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5 th VTTN Hanoi January 2009 Tackling Common Pronunciation Errors of the Vietnamese English Learners. PowerPoint Presentation
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5 th VTTN Hanoi January 2009 Tackling Common Pronunciation Errors of the Vietnamese English Learners. Tran Thi Lan, Ph.D Hanoi University lantt08@fpt.vn , lantt@hanu.edu.vn. Background. Previous talk on Essential pronunciation to the Vietnamese – list of problems

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5th VTTN Hanoi January 2009Tackling Common Pronunciation Errors of the Vietnamese English Learners.

Tran Thi Lan, Ph.D

Hanoi University

lantt08@fpt.vn, lantt@hanu.edu.vn

background
Background
  • Previous talk on Essential pronunciation to the Vietnamese – list of problems
    • Experts from the field: TESL-L voices on pronunciation, BBC English learning website.
    • Feedback by teachers from English Dept. HCM University of Pedagogy. www.khoaanh.hcmup.edu.vn
briefing on feedback
Briefing on feedback
  • Useful, helpful, interesting
  • Time-consuming, consistent, needing more effort and patience
  • Challenging, difficult to put into practice (rules re. voiced/unvoiced; long-short vowels, consonant clusters etc., regional accent, end of words etc.) but
  • Important, early treatment (needing more writings with focus on languages distinction)
major objective
Major objective
  • To tackle common problems of the Vietnamese
how to go
How to go?
  • Defining errors: How? How long to define them (if any)? How long to correct errors?
  • Defining your own attitude toward errors.
  • Correction
how to identify students problems
How to identify students’ problems?
  • Interviews, talks (e.g. records): teacher- students, students-students, students reveal their own problems
  • Quick, easy, friendly and most importantly: learner-focused class)
  • [E.g. from a tape. ]
  • Listen – define student’s problems
common errors
Common Errors
  • Dyslexic:
  • Northern dialect: /l/ and /n/, /S/ and /s/
  • Central Dialect: /r/ and /d3/
  • Southern dialect: /q/ and /g/
  • All regions: /ð/ and /t/ and /õ/- unvoiced and /f/
  • Intonation
  • Stress
slide14
YOU
  • How do you want your students to sound in English?
    • Perfect? Native like?
      • Which native? US? UK? Or else?
    • Standard? RP? TV, Radio?
    • Clear to understand and be understood? Regardless of accents, registers?

How do you want to correct your students’ mistakes? always? Every mistake? Directly? TPR? Or else?

rod bolitho
Rod Bolitho
  • Some questions for teachers:
    • Is your own pronunciation perfect? Does it need to be?
    • If you are a non-native speaker, how do you like the way you sound in English?
    • What do you do to help your learners tune into English?
    • How do you respond when a learner mispronounces a word?
main ways to deal with common errors demonstration with tapes exercises
Main ways to deal with common errors (demonstration with tapes, exercises)
  • Place of articulation
  • Drilling, imitation, backward vocalizing
  • Analogue with Vietnamese or whatever language the learners know
  • Other…
place of articulation
Place of articulation
  • /l/ and /n/ (tape)
  • /b/ and /p/
  • /õ/ and /ð/
  • /q/, /g/, /w/, and /v/
  • /t/, /p/
  • /k/
backward vocalizing
Backward vocalizing
  • With long words:
  • Establish
  • Disestablish
  • Disestablishment
  • Anti-disestablishment
  • Antidisestablishmentarian
  • Antidisestablishmentarian
  • Antidisestablishmentarianism
drilling tape
Drilling (tape)
  • La la la la la / na na na na na
  • Tha tha tha tha tha
  • Tho tho tho tho tho
  • Thy thy thy thy thy
  • Ra ra ra ra ra ro ro ro ro ro
  • Sha sha sha sha sha sho sho sho sho sho
  • Ta ta ta ta ta to to to to to
  • Ba ba ba ba ba po po po po po etc.
  • Sta sto sto stu, stra stro stru stry etc.
analogue with vietnamese and other foreign languages
Analogue with Vietnamese and other foreign languages
  • /s/ and Vietnamese /x/
  • /z/ and Vietnamese /d/
  • /S/ and Vietnamese /s/ or French /ch/
  • /g/ and /d3/: a, o, u and i, e, y like the case of g –gh; ng-ngh (Vietnamese)
  • c as /k/, /s/, and / S/
  • Ch as /k/, /S/ and /ts/ (separated sheets)
classifying errors
Classifying errors
  • Permanent errors: ends of words
  • Recognizable errors by speakers
  • Unrecognizable errors by speakers
  • Can be tackled easily
  • Can’t be tackled immediately
conclusion clarifying some concepts
Conclusion: clarifying some concepts
  • Purpose of teaching English pronunciation:
    • To make sounds clear to the listeners, not native-like (disadvantage of lack of accent – TESL-L experiences)
    • To be able to understand others.
  • Select one variety but make learners aware of other varieties.
    • Being consistent – key point for teachers
phonemic chart with sounds
Phonemic chart with sounds

http://www.teachingenglish.org.uk/try/resources/pronunciation/phonemic-chart