Phono t&stfriendly SilviaSchnitzler-keyIdeas

““Phonology:Phonology:
teacher&student-teacher&student-
friendly”friendly”
by Prof. Silvia A. Schnitzler

The aim of the workshop is to analyse the roleThe aim of the workshop is to analyse the role
of pronunciation practice in EFL lessons. We willof pronunciation practice in EFL lessons. We will
experience some enjoyable activities and provideexperience some enjoyable activities and provide
feedback among the participants. Songs, games,feedback among the participants. Songs, games,
poems, videos & more!poems, videos & more!
By putting ourselves into our students’ shoes, weBy putting ourselves into our students’ shoes, we
will be able to anticipate problem areas and find awill be able to anticipate problem areas and find a
way out prior to the implementation of suchway out prior to the implementation of such
activities in the classroom.activities in the classroom.
“Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler

Kelly, Gerald (2004)
“... integrate pronunciation work with
the treatment of grammar and lexis in
order to help students appreciate its
relevance and importance for
successful communication”.

Real life examples of communication
breakdown or misunderstandings:
• At a Hotel:
“I need some /s u: p /” (= soap)
 dehydrated. soup
• Figures: “We need 30 / 13 tonnes.”
 solved: send me an e-mail to confirm.
• C. Proficiency E. Teacher:
“Prepare ex. 20-a for next class”
 Proficiency Students prepared ex.28 !

Celce-Murcia, M. et al. (1996)
… “there’s a fundamental
intersection between
pronunciation and listening
comprehension, suggesting
learners inability to perform
processes in decoding native
speaker speech”

Listeners
 reach our threshold level of
tolerance
 become irritated, resentful of the
effort that is being required from us
 directly switch off.

Teachers should highlight the
importance of:
• Discerning intonation units.
• Chunking and Segmenting at phrasal
level.
E.: nitrate vs night rate;
my turn vs might earn
• Recognizing stressed elements.
• Interpreting unstressed elements.
• Determining the full forms underlying
reduced speech.

Teachers should take into consideration:
Relevance of teaching weak and strong forms
of function words.
GRADATION
the existence of reduced forms, some of
which have no vowel but a syllabic consonant in
its stead
Some have been reduced to just a shwa
s/he will never be able to listen to something
s/he’s ignorant of.
Overtly telling the students which forms s/he
may come across, allows him/her to be on the
alert as to what certain stretch of discourse
could mean
“Phonology: teacher&student-friendly” part A - Prof. Silvia A. Schnitzler

The teachers’ role
To help learners:
perceive differences from their
mother tongue between:
vowel sounds ( i:/ i), consonant sounds
( b/v), consonantal clusters (tl, tn,
sp, ...), features of linkage
(assimilation, coalescence, sequences
v+v; c+v, etc)
open their ears, re-tune them to the
new sounds by perceptual learning.
Note: learning to perceive and
produce may be an act of will.

be aware of word and sentence
stress (rhythm) and of intonation
recognize homophones and features
of connected speech.
establish strategies and methods of
working which can, little by little,
later be consolidated and extended.

PRONUNCIATION GOALSPRONUNCIATION GOALS:
COMFORTABLE INTELLIGIBILITYCOMFORTABLE INTELLIGIBILITY
= understandabilityunderstandability:
being understood by a listener at a given
time in a given situation
≠ native-like pronunciation
 EFFECTIVE COMMUNICATION
 EFFICIENT COMMUNICATION

The teacher should
Promote a positive attitude
Provide students with activities to
make them open their ears and
establish strategies and methods of
working which can later be
consolidated and extended.
Work on pronunciation little and
often, integrating it with the other
areas of language

Teachers’ ROLE:
Help learners:
• perceive sounds • process them
• establish categories • make new
sounds
Build up awareness
Provide feedback
Point out what’s going on
Establish priorities
Devise or select activities
Assess progress

The learners’ ROLE
 to respond
• They should take responsibility
for their own learning, and realize
that success in language learning
involves setting oneself goals and
working hard to achieve them.
• They should be sensitive about
pronunciation and develop a
concern for good diction.

• They should be aware about certain
features and know what to pay
attention to, so as to build upon this
basic awareness, which provides
another level of reinforcement
(analytical activities)
metacognitive level
• They must recognize that poor,
unintelligible speech will make their
attempts at conversing frustrating
and unpleasant both for themselves
and their listeners.
“Phonology: teacher&student-friendly” part A - Prof. Silvia A. Schnitzler

DictationsDictations
Close excercisesClose excercises

ThankThank
you !!!you !!!
Contact @:Contact @:
silviasteach@yahoo.comsilviasteach@yahoo.com
www.facebook.com/PhonoPracticewww.facebook.com/PhonoPractice
www.facebook.com/SilviaAlejandraSchnitzlerwww.facebook.com/SilviaAlejandraSchnitzler
https://twitter.com/PhonoPracticehttps://twitter.com/PhonoPractice
““Phonology: teacher&student-friendly” -Phonology: teacher&student-friendly” - Prof. Silvia A. SchnitzlerProf. Silvia A. Schnitzler

ReferenceReference
Baker, Ann (1992; 3rd ed 2006) Ship or Sheep?,
CUP.
Bowler, B. & Cunningham, S. (1992) Headway
upper-interm. Pronunciation, O.U.P.
Bowler, B. & Parminter, S. (1994) Headway pre-
interm. Pronunciation, O.U.P.
Carr, Philip (1993) Phonology, Macmillan.
Celce-Murcia, Marianne et al. (1996)Teaching
Pronunciation, C. U. P.
Dalton, C. & Seidlhofer, B. (1994) Pronunciation,
OUP.
Finch, D. & Ortiz Lira, H: A Course in English
Phonetics for Spanish Speakers, Heinemann

Gimson, A.C., revised by Cruttenden, A. (1997 5th
Ed; 2001 6th Ed) Gimson’s Pronunciation of
English, Edward Arnold
Hancock, M. (1995/ 2008) Pronunciation Games -
CUP.
Hewings, Martin (1993) Pronunciation Tasks,
CUP.
Katamba, Francis (1989) An Introduction to
Phonology, Longman.
Kelly, Gerald (2004) How to Teach Pronunciation,
Longman.
Roach, Peter (1995 2nd Ed; 2009 4th Ed) English
Phonetics and Phonology, CUP.
Underhill, Adrian (2005) Sound Foundations new
ed., Macmillan Books for Teachers.

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