I have been following this from afar and also love the idea of a
pronunciation journal, as any conscious focus on form is likely to have
a positive impact (provided tutor feedback is also available).
 
I would question some of the tasks suggested, however. In my experience
(and as the literature also attests), students tend to hear English (or
whatever language they're learning) through the filter of their L1. A
native Arabic speaker, with only 3 vowels in his/her own tongue, is
going to have problems for a good while discerning all the vowels and
diphthongs of English. They may get close to articulating the 'correct'
sounds, but this doesn't mean they will perceive them in the flow of
speech. Stretching their own phonology (particularly in perception) to
accomodate a much larger system, such as English, is going to take some
time.
 
I wonder how useful it is, then, to have students record where they
'heard' certain sounds or when they were able to pronounce a word
'correctly' (outside very controlled contexts), since they are perhaps
unlikely to have adequate enough metaphonological awareness to make such
judgements.
 
An interlocutor may well understand, but this does not necessarily
demonstrate 'correct' pronunciation, since redundancy and context often
ensure that 'innaccurate' articulation (or indeed grammar) is
understood. This, of course, is the crux of the matter:
comprehensibility. In a world of 'Englishes', rather than a single
English, (though equally for a domestic ESOL market) maybe we should be
concentrating on this rather than 'correctness'. What's wrong with a
Chinese accent or an Indian accent or a Russian accent if communication
is achieved without strain on the part of the listener?
 
I wonder whether an entirely audio diary (if this were possible with
facilities - I realise that ESOL-type students may not necessarily have
the resources to invest in their own) might be a interesting avenue to
explore. This way a student could monitor their own progress by
listening to recordings from a previous month, have peers listen to it
for clarity, or a tutor for possible future input sessions, etc.
 
I am battling myself with the idea of self-access pronunication work for
our academic English students here, so any ideas people have found that
worked would be very much appreciated.
 
Regards,
 
Steve Kirk.
 

_________________________________
Pre-Sessional Course Director
Durham University Language Centre
Elvet Riverside
New Elvet
Durham DH1 3JT (UK)



Tel: +44 191 334 3002
Fax: +44 191 334 2231 

 

________________________________

From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Bonnita Solberg
Sent: 10 January 2007 03:47
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 958] Re: Pronunciation: save these
websites;can't download


I am an advocate of students keeping journals, for many reasons.  One of
which is they track their progress and can see how far they have come.
Journals are also a valuable resource for the teacher to whom a student
is promoted.  If anyone has more information on pronunciation journals,
please let us know.  Bonnita

Kathryn Quinn <tcqmom at adelphia.net> wrote: 

	 A few years ago at TESOL (either in Baltimore or San Antonio)
there was a poster session about keeping pronunciation journals.  The
presenters demonstrated clear success on the part of their students.  I
only remember a few of the details.  Someone may remember more.  
	The first was to identify specific sounds and contrasts the
student needs to practice and learn.
	Another step was for the students to record in their journals
when they heard those sounds.  The teachers gave them suggestions where
they might listen for them.  Sometimes it was in a controlled or
semi-controlled listening activity; but the real practice was in real
life.
	Another step was for the students to record their attempts at
producing the sounds, again sometimes in a controlled situation.  The
real meat, however, was when they recorded their real life experiences
with the sounds.  They included the words they said, who they said it
to, if they were able to produce the sound correctly, how they did it,
and whether or not the person was able to understand them.  I know there
was more to it, but that's as much as I remember.  
	Kathryn Quinn
	From: Bonnita Solberg <mailto:bdsunmt at sbcglobal.net>  

		To: The Adult English Language Learners Discussion List
<mailto:englishlanguage at nifl.gov>  
		Sent: Monday, January 08, 2007 11:52 PM
		Subject: [EnglishLanguage 947] Pronunciation: save these
websites;can't download



		Stephanie Shultz <sshultz at telamon.org> wrote: 

			I was just looking through "My Favorites" and I
found tow websites that might help.
			
			http://international.ouc.bc.ca/pronunciation
			http://www.pronunciationpatterns.com/index.html
			
			I have not used either with students so you may
want to preview them first. Good luck.
			
			Stephanie Shultz
			sshultz at telamon.org 
			
			
________________________________

			From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Martin Senger
			Sent: Thursday, January 04, 2007 2:32 PM
			To: The Adult English Language Learners
Discussion List
			Subject: [EnglishLanguage 917] Help with
pronunciation issues
			
			Pax et bonum all! (peace & goodness)
			
			I am an adult ESL teacher in Erie, PA. I am
looking for information on teaching pronunciation skills to SE Asian
students, who seem to have a particular problem with stops sounds ([p],
[b], etc.). Any suggestions would be greatly appreciated!
	
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________________________________

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