Pronunciation Snippet: Marking connected speech

  Connected speech is a feature of pronunciation that is often dealt with at higher levels in many materials. Perhaps this is because the terminology or the concept behind some of these features is too complex for lower level learners.
  Marks and Bowen (2012) say that pronunciation cannot be ordered according to level as grammar is "because all aspects of pronunciation are needed right from the start". So, is there a way to raise awareness of aspects of connected speech without overwhelming our learners? Absolutely.

Let's look at the following items that would be taught in an A1 classroom.

•  a cup of coffee
• Where do you live?

Many learners would read the phrases and expect to hear something like this:

But, if they hear these phrases being spoken outside of the classroom by native or fluent speakers, they will probably hear something like this:


These two versions of the same language items sound quite different to a learner and the second can come as quite a shock when they are used to hearing it in citation form. We can help prepare our learners for coming into contact with this rush of sounds. When introducing new language, whether it is lexis, grammar or functional language, we need to teach the meaning, form, use AND pronunciation. And when we say "pronunciation" we mean not just in citation form, but how it is likely to sound when they come into contact with it in the real world.

Here is how we might display these phrases on the board. We can use phonemic symbols, arrows to show that two words are connecting together, and a dot to represent the most stressed syllable.

Teaching notes: Take each phrase individually. Write them on the board. Ask the learners to say the phrase so that they can feel the words in their mouths. Next, tell them that they might hear these being said in a different way. Say the phrase as naturally as you would normally say it. You may need to repeat it more than once. Break the phrase down writing in the reductions, connections and marking the stressed syllable. Drill the phrase a couple of times.

So the next time you are introducing a new phrase or grammar item into your lesson, have a quick think about how you would say this naturally and mark down some ways you can give them a visual aid to your learners on the board.

Reference
Marks, J. and Bowen, T (2012) The Book of Pronunciation: Proposals for a practical pedagogy. Delta Publishing: Surrey

Get excited about teaching pronunciation - ELTed Limerick June 2014

As promised, I'm posting my presentation from Saturday's ELTed event in Limerick:

Get excited about teaching pronunciation from Loueltblog

 

 

Here are just some of the resources that I recommend and that have helped and continue to help me on my pronunciation journey:

 Adrian Underhill

• Sound Foundations: Learning and Teaching Pronunciation (Macmillan)
• This is the video I spoke about.
• Adrian's Pron Chart Blog
• Macmillan short videos

Books

• How to Teach Pronunciation by Gerard Kelly
• English Phonetics and Phonology by Peter Roach
• Phonology for Listening by Richard Cauldwell
• The Phonology of English: An Introduction for Teachers of ESOL by Ray Parker & Tim Graham
• Teaching the Pronunciation of English as a Lingua Franca.

Activty and photocopiable resource books

• Pronunciation Practice Activities by Martin Hewings.
• Pronunciation games by Mark Hancock
• The Book of Pronunciation by Jonathan Marks & Tim Bowen
• Test Your Pronunciation by Michael Vaughan Rees

Online Resources

• Hancock McDonald
• English Global Communication
• Pronunciation Bites blog and Facebook Page
• IATEFL Pronunciation Special Interest Group Facebook page 

Thank you very much for the positive feedback on Saturday. If you have any questions or comments on my presentation, please feel free to comment below, or e-mail me at loueltblog@gmail.com

Value your peers in face-to-face CPD

Earlier this year, I was offered a position as a full time pronunciation materials writer for Kaplan International English. It was a dream come true, not only do I get to be creative and develop my writing skills for digital, but it's all about pronunciation! It was an opportunity that I couldn't refuse, although, I did think, "What's the catch?" But there wasn't one; they were really impressed by the pronunciation lessons I had written for Kaplan's print materials, and wanted me to join their team for a new digital project.
  So, at beginning of March, I started working remotely. We hold meetings on skype and my team members are a call or email away if I need them. Everyone on the team are all uber enthusiastic and want to create the best product we can. I have to say, I feel my days are so peaceful and productive as I have very few interruptions. My health has improved as I'm not running around or as stressed. The pressure of a deadline gives me a buzz, but doesn't really stress me out. It's been a very positive experience up until now, and hopefully it will continue that way.
  Recently, however, I realised how much I missed the face to face discussions, idea swapping and general banter that goes on between teachers. I took part in a forum for teachers who wanted to start writing and having their articles published in ELT magazines and journals. The meeting was set up by ELT Ireland and brought a group of like minded teachers together. I was on a high after the forum and it made me realise the value of face to face discussions with peers.

  There are so many CPD opportunities, forums, webinars and twitter chats available online. Don't get me wrong, these are fantastic and give teachers all over the world the chance to exchange ideas and do research that they don't have in their teaching location. But sometimes, simply nothing beats having a good chinwag face to face.
  I love my job and thanks to ELT Ireland,  I have the best of both worlds; I work remotely in my little world of pronunciation and then I have the chance to bounce ideas off my peers at meeting every month when ELT Ireland hold an event.