Pronunciation Incorporating It Into The Language Learning Process

Pronunciation: Incorporating It Into The Language Learning Process From Day One Diane Boardman, M. A. , CCC-SLP dbspeech@earthlink. net

WHY THIS TOPIC?

Background Concepts and Information How is Speech Produced?

Background Concepts and Information What is a Speech Sound?

Background Concepts and Information Letters vs. Speech Sounds g Phonetic transcription to denote speech sounds as opposed to letters. Y Some letters pronounced > 1 way: Ex. : “c” in “cat” pronounced as /k/; and “face” pronounced as /s/ Y Some sounds are assigned > 1 letter: Ex. : Sound / s / uses letters “c“ and “s” as in “cease” Y Vowel letters > 1 pronunciation: Ex. : Letter “a” pronounced as /ae/ “cat”, /a/ “father”, or /ei/ “late”

Background Concepts and Information V Three parameters for distinguishing one speech sound from another: T Mechanical placement of oral structures T Airflow T Voicing

Subjects to be covered T Intonation: T Questions T 2 -Syllable Nouns and Verbs, including Heteronyms T Can vs. Can’t T “th” and use of this in the most frequently used words

Intonation YWhat is this? Rhythmic quality of the language. UEnglish: Is a stress-timed language. USyllables may last different amounts of time. UEx: “about” - The stressed syllable is “bout”. UCompared to “a”, it takes longer to say and the pitch rises UFrench: Is a syllable-timed language. USyllables all take approximately the same amount of time.

Intonation Y�Also includes pitch changes, what words to stress in a sentence, and types of links or liaisons in connecting sounds within and between words. YBoth English and French use linking (yay!!). IT’S THE MELODY OF THE LANGUAGE

Intonation in Use � YQuestions YRule: Pitch drops at the end of a question sentence. Ex: Would you like coffee or tea? YExceptions: WYes/no questions: Ex: Would you like some coffee? UHighly emotional questions: Ex: Why don‘t you pay attention to me?

Intonation in Use Y 2 - Syllable Nouns and Verbs U For 2 - Syllable Nouns in general, stress is on the first syllable: U Ex: baby, finger, journey, soldier, dinner, bottle, paper, sorrow, elbow, shadow U For 2 -Syllable Verbs in general, stress is on the second (last syllable): U Ex: repair, attack, approach, invite, rely, annoy, forget

Intonation in Use Y 2 - Syllable Nouns and Verbs (cont. ) T Heteronyms T When a 2 -syllable word can be used either as a noun or verb, the same rules apply. Examples: T contract T “I signed a contract. ” OR T “I will contract that disease if I’m not careful. ” T permit T “I need a permit to set up a march. ” OR T “Permit me to pay for this meal. ” T Other examples: content, record, subject, present, convict, object, contrast, project, defect.

Intonation in Use TCan vs. Can’t T 1 a. Can When “can” is used with another verb, we do not stress it. We stress the verb that follows. Our pronunciation becomes “cn” (/kn/), as if the vowel didn’t exist. Examples: I can (/kn/) do it. Can(/kn/) you lend me $5. 00? I can (/kn/) go later. Those Can-Can girls can (/kn/) sure dance. T 1 b. Can However, when “can” finishes a sentence, there is heightened emotion, or you are contradicting someone, it is said completely (full vowel). Examples: I can! Speaker#1: You can’t swim. Speaker #2: I can swim. I do it every day

Intonation in Use TCan vs. Can’t (cont. ) T 2. Can’t : TWe stress this word: The vowel is said fully, the pitch rises and it takes longer to say. Examples: You can’t do it. You can’t go to the movies. If I can’t go, you can go. (Compare with: If I can go, you can go. ) Examples of Both Can and Can’t: Can he come if you can’t? I can see that he can’t handle the job.

“TH” /θ/ /ð/ THow produced: TOral structures: Tongue touches the back of the upper teeth. TAir Flow: Fricative. Air is pushed through a narrow passage and sounds like a hiss. TVoicing: Can be either voiced or voiceless. Examples: Voiceless: think, theater Voiced: brother, that

“TH”/θ/ /ð/ TThe, this, that, these, those, there, with “the”: “that”: “with”: “this”: “there”: Most used word in English language Number 7 Number 17 Number 23 Number 35 TEmphasize the difference between “this and “these”. TWhy? - Difficulty with which is singular/which plural. - Difficulty with pronouncing them differently even when they know the differences in the meanings: - Native English speaker will think they don’t know their grammar: “This are mine. ”

“TH”/θ/ /ð/ TPronouncing “this” vs. “these”: TSimilarity: TBoth begin with voiced “th” TDifferences: TVowel: / I / in “this” and /i/ in “these” TFinal Sound: Voiceless /s/ in “this” Voiced /z/ in “these” (they need to feel the “buzz” in their necks)

Pronunciation: Incorporating it Into the Language Learning Process from Day One FINAL QUESTIONS? Diane Boardman, M. A. , CCC-SLP dbspeech@earthlink. net