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Phonetics
| Question | Answer |
|---|---|
| What are the 5 phases suggested for teaching pronunciation with the communicative framework? | 1. Description and Analysis 2. Listening Discrimination 3. Controlled Practice 4. Guided Practice 5. Communicative Practice |
| What are the goals of GTM? | • Read foreign language literature • Develop students’ general mental discipline and intellectual development |
| What are the principles of GTM? | Reading and writing; little or no attention to speaking or listening In L1 Grammar=deductively Vocab selection is based on the reading texts used,bilingual word lists,dictionary study, memorization Grammatical accuracy. Translate texts word-for-word |
| DM basic principles: (1-5) | In L2. The T demonstrates, not explain/translate Everyday vocab Vocab is taught through known words, demonstration, objects, pictures, and miming Grammar=inductively. Do not give rules: Make them figure out the rule New teaching points=oral |
| DM basic principles: (6-8) | 6.Speech and listening comprehension are first 7.The teacher, by asking the student to make a choice, gets him to correct his own error. (Learning by self-correction) 8.The syllabus is based on situations or topics, not usually on linguistic structures. |
| DM basic principles: (9-11) | 9. Pronunciation : students imitate teacher/recording - Native-like approximation emphasized 10. The purpose of language learning is communication 11. Students should learn to think in the target language as soon as possible |
| DM in sum: | • Spoken language prioritized • Intuitive-imitative orientation of pronunciation teaching • Native-like pronunciation was the focus |
| DM shortcomings: (5 elements) | • Lack of infrastr. to promote new ideas > new ideas about language teaching might have become better known • Nobasisinapplied linguistics• Required L1 teachers• Dependedonteacher’s skills more than method• Notsuitable for large classrooms–time |
| DESCRIPTION AND ANALYSIS - PHASE-1 OF A PRONUNCIATION LESSON. Why is it important? | The need for learners to consciously attend to or notice the linguistic features under study. |
| DESCRIPTION AND ANALYSIS - PHASE-1 Why is it an essential prerequisite? | Mainly to acquired articulatory features. Such as the position of the organs in the specific production. For instance, the placement of the vocal cords, tenseness or laxness of the jaw muscles, etc... |
| DESCRIPTION AND ANALYSIS - PHASE-1 What are some useful tools? | Charts and Diagrams. Profile or sagittal diagrams of the speech organs, lip diagrams and consonant and vowels charts. Other objects to employ sensory techniques: Rubber bands to illustrate tense or lax vowels and magnets> linking between sounds and syll. |
| DESCRIPTION AND ANALYSIS - PHASE-1 Do these tools fit all language groups? | The material used depends on the age, size , and language proficiency of the group. Teachers need to adapt charts and other tools to class context. i.e.:The teacher could also use images, such as a lion to represent the ‘r’ sound for children. |
| DESCRIPTION AND ANALYSIS - PHASE-1 Is just pointing out how the features are produced in isolation enough? | No, it is not enough. You must show how it is affected in context. You need to explain linking between sounds. For instance, it is not enough to explain how to produce the / o/ sound without . |
| LISTENING DISCRIMINATION - PHASE 2 Why is it important? | FOCUSED LISTENING PRACTICE CAN LEAD TO SIGNIFICANT IMPROVEMENT IN PRODUCTION. Conventional wisdom in pronunciation teaching holds that a learners ability to produce a sound in the L2 is closely related to his or her ability to perceive the sound. |
| LISTENING DISCRIMINATION - PHASE 2 What are examples of listening practice? | Learners listen to new features & are asked to identify/distinguish from similar features Word-stress lesson: counting the number of syllables & indic. which syll receives the strongest stress Connected speech: identify all consonant-to-vowel linking |
| LISTENING DISCRIMINATION - PHASE 2 Do listeners hear the difference right away? | No, at early stages of the process, learners are not able to clearly hear the sounds that do not exist in their L1. |
| LISTENING DISCRIMINATION - PHASE 2 What is the goal of the listening discrimination phase? | Minimize the frustration of the learners who might not be able to clearly hear sounds that do not exist in their L1. Allow learners to gradually train their ears to the targeted feature and raise their consciousness about its importance |
| GUIDED PRACTICE - PHASE-4 What is the focus? | Help learners focus attention on the form while simultaneously attending to meaning. |
| GUIDED PRACTICE - PHASE-4 What do focused tasks help the learner with? | Push learners to increase their accuracy while beginning to automatize the production of the feature. |
| GUIDED PRACTICE - PHASE-4 Is it a controlled practice? If not, explain | Not a controlled practice>semi-controlled/structured practice because the context is given and much of the lang. is provided. However, more emphasis on the Learn. express meaning (personal details and their own ideas). Focus:fluency and accuracy |
