1. What seems to be the general approach of the books? Segmental or suprasegmental? Exposure-based or explanation based? Humanistic or drill-based? Teacher-centred or student centered? Traditional or unusual? Use what you learnt in Chapter 9 to justify your answer.
The book English Pronunciation in Use by Hancock, M, & Donna, S. (2014), the general approach is segmental since it focuses on teaching individual sounds and what happens to them when they are put together to form words. Therefore, it is referred to as segmental approach to pronunciation. For example, unit two of this excerpt: Plane, Plan. English learners are presented with the vowel sounds /eɪ/ and /æ/ as individual sounds and also students are required to listen to the sound /eɪ/.
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(2005). Learning and Teaching Pronunciation. Oxford: MacMillan is based on segmental approach, because it presents segments of the English Language particularly and at minute details of vowels and consonants. As evidence, in the discovery activity 3, the horizontal tongue position, students are asked to say /i:/ as in tea, and /u:/as in two. Further this, teaching pronunciation book provides English students with details on the tongue, jaw and lips position to produce certain sound(s), for example how to articulate key /ki:/ and kay /keI/. As stated above, both excerpts are not based on the suprasegmental approach but on the segmental …show more content…
The teaching Pronunciation in Use book shows activities for independent learners, activities that could be done in pairs, such as practicing the conversation, or analyzing the poem, or even practicing the vowel and consonantal sounds, and this could be done with adults, as well. Definitely the excerpt from the Learning and Teaching Pronunciation Book is more oriented to teach adults because young learners could find boring just comparing sounds or just listening to the teacher. Secondly it is not illustrated at all. That is what makes a significant difference, one is illustrated and the other seems to be more teacher-centered. Further, it does not present integrated language skills, as opposed to excerpt of the English Pronunciation in Use that makes available for students a variety of pronunciation
Accordingly, phonological awareness can be developed before reading mastery to facilitate the subsequent attainment of reading skills. Effective phonemic awareness instruction educates participants to identify, think about, and manipulate sounds in spoken language. Phoneme segmentation and Phoneme blending are two essential elements of this instruction. Different researchers have conducted numerous studies on the effectiveness of this technique. The studies show that children who utilize this technique are able to hear sounds in words, divide words and show an understanding of letter-sound correspondence. Elkonin Boxes" are easy to create by simply drawing squares on a flat surface or a piece of paper. The use of the templates with manipulative to represent each sound makes the task both multisensory and concrete. Words with consonant-vowel-consonant patterns can be stretched out to make it easier for the beginner. However, the technique equally works well with more advanced readers. This segment discusses three primary types of research conducted to determine the effectiveness of this technique in
Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
I. The Multiple Oppositions approach is an approach that concurrently contrasts multiple target sounds to a comparison sound. Often there is a phoneme collapse, with many sounds being represented by one sound. The phoneme /d/ may replace /t/, /k/, and/or /g/. Any word containing replacement sounds is treated as a homophone. “For example, for a child who collapses voiceless obstruents to /t/ word-initially, the multiple opposition treatment set might include /t/~/k, s, tʃ/ and result in contrastive training words such as tip versus Kip, sip, and chip” (Williams, 2000, p. 290). The Multiple Opposition approach focuses on the child’s sound system as a whole, rather than placing emphasis on one or two phonemes.
The proper use of pronunciation is what helps a message be understood easily by other fluent English speakers. Often times, an ELL student can struggle with forming a word correctly and may cause a word to be pronounced as a different, but similarly sounding word. One example of how the pronunciation of a word can cause a message to be unclear a Spanish speaker pronouncing “kitchen” as “chicken”. These two words are very close in sound, but each word has a completely different meaning. A mother that asks a child to “please clean the kitchen” greatly differs from the mispronounced word that has changed the sentence to “please clean the chicken”. There are many speech therapy courses that are offered in schools that will improve a child’s ability to speak productively. In the oral language speech by ELL student Tania, the Spanish student faces challenges while pronouncing “stories about magic, vampires “. These impediments can be worked on and improved over time. The grading scale of pronunciation on a rubric can range from insufficient in the result of being virtually unintelligent; to excellent, being that it pleasantly uses intonation and pronunciation as accurately as a native speaker
The article begins by defining phonemic awareness and gives examples which gave me a better grasp of the topic. Phonemic awareness gives a person the ability to hear the difference between sounds in words even when they sound similar such as the words “sat” and “sit”. Phonemic awareness is a division of the larg...
