DOCUMENT RESUME FL 801 113 ED 393 323 Gillette, Gloria W. AUTHOR On Speaking Terms. A Practical Guide to Pronunciation TITLE for ABLE/ESL Teachers. Northeast ABLE Resource Center, Euclid, OH. INSTITUTION Office of Educational Research and Improvement (ED), SPONS AGENCY Washington, DC. PUB DATE 94 NOTE 123p. Teaching Guides (For Classroom Use PUB TYPE Guides Reference Materials Teacher) (052) Vocabularies/Classifications/Dictionaries (134) EDRS PRICE MF01/PC05 Plus Postage. Adult Basic Education; Adult Literacy; Diction; DESCRIPTORS *English (Second Language); English Instruction; *Interference (Language); Language Patterns; Language Teachers; Linguistic Difficulty (Inherent); Literacy Education; *Pronunciation Instruction; *Second Language Instruction; *Second Language Learning; Surveys; *Teaching Methods 353 Project; Ohio IDENTIFIERS ABSTRACT This English pronunciation manual for adults was developed by teachers for teachers of English as a Second Language (ESL), specifically aimed at those who do not have training in linguistics or foreign language instruction. It is a compendium of methodologies used by ESL teachers and is not aimed at any particular foreign language learner. Chapters include an overview of the principles and theories of language; specific help on the individual sounds of English in words, phrases, and sentences; a listing of foreign language specific (from Arabic to Vietnamese) grammatical and syntactical linguistic interference that teachers may encounter; a supply of foreign language-specific practice sentences; and several practical, meaningful, and enjoyable basic pronunciation activities for students. A feedback survey for ESL teachers is included. Contains 23 references. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (NAV) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** ON SPEAKING TERMS EDUCATION U.S. DEPARTMENT OF 000 Improvement Oft.) oi Educafional Reseivch INFORMATION EDUCATIONAL RESOURCES ) CENTER (ERIC as ent has been reproduced k4) This docum organization received from the person or originating it. been made to El Minor changes have quality improve reproduction _ - Waled in this Points of view ot opinions reprosent document do not necessarily policy. official OERI position or BEST COPY AVAILABLE 2 Resource Center Northeast USW( Education Adult Basic ad State of Ohicauclid City Schools Gloria W. Gillette, Resource Center Director 291 East 222nd Street, Euclid, Ohio 44123 Delores Tocco Tekieli, ABLE Director (216)26 I -7076/FAX (216)261-7579 ON SPEAKING TERMS After using the manual, please share your thoughts, comments and ideas by completing and returning this survey to the above address. Information about'the Manual I. What was your initial impression of On Speaking Terms? 2. Which sections were most helpful? 3. What was least helpful? 4. Are the descriptions of how the sounds are formed clear? 5. Did you modify, adapt, or add to the sentences in Sec. 131? 6. Did your students find the materials helpful? 7. How consistently have you used the book? 8. Are there other languages you would like tO see added? 3 ideas and concerns. other recommendations, 9. Please provide Professional Information do you teach? 1. What level of ESL week does your class meet? 2. How many hours per do you have? 3.What kind of certification training? linguistics/ESL/foreign language do you haVe in 4. What kind of training classroom activities? pronunciation practice in your 5. How do you incorporate or needs? what are your professional concerns 6. As an ESL teacher those needs? Center assist you in meeting 7. How can the Resource recommend? development topics would you 8. What ESL staff ON SPEAKING TERMS A Practical Guide To Pronunciation For ABLE/ESL Teachers Produced By Gloria W. Gillette, Director Northeast ABLE Resource Center Project Coordinator Author, Section I Jeanne Olsen Mary Ann Williams Chia-Min Chen Parma City Schools Madison ABLE Cleveland Public Schools Author, Section III Lake Erie College Co-author, Section II Co-author, Section II Illustrations Nancy McKay Ann Siebert Jill Huggins Euclid City Schools Cleveland Public Schools Ashtabula J.V.S. Editor Author, Section V Author, Section IV Mary Pasquale Euclid City Schools Layout and Typist .... Special Thanks To Adult Basic Jim Bowling, Assistant Director of Vocational and Career Education, and Literacy Education, and his fine staff of consultants. Delores Tocco Tekieli, Director of Community Education, Euclid City Schools, and Project Administrator. Our Advisory Board: Anne Klein, Cleveland Public Schools Sarah Nixon-Ponder, Assistant Director of Ohio Literacy Resource Center Ellie Nurre, ESL Instructor Assistant, And of course, Mary Beth Quinn, Northeast ABLE Resource Center who will have the word "schwa" indelibly etched in her heart forever. ACKNOWLEDGEMENTS EUCLID CITY SCHOOLS Community Education Department EUCLID BOARD OF EDUCATION Mr. David A. Lawrence, President Mrs. Kay F. Van Ho, Vice-president Mrs. Carol Bechtel Mrs. Carol De Wine Mrs, Barbara E. Kramer ADMINISTRATION Mr. Kurt Stanic, Superintendent M. John Fell, Assistant Superintendent Mr. Roberi H. Knuth, Director of Secondary Education Mr. Lowell B. Davis, Treasurer Mrs. Patricia J. Pedersen, Business Manager and Research Mr. Robert McLaughlin, Director of Pupil Personnel Ms. Katie M. Shorter, Director of liftman Resources of Education This project was supported by the United States Department under Section and the Ohio Department of Education with funds provided The opinions 353 of the Adult Education Act, P.L. 100-297 as amended. policy of the United expressed herein do not necessarily reflect the position or of Education, and no States Department of Education or the Ohio Department official endorsement by these offices should be inferred. be any It is the policy of thc Euclid Board of Education that there shall not discrimination on thc basis of