| GUIDED PRACTICE - PHASE-4 What are some types of activities / examples | Structured communication exercises, such as information-gap activities or cued dialogues, that enable the learner to monitor for the specified feature. Ex: Student A- Student B dialogue |
| GUIDED PRACTICE - PHASE-4 What do the authors say about feedback at this stage? | Feedback should wait until the activity is completed in order to not disturb the learners while they are communicating. |
| COMMUNICATIVE PRACTICE - PHASE-5 Why is controlled practice not enough? | CONTROLLED PRACTICE BY ITSELF MAY HAVE LITTLE LONG-TERM EFFECT ON THE ACCURANCY OF LEARNERS' PRODUCTION because Ss need to practice in real operating conditions. It is the only way they will develop strategic abilities to perform accurately and fluently. |
| COMMUNICATIVE PRACTICE - PHASE-5 What is the essential element in a pronunciation task? | It is essential that pronunciation tasks are open-ended and that it requires NEGOTIATION OF MEANING. |
| COMMUNICATIVE PRACTICE - PHASE-5 What is the most important task that a teacher has in designing a communicative practice? | It has to target the pronunciation feature and be well desgined and structured according to this targeted feature. |
| COMMUNICATIVE PRACTICE - PHASE-5 What must the learner pay attention to regarding production? | Learners must pay attention to both the form and the content of their message (accuracy and the content of their message) |
| COMMUNICATIVE PRACTICE - PHASE-5 What are some activities? | Storytelling, role play, interviews, debate, values clarification, and problem solving |
| COMMUNICATIVE PRACTICE - PHASE-5 What do the authors say about feedback of this stage? | During communicative practice, feedback on production tends to be delayed until completion of the activity so as not to interrupt learners during the act of communication. Again, the source of feedback may be either the teacher or other learners. |
| CONTROLLED PRACTICE - PHASE-3 What is the practice based on ? | Controlled practice is based on research evidence that drawing learners’ attention specific lg features and having them consciously monitor their output for such features leads to improved performance |
| CONTROLLED PRACTICE - PHASE-3 Why is it important for learners to consciously monitor their output? | Because it leads to improved performance |
| CONTROLLED PRACTICE - PHASE-3 Explain the logic of info-processing theory? | Learning in general begins with controlled processing in the short-term mem. Gradually>repeated rehearsal, learned feature = more automatic. Hence the reason why pronunciation features should be taught over many class lessons and in a meaningful context. |
| CONTROLLED PRACTICE - PHASE-3 Does this theory mean that students parroting a teacher is correct? | -No. Mindless parroting (not mindless repetition) of words-sentences does not transfer onto spontaneous speech (e.g., audiolingual method). The Ss have to use the speech features (mindful of form and meaning) many times to internalize them. |
| CONTROLLED PRACTICE - PHASE-3 Is one or two lessons enough to move on to the next phase? | NO, because repetition is required and creative output from students. The teachers can move onto the next level 'Guided Practice' once learneres have acquired a certaain comfort level with the target feature. |
| CONTROLLED PRACTICE - PHASE-3 What do controlled activities focus on? | Primary focus is on monitoring for accuracy. Controlled activities are: where language production is typically limited to certain sound features, with learners' attention being directed to the accurate production. Pair/small g. (tongue twisters, rhymes) |
| CONTROLLED PRACTICE - PHASE-3 What do the authors say about feedback at this stage? | During controlled-practice feedback on accuracy can occur at any time since the primary purpose of this practice phase is accuracy of production. In pair or small group work feedback may be delivered either by peers or by the teacher. |
| CONTROLLED PRACTICE - PHASE-3 What does the teacher monitor? | Accuracy of production |
| Reform Movement advocated what? | 1- The study of the spoken language 2. Phonetic training in order to establish good pronunciation habits (native-like) teachers and students 3. The use of conversation texts and dialogues to introduce conversational phrases and idioms |
| Reform Movement advocated what? PART II | 4. An inductive approach to the teaching of grammar and pronunciation 5. Teaching new meanings through establishing associations with the target language rather than by establishing associations with the native language. 4. (native-like) |
| Reform Movement advocated what? PART III | 5. Problematic vowel phonemes (Minimal pair rapid repetition practice to harness human laziness) 6. Mocking exercises to illustrate pronunciation characteristics to be avoided 7. Encouraged slow over-articulated speech |
| Audiolingualism - IN SUM-Advantages | first method to have a theory• Make lg teaching possible to large groups• Emphasizing sentence production, control over gramm. structures and dev. of oral ability• Dev. simple techniques and making use of lg lab• Developing the separation of the lg skills |
