What are suprasegmentals What is syllable stress What

What are suprasegmentals? ØWhat is syllable stress? ØWhat is rhythm (=sentential stress)? ØWhat is intonation? ØWhat communication problems do errors in syllable stress, rhythm and intonation create? ØWhat similarities are there between task-based teaching and communicative teaching? ØHow do you try to integrate the teaching of stress, rhythm and intonation into your class? Mike_Tiittanen@hotmail. com

What is syllable stress? Ø At least three levels of syllable stress in English Ø Primary stress – syllable is loudest, longest + highest pitch Ø Secondary stress – syllable is 2 nd-loudest, 2 nd-longest and 2 nd highest pitch Ø Unstressed – least amount of stress Ø Example – , trans. por. ’ta. tion Ø Wrong stress – a) listener may not understand Ø Wrong stress – b) listener may need effort to figure out the intended word Mike_Tiittanen@hotmail. com

How can syllable stress be taught? Ø Both CLT and TBLT share some things. Ø Focus on meaningful communication Ø Focus on real-life tasks Ø Explicit instruction in the introduction of new words Ø Use of suffixes to predict which syllable is stressed Ø e. g. – “-ic” – stress on syllable before suffix; e. ner. ’ge. tic Mike_Tiittanen@hotmail. com

How can syllable stress be taught? Ø Questionnaires are useful Ø Based on your task/topic, see which words with suffixes are related to this Ø E. g. – topic: personal description (e. g. – energetic, optimistic, pessimistic) Ø How ____ are you? Ø E. g. – task: describe yourself for a job interview (e. g. – educational background, personality) Mike_Tiittanen@hotmail. com

What is rhythm (sentential stress)? Ø Not all words are equally stressed. Ø Stressed syllables in content words louder than other syllables in a sentence. Ø Content words – nouns, main verbs, negative helping verbs, adjectives, adverbs, question words etc. Ø Function words – prepositions, conjunctions, articles, pronouns, positive helping verbs Ø Poor rhythm – listener needs to listen carefully to the speaker Mike_Tiittanen@hotmail. com

How can rhythm be taught? Ø Teach sentence focus. Ø Sentence focus – most important part of a sentence. Ø e. g. – How much experience do you have? Ø Get students to identify the focus of questions in a questionnaire (e. g. – job interview questions) Ø Students ask and answer the questions. Ø Get students to do self-introductions. Mike_Tiittanen@hotmail. com

rhythm + chunking Ø Teach chunking Ø Chunking – “chunks” of sentences Ø e. g. – (How much experience) [do you have]? Ø Intonational contours – rising, level and falling pitch Ø Sentential stress – stressed words within sentences Ø Underline the stressed words and draw the intonational contours in questions on board. Model the chunking of the questions. Ø Students practice the questions in pairs/groups. Mike_Tiittanen@hotmail. com

rhythm + task-based classes Ø For a task-based class, make the questions and answers correspond to a real-life activity. Ø Listening task (a customer ordering food in a restaurant); waiter takes notes on customer’s order; dictation Ø Customer – “I’ll have the spaghetti and a cup of coffee. ” Ø Point out the reduced forms of the function words. Ø Point out the linking (cup of -> cu. pa) Mike_Tiittanen@hotmail. com

Linking Ø Consonant-vowel linking: last consonant in the first word becomes the first sound in the second word with a vowel. Ø E. g. – did it? -> di dit? cup of-> cu pa Ø Make up listening and speaking exercises based on a task or topic Ø e. g. – (listening) locations of places – The coffee shop’s across from the pharmacy; It’s in the mall. Ø e. g. – (speaking) ask about the p. m. – Where was he born? Is he bilingual? Have you ever met him? Mike_Tiittanen@hotmail. com

can vs. can’t Ø “can” – unstressed + reduced vowel in context Ø e. g. – I can work overtime. Ø “can’t” – stressed + full vowel Ø e. g. – I can’t work overtime. Ø Listening exercises – circle “can” vs. “can’t” Ø Relevant for many job-related tasks; e. g. – I can work weekends; I can’t work weekends. Ø Questions based on ability (e. g. – Can you work nights? Can you speak another language? ) Ø Note reduction of “you” Mike_Tiittanen@hotmail. com

do you vs. did you Ø ESL students often have trouble hearing the difference between “do you” and “did you” Ø Topic/task – regular action : What time do you normally go to bed? Ø Topic/task – past action: What time did you get up today? Ø Reduced vowels – “do you” Ø Reduced vowels and <j> assimilation – “did you” Ø Listening exercises to hear the difference Ø Speaking activities – e. g. – your daily routine; past actions (e. g. – your past education, last vacation) etc. Mike_Tiittanen@hotmail. com

What is intonation? Ø Pitch patterns used in utterances Ø e. g. 1– He’s coming. (rising-falling intonation) Ø e. g. 2 – He’s coming. (falling intonation) Ø e. g. 3 – He’s coming. (rising intonation) Ø What communication problems can poor ESL speaker intonation create? Ø The listener can have problems understanding the attitude/feelings of the ESL speaker. Ø ESL listeners may have problems understanding the attitudes/feelings of English speakers. Mike_Tiittanen@hotmail. com

Intonation and feelings/attitudes Ø default intonation vs. intonation with a higher pitch Ø higher intonation used to sound professional and polite Ø listening task: label an employee’s intonation as being “default” or “polite and professional” Ø speaking task: students role-play a workplace service encounter (e. g. – a restaurant server, bank employee) Ø Similar listening discrimination tasks for different feelings Mike_Tiittanen@hotmail. com

Intonation and feelings/attitude Ø Default intonation vs. flat intonation (interpretation – bored / tired / indifferent) Ø Default intonation vs. falling intonation (interpretation – miffed / angry / in a hurry) Ø Rising and falling intonation, louder than normal (interpretation - excited) Ø Intonation associated with surprise – rising intonation on what is surprising; what is surprising is louder Ø e. g. – You’re friends with Justin Trudeau? (rising) Ø Activity – student A: says something very surprising; student B: sounds surprised (e. g. – really? ) Mike_Tiittanen@hotmail. com

Intonation and questions Ø different types of intonation – different types of sentence structures Ø Information questions – typically rising-falling intonation at the end Ø e. g. – How much is the rent? Ø example task – looking for an apartment Ø Falling intonation – sound brusque Ø Yes-no questions – rising-falling or rising (polite) Ø “Would you like more coffee? ” (use rising intonation to sound more polite if working as a restaurant server); roleplay activities Mike_Tiittanen@hotmail. com

Intonation and statements Ø statements: typically rising-falling at the end Ø e. g. – “I’d like to apply for the accounting position. ” (rising-falling) Ø possible problem: students use falling intonation; sound abrupt Ø activities: self-introductions; answers to job interview questions Ø other structures: choice questions Ø e. g. – Would you like coffee (rising) or tea (risingfalling)? Ø Practice activities: work-related scenarios (e. g. – bank employee / salesperson / server) Mike_Tiittanen@hotmail. com