Establishment consisted of teaching the children correct placement of articulators to produce the targeted speech sound across all word positions. The randomized-variable practice began once the child could produce the sound 80% of the time in certain syllables. It usually took children 1-5 sessions to complete the establishment phase. Random teaching tasks such as imitated single syllables, imitated single words, nonimitated single words, imitated two-to-four word phrases, nonimitated two-to-four word phrases, imitated sentences, nonimitated sentences, and storytelling or conversations were selected in the second phase. Participants remained in this phase until they obtained 80% mastery across two
As a future high school special education teacher I will not be working on phonemic and phonological awareness with early elementary readers. However, I will be working with students who are still learning these skills at the high school level. As an educator, I need to have a thorough understanding of phonological and phonemic awareness in order to implement creative ways to assist my students in learning and strengthening these skills within my classroom. In a perfect world I would not need to work on these strategies at the high school level, however, everyone learns at their own pace and I intent create a “linguistically rich environments in which written and spoken language are used to learn, communicate, to express ideas, to understand
There are several dialects found within the United States and these dialects are heard in classrooms throughout the country. It is important for acceptance of different dialects to be taught within these classrooms. While it is important to teach with the Standard English dialect, the dialects and language skills that a student possesses when they enter the classroom should not be ignored. Instead, they should be embraced and used to teach about different cultures that are within the classroom and the community. Not only is it important to teach the acceptance of the multitude of dialects, but it is also critical to help students understand why there are different dialects and that we can learn from the different people they come from.
This assessment is designed to assess the student’s ability to complete the following phonemic tasks: syllabicating words, distinguishing initial sounds, distinguishing rime and rhyme, distinguishing
Sterne, A and Goswami, UC (2000) 'Phonological awareness of syllables, onset-rime units and phonemes in deaf children' in Journal of Child Psychology & Psychiatry & Allied Disciplines, vol. 41, no. 5, July 2000, pp. 609-626.
In the partial alphabetic phase individuals pay attention to different letters in a word in order to attempt its pronunciation, usually the first and final letters of a word are focused on, Ehri referred to this as ‘phonetic cue reading’. This is a skill which along with others which shows phonological awareness.
According to Bursuck & Damer (2011) phonemes are “the smallest individual sounds in words spoken.” Phonemic awareness is the “ability to hear the phonemes and manipulate the sounds” (p. 41). Phonemic awareness is essential because without the ability students are not able to manipulate the sounds. According to the National Institute for Literacy (2007), “students with poor phonics skills prevent themselves from reading grade-level text and are unable to build their vocabulary” (p.5) Agreeing with the importance of phonemic awareness, Shapiro and Solity attempted to use whole class instruction to improve students’ phonological awareness. The intervention showed that whole class instruction assisted not only the students with poor phonemic awareness, but also on-level developing readers.
constraints on the ordering of segments within and between the words of a language” (Mattys & Jusczyk, 1999). People know what order sounds can come in and use this to help them segment speech. Using phonotactics, an English listener, for instance, would recognize that “the sequence, [br], is generally located at the beginning of a word, whereas the sequence, [nt], is typical...
Prior to the Norman Invasion of England, the language of England was West Saxon. Later, after the Norman Conquest; French became the National language of England. However, Latin was the language still used in official correspondence and documentation in both English and French territories, because of its prestigious status. By 14th and 15th century; there was a rise in the use of English in all context and; as English successfully challenged French and Latin for primacy in England, there commenced to be seen the necessity of a more standardized and unified form of the language (Thomas, 2010). We often associate specific items or events with standardization, for example translations of the Bible into English, Caxton’s printing press in England, Chancery English in government documents, Establishment of BBC, and Dr Johnsons’s dictionary of English,
These skills are an important core separating normal and disabled readers. According to Hill (2006, p.134), phonemic awareness is a skill that focus’ on the small units of sound that affect meaning in words. For example, the following phoneme has three syllables, /c/, /a/ and /n/. These letters make three different small units of sound that can impact the meaning of words. Seely Flint, Kitson and Lowe (2014, p. 191), note that even the Australian Curriculum recognises the importance of phonemic awareness in the Foundation year, due to the ‘sound and knowledge’ sub-strand. This sub strand recognises syllables, rhymes and sound (phonemes) in spoken language. Rich discussions about topics of interest to children as well as putting attention to the sounds of language can help encourage phonemic awareness as well as improve students vocabulary and comprehension development. It is important to make awareness of phonemes engaging and interesting in preschool and in the early years so children can learn these skills early and become successful