Speaker
Abstract section 1: Relevance
To bridge the gap between L2 English and some L1 languages, – syllable timed languages – educators focused on Stress-Timed teachings for pronunciation and oral communication (Prator, 1951); however, rhythm and prosody have been overlooked despite its practical role in oral communication such as stress/accents emphasizing core focus points of information (Dickerson, 2019). Neglect of natural rhythm can result in communication breakdown such as misinterpretation and delays in native speakers cognitive processing (Fries, 1943; Dickerson, 2016). Teaching pronunciation via the Two-Peak Profile (Dickerson, 2019) enables students to focus on the core message of spontaneous communication (Wells, 2006; Pickering, 2018).
Abstract section 4: Outcomes/results
Participants will learn of the general history of oral communication teaching and will realise the importance and functionality of rhythm and prosody in spontaneous oral communication. By the end of the session, members will have practiced and been given the tools to successfully and easily implement explicit pronunciation instructions in their own classrooms.
Abstract section 3: Content/method
I will demonstrate the insufficiencies of Stress-Timed teaching in spontaneous communication by giving a general overview of its history and effects on students. I contrast it with the Two-Peak Profile and how it is effective as shown through the results of my own experimental teaching. The methods I implemented are self-developed and revolve around explicit pronunciation teaching involving gestures and marking, all of which will be demonstrated to and together with the participants.
Abstract section 5: References
- Dickerson, W. B. (2016). A practitioner’s guide to English rhythm: A return to confidence. In J. Levis, H. Le, I. Lucic, E. Simpson, & S. Vo (Eds). Proceedings of the 7th Pronunciation in Second Language Learning and Teaching Conference, ISSN 2380-9566, Dallas, TX, October 2015 (pp. 39-50). Ames, IA: Iowa State University
- Dickerson, W. (2019). The ripples of rhythm: Implications for ESL instruction. In J. Levis, C. Nagle, & E. Todey (Eds.), Proceedings of the 10th Pronunciation in Second Language Learning and Teaching conference, ISSN 2380-9566, Iowa State University, September 2018 (pp. 36-54). Ames, IA: Iowa State University.
- Erickson, D. (2013). Speech rhythm in English and applications to second language teaching. Acoustical Science and Technology, 34(3), 153-158
- Fries, C. (1945). Teaching & learning English as a foreign language. Ann Arbor: University of Michigan Press
- Prator, C., Jr. (1951). Manual of American English pronunciation for adult foreign students. Los Angeles: University of California Press
- Wells, J. (2006). English intonation: An introduction. Cambridge: Cambridge University Press.
Abstract section 2: Contribution/research questions
To illustrate the history and recent landscape of pronunciation and oral teachings, followed up by demonstrations of how to implement visually explicit ways of teaching pronunciation and rhythm in the classroom which will enhance students’ ability to produce output more naturally.
| Title | Implementing Explicit Pronunciation Instructions in Class |
|---|---|
| Teaching Context | General |