| Audiolingualism - IN SUM-Disavantages | Weak basis of its theory, Not developing language competence, lack of effectiveness, and boredom caused by endless pattern drills. • Learners having little control over their leaning. • Teacher’s domination of the class. • Teacher-oriented materials. |
| What approach did the 3rd wave include? | (EARLY) Communicative Language Teaching (CLT) Main principles a) Develop communicative competence (Hymes, 1971) b) The four language skills must be taught Purpose of CLT: Let students communicate fluently in L2 |
| What did the fourth wave focus on? | -Language as a tool for communication -Importance of pronunciation in communication Goal of pronunciation teaching: surpassing the threshold level (intelligibility) vs. being native-like esp. for *Emergence of empirical research |
| What is intelligibility? | “Intelligibility may be broadly defined as the extent to which a speaker’s message is actually understood by a listener” ***This broad definition is ambiguous, |
| Why is the broad definition on intelligibility is ambiguous? | Why? It fails to distinguish between identifying what particular word was pronounced and understanding the meaning |
| The fourth wave: IN SUM? | The pendulum in the middle |
| Intelligibility (technical definition) | -A listener’s ability to recognize word forms -The extent to which an acoustic signal, generated by a speaker, can be correctly recovered by a listener -Intelligibility: the ability of listeners to recognise individual words |
| What does speech need to be? Does it need to be perfect? | Not normal or native-like. Product. characterized by a variety of errors involving 1+ speech subsystems and still be intelligible. The key issue in intell. is whether listeners are able to map the acoustic signal onto the intended lexical. |
| What is comprehensibility (3x)? | -The accuracy with which a speaker’s intended meaning is perceived -The perception of how easy or difficult it is to understand a speaker -The ability of a listener ability to recognize the meaning of the word or utterance in its given context. |
| What is Interpretability? | a listener’s ability to identify and interpret the speaker’s intentions behind the word or utterance (e.g., pragmatics, involving among other things, knowledge of the speaker’s world) |
| How is pronunciation taught in CLT? (Segmental) | -listen & imitate -phonetic training -minimal pair drills -contextualized minimal pairs -visual aids -tongue twister -dev. approximation drills |
| How is pronunciation taught in CLT? (Suprasegmental) | -practice of vowels shifts and stress shifts -reading aloud/recitation -recording of learners' production |
| What factors contribute to effective teaching of pronunciation? The learner | • Age • Exposure to L2 • Background knowledge • Aptitude • Attitude and motivation • Role of learner’s L1 |
| What factors contribute to effective teaching of pronunciation? Institutional and setting variables | • Setting/context (ESL/EFL) • National language policy • Curriculum and materials • Class size and time allotment |
| What are the different types of language aptitudes? (make sure you understand and can explain each of these) | 1. Phonemic coding ability 2. Grammar sensitivity 3. Inductive language-learning ability 4. Memory |
| Motivation: The three types of motivation (Schumann, 1986)? (Student should know these and be able to explain each) | • Integrative • Assimilative • Instrumental |
| WHat is the CA hypothesis? | -The interference or influence of L1 on the L2 acquisition + transfer: similarity between the two facilities L2 acquisition neg transfer: dissimilarity between the two interfere/hinders L2 acquisition, predict the potential learning problem |
| What is phonemic coding ability? | the capacity to discriminate and code foreign sounds such that they can be recalled. |
| What is grammatical sensitivity? | the ability to analyze lg and figure out rules |
| What is inductive lg learning abilitty? | the ability to pick-up lg through exposure |
| What is memory (lg aptitude)? | the amount of rote learning activity needed to internalize something |
| What is ego permeability? | the extend to which an ego can be flexible and adapt, factors that are the hearts of 2nd lg acquisition. (ego can place constraints on the cognitive processof lg leanring) |
| What are the 3 types of usage of prominence in discourse? | - New information - Emphatic stress - Contrastive stress |
| The consonants can be found in 5 positions. What are they? | Syllable Initial Syllable Final Intervocalic Initial Clusters Final Clusters |
| Are prefixes strongly stressed? | No |
| Where is strong stress put in numbers? | multiples of 10 have strong stress on the first syllable (TWENty and TWENtieth) -teen and ordinals |
| Can suffixe change the stressed syllable of words? | Yes, sometimes as in : - Stress shifted to the next-to-the-last syllable from the end of the word (adVANTage-advanTAgeous) - Stress shifted to the third syllable from the end of the word. (TRAN-quil- tranQUILity) |
Created by:
emiemush
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