sex, race, color, religion, age, disability or national origin in employment or educational programs and activities. inquiries concerning the application of Title VI, IX and Section 504 or ADA may be directed to the compliance officer. Euclid, Ohio 1994 FOREWARD The purpose of this project was to provide ESL teachers with a reproducible pronunciation manual. ABLE ESL teachers often do not have training in linguistics and foreign language instruction or, if they do understand the importance and mechanics of language instruction, they don't often have access to classroom sets of pronunciation books. We hope this project fills that void. A secondary purpose of this project was to offer an opportunity to ESL teachers The teachers to share their talents and experience, collaborative learning at its best. applied and were chosen because of their expertise, experience and enthusiasm for the It project. This is a manual written by ABLE/ESL teachers and for ABLE/ESL teachers. is an attempt to simplify and de-mystify the complicated field of linguistics. We purposely avoided jargon and oversimplified where necessary. We may occasionally step on some linguistic toes, but in the process we hope we have produced something that is useful, simple and helpful. With the possible exception of the day Marianna, my wonderful Brazilian student, and "Thursday," who after weeks of trying finally heard the difference between "Tuesday" privilege nothing in my personal experience has brought me greater pleasure. It was a rare to share and work with such a talented group of professionals. We have included a survey in the manual so our collaborative efforts can extend to will be helpful in future projects. Please share you, the user. Such field based research your comments, experience and ideas. G. W. G. 0 TO THE TEACHER: Book Design Section I - An Overview of Language commonly- Instead of technical terms and abstract theories, the principles are explained in resources should used language. Definitions for these ideas are written so that additional not be necessary to obtain a basic understanding of the term. the manual. Our We chose to err on the side of simplicity when selecting terms for use in rather to give an overview of some of the purpose was not to reinvent the wheel, but practical pronunciation techniques we have found to be effective. Section II - Individual Sounds of English non-native Some sounds were combined, as they are so similar in pronunciation that a speaker would not be able to discern the differences. Included for each sound are: common names (short a) the phonetic symbol common spellings of the sound shape an illustration of the mouth a key word that contains the sound sound in Production - Production describes the physical aspects of making the and the non-technical terms. Sounds that are related, such as the voiced sound "d" voiceless sound "t," are compared when applicable. medial position, Words - The words demonstrate the sound in the initial, final, and Several spelling starting from the least difficult to the most difficult position to produce. variations for the sound were included when possible. sound with sounds Contrasting pairs - This section provides a comparison of the target in error. For that might easily be confused by the student, or that may be substituted reproduced by example, the voiceless "th" sound in the initial position might be heard or these sounds, the student the student as possibly a "d," "t," or "z" sound. By comparing sound from similar sounds. may be able to distinguish the target used in everyday Phrases - The sound is repeated in a set of ten phrases which are sound and for creating a English. The phrases were selected both for the repetition of the basis for conversation. They are also rich vocabulary and idiom practice. if the sound is not difficult Sentences - This section extends the practice in context. Even and vocabulary practice. for all students, they will still benefit from the spelling review Section IB - Linguistic Interference Linguistic interference is the grammatical and syntactic "baggage" that a non-native speaker carries along when he or she is attempting to learn a new language. For example, if a teacher who speaks no Vietnamese had a Vietnamese student enter the class, the teacher would be able to understand why the student has trouble with multi-syllable words in English, word order, etc. There are also characteristic pronunciation difficulties that a non-native speaker will bring to the English class as part of this linguistic interference. If a Turkish student comes into class, more than likely that student will have difficulty pronouncing the "w" sound. With this knowledge, the teacher can better understand and guide the student to better pronunciation. Section IV - Practice Sentences Language-specific exercises for each of the twenty targeted languages can be reproduced and given to the student for practice in both hearing and producing the sound. The sentences can be used quickly and easily so that the student has effective and individualized material to practice at home and in class. They can be referred to repeatedly as individual practice. Section V - Pronunciation Activities These basic activities can be utilized in the course of a language class to reinforce pronunciation lessons. The activities may be short and simple, but they offer the English student an opportunity to repeat problem sounds in a safe, structured environment. It is hoped that these activities will also inspire teachers to incorporate pronunciation practice as a regular part of their classroom routine. PLEASE NOTE: FEEL FREE TO COPY ANY SECTION OF THIS BOOK. 0 TABLE OF CONTENTS SECTION I An Overview of Language SECTION II Individual Sounds of English Linguistic Interference SECTION III SECTION IV Practice of Sentences Pronunciation Activities and Bibliography SECTION V 1 0