This presentation shows how teachers can use a freely available Internet-based speech-perception diagnostic tool to improve their students' pronunciation of English on an individualized basis by examining problems in speech perception, without using a lot of precious instruction time.

1. Examining the Link between Perception and Production: Practical Applications Justin R. Shewell TESOL International 2011 New Orleans, Louisiana, USA March 18, 2011, 7:30 – 8:15 Convention Center, Room 206 jshewell@asu.edu http://jshewell.com/cv

3. What is the role of perception in acquisition of English pronunciation skills

4. Is perception teachable?

5. The POSE Test

6. the overall format and rationale

7. sample items

8. Diagnosing problems

9. Practice activities

11. Flege and Eefting, 1987

12. Schneiderman, Bourdages, and Champagne, 1988

13. Ingram and Park, 1997

14. Chan, 2001

15. No research available for suprasegmentals

17. de Bot, 1983

18. Cenoz and Lecumberri, 1999

21. Consists of five areas

22. Vowels

23. Consonants

24. Word Stress

25. Intonation (2 sections)‏

29. Consonants: focused only on syllable initial/final contrasts (no medial contrasts)‏

30. Images were used to helpovercome possible problemswith reading skills.

32. Consonants: 84 total items (25 contrasts with up to 4 items each)

33. Some contrasts only have 2 items

35. Consonants: Example Item

37. Items represented different parts of speech

40. Question/Statement

41. Tag Questions

42. Both focus on rising/falling intonation

44. Intonation Section 2: Example Item

46. Stressed word

47. Thought groups (Gilbert, 2005) or pauses

48. Items were original or taken from Pronunciation Matters (Henrichsen et. al)‏

50. Sentence Stress Section 2: Example Item

51. Diagnosing Problems:Vowels & Consonants

53. 2 or 4 items for each contrast

54. consonant contrasts could be in either initial or final position (marked on the results page)

56. Minimal Pair Sentences

57. Pronunciation Matters (Cards)

58. http://www.pronunciationmatters.com

59. Write sentences on cards, draw pictures on cards or on chalkboard

60. one person randomly readsone of the sentences in thepair, the learners points tothe correct card or picture

63. results page shows patterns:

64. o o O o (4 syllables, 3rd syllable is stressed)

65. o O (2 syllables, 2nd syllable is stressed)

66. o o O o o (5 syllables, 3rd syllable is stressed)

68. Marking Stress

69. use a clear method (like big circle, little circle)

70. have students practice marking stress in dictations or while doing listening exercises

71. Focus on word stress in vocabulary

72. have students sort vocabularywords by stress patterns andsyllable patterns

75. Perception Practice

76. have someone say a sentence ending with either rising or falling intonation

77. student points to the sentence they heard

78. Production Practice

79. have student say a sentence withrising or falling intonation

82. Perception Practice

83. have someone say the same sentence varying the stress

84. student points to the sentence they heard

85. Production Practice

86. limmericks (recordings)

88. References Acton, W. (1984). Changing fossilized pronunciation. TESOL Quarterly, 18 (1), 71-85. Catford, J.C. (1987). "Phonetics and the teaching of pronunciation", in Morley, J. (Ed.) Current perspectives on pronunciation: Practices anchored in theory. Washington D.C.: TESOL. pp. 83-100. Cenoz, J. & Lecumberri, L. G. (1999). The effect of training on the discrimination of English vowels. International Review of Applied Linguistics, 36(4), 261-275. Champagne-Muzar, C., Schneiderman, E. I., & Bourdages, J. S. (1993). Second language accent: The role of the pedagogical environment. International Review of Applied Linguistics, 31, 143-160. Chan, C. (2001). The perception (and production) of English word-initial consonants by native speakers of Cantonese. Hong Kong Journal of Applied Linguistics, 6, 26-44. Chun, D. M. (2002). Discourse intonation in L2: From theory and research to practice. Amsterdam: Benjamins. de Bot, K. (1983). Visual feedback of intonation I: Effectiveness and induced practice behavior. Language and Speech, 26, 331-350. Flege, J. E. & Eefting, W. (1987). Production and perception of English stops by native Spanish speakers. Journal of Phonetics, 15, 67-83. Gilbert, J. (2005). Clear speech: Pronunciation and listening comprehension in North American English (3rd ed., Student’s Book). New York: Cambridge University Press.

89. References Henrichsen, L., Green, B., Nishitani, A., & Bagley, C. (1999) Pronunciation matters: Communicative, story-based activities for mastering the sounds of North American English. Ann Arbor, MI: University of Michigan Press. Ingram, J. C. L. & Park, S. G. (1997). Cross-language vowel perception and production by Japanese and Korean learners of English. Journal of Phonetics, 25, 343-370. Mora, J. K. (1998). Teaching phonemic awareness & pronunciation with minimal contrast pairs. Retrieved March 7, 2006, from http://coe.sdsu.edu/people/jmora/MinimalPairsMMdl/Default.htm Morely, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25, 481-520. Schneiderman, E., Bourdages, J., & Champagne, C. (1988). Second-language accent: The relationship between discrimination and perception in acquisition. Language Learning, 38, 1-19. Shewell, J. (2004). Hearing the difference: A computer-based speech-perception diagnostic tool for non-native speakers of English. Unpublished masters thesis, Brigham Young University, Provo, Utah, USA. Trofimovich, P. & Baker, W. (2006). Learning second language suprasegmentals: Effect of L2 experience on prosody and fluency characteristics of L2 speech. SSLA, 28, 1-30. Zheng, Z. Z., Munhall, K. G., Johnsrude, I. S. (2009). Functional overlap between regions involved in speech perception and in monitoring one’s own voice during speech production. Journal of Cognitive Neuroscience, 22(8), 1770-1781.