EFL teacher from Dublin, Ireland where he hasworked in private

    language schools since 2009. He recently completed his DELTA inInternational House,

    Buenos Aires and returned to Dublin to work. Liam has a keeninterest in

    phonology, particularly suprasegmental aspects and the study ofaccents.

    C - Roslyn Young

    Using a phonemic chart to show dimensions of English beyondits


    Simple phonemic charts make English pronunciation clearer bydisplaying an inventory

    of its sounds. Organising a chart so that it also displays thestress and reduction systems

    make these transparent too.

    I will present such a phonemic chart and show how you can makeit a reference point

    for all your pronunciation teaching.

    English is different from most languages in that it can beanalysed as having three

    different types of sounds: vowels, consonants and the schwafamily of sounds. These last

    can be distinguished from the vowels on a number of grounds thathave revealed

    themselves to be pedagogically profitable.

    English is also different because it has three levels of stressprominence: stressed

    syllables, syllables with full vowels which are unstressed andreduced syllables.

    Both these dimensions of the language have to be mastered bylearners if they are to

    pronounce English well.

    Existing phonemic charts show the sounds of the language but notthese other

    dimensions. Because teachers are unaware of the nature of schwa,they struggle to

    teach it in a way which helps students, and because they are notaware of how stress is

    only one aspect of prominence, they struggle here too.

    There are two overarching tasks in pronunciation teaching: thatthe students experience

    a conceptual change so as to properly move out of thepsychological constraints of L1,

    and that they develop the new motor skills needed for the motoraspects of L2 that are

    new. A chart that integrates sounds, stress and reduction is apowerful tool for the first

    of these tasks because it confronts students with the reality ofEnglish as an L2. It is a

    powerful tool for the second if the teacher gets the students tointeract with the chart

    and learn to produce the gestures needed for each sound.

    Roslyn Young is a teacher, a teacher trainer and a researcher inpedagogy. She is the

    author of several books and many articles on learning in generaland language learning

    in particular. Her main interest is the teaching ofpronunciation.

Different Voices - Speech in Actionspeechinaction.org/wp-content/uploads/2016/09/Different-Voices-programme.pdfDifferent Voices A one-day pronunciation event organised by IATEFL PronSIG - [PDF Document] (2024)
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