Pronunciation. Macmillan Workshop Keith Kelly firstname.lastname@example.org. Accent Snobbism. The Proclaimers 'Throw the R away‘ “ I've been so sad Since you said my accent was bad ”. Sounding Like a Native Speaker. Kenworthy says : ‘Learners must be able to cope with linkage,
The Proclaimers 'Throw the R away‘
“I've been so sadSince you said my accent was bad”
‘Learners must be able to cope with linkage,
deletions, the ‘blurrings’ at the edges of
words…But they do not need to use all
these features in their own speech’. There
is a risk of learners sounding ‘false’ or
‘affected’ if they try to incorporate such
simplifications in to their speech (79).
Listen to the recording and see how many examples of rhyming slang you can hear.
What ‘patterns’ can you identify in the transcript?
‘We must prepare a student to do without a
number of segmental clues in some parts of
the utterance and we need to be able to
show him what clues will go and what clues
he can rely on finding’, (60).
There is a level of ‘listener tolerance’ (19)
and the ‘threshold of intelligibility’ which our
learners must remain within to be
understood. ‘A native speaker of English is
more likely to tolerate mistakes in
consonants, vowels and word accent than in
Look for ‘patterns’ within contextualised content tasks to raise awareness
Dalton and Seidlhofer refer to:
Ss ‘getting into gear’ p.144 and this car
metaphor is a useful one when we think of
how we drive as a learner
Papua New Guinea
Prep class word stress problems
There's antimony, arsenic, aluminum,selenium
and hydrogen and oxygen and nitrogen and rhenium
and nickel, neodymium, neptunium, germanium
and iron, americium, ruthenium, uranium
europium, zirconium, lutetium, vanadium
and lanthanum and osmium and astatine and radium
and gold and protactinium and indium and gallium
and iodine and thorium and thulium and thallium
p. 43 ‘One advantage of using drama
(KK note - visual, video, gestural) activities
like these is that there is a clear
demonstration of the way intonation
interacts with gestural and lexical features,
which is often lost when only audio-taped
material is used.’
How appropriate is this
kind of recording for
that we should avoid asking
learners to produce sounds in isolation
because ‘sounds occur in syllables,
surrounded by other syllables’ … ‘it’s
actually impossible to pronounce some
sounds in isolation’ (70).
How would teach this pronunciation?
Steve Martin as
buy a hamburger
to buy a hamburger
like to buy a hamburger
would like to buy a hamburger
I would like to buy a hamburger
(I'd like to buy a hamburger / like to buy a hamburger)
- Try to be understood, not like the Queen!
- Try to understand!
- No sound is an island!
- Present sounds together in chunks!
- Make pronunciation visible (see it)!
- Make pronunciation physical (feel it)!
- Give students thinking time!