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Post by Lotus Eater on Dec 3, 2005 18:21:56 GMT 7
I have my students talking as often as possible in class - these are 2nd year English majors - and while they talk I take notes of the words they mispronounce, and every couple of weeks I have what a call a "technical" class where the whole class repeats after me the list of words until they can say them. This way no one student is singled out and made to lose face, I don't interrupt the flow of their speaking and I don't discourage any attempts at words.
After a couple of weeks I can run almost an entire class on it, using the words they have already mispronounced so I KNOW they can't say them and we don't waste time on words they can say. Any extra time we spend on things like minimal pairs or other 'techie' things.
During each class as I go around, when individual students are talking to me or in small groups I correct their pronunciation.
EVERY class we spend 5 minutes on 'th' and urually!
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Post by Stil on Dec 4, 2005 8:05:42 GMT 7
How do you do it,  please give me an example and I will start with my Uni kids. Some are good but others really need help. Thanx  With the individual sounds I stress mouth shape. The positioning of their lips, and tongue. I might say 'think' and 'sink' without sound and have them guess which word I'm saying and then try it with each other and then for the class. Same with very, and weary etc. I try and point out that they can't always rely on their hearing especially for the 'th' sounds as they don't exist in Chinese. Might even give them examples of how that effects me with 'q" and 'ch' or 'x' and 'sh' in pinyin. Once they acknowledged that mouth positioning is important, they make rapid progress. With adding sounds to the end of words; I simply feign incomprehension. They may mispronunce my name and I'll answer, but if they add a sound to the end of it I'll ignore it. Quite a bit of this is just lazy habit. (I have no idea what 'goo da' means  ) I show them with syllables how what they are saying can be misinterpreted. For example if they say 'would' with 2 syllables, ie: wou de. I might think they are saying 'wouldn't' They cop on pretty quick if they can find concrete reasons for change , rather than just sounding better. I also do what Lotus does except I do it at the end of every class. I too, do not single out students with the (rare) exception of those that I know can take it (and even want it). With word stress I will use sentences like: 'I didn't say you stole my red hat.', stress a different word in the sentence and have the students discuss the way it changes the meaning slightly. Some things come up spontaneously in class and I'll address them then. My lesson plans (hahahaha) are outlines and are flexible. The same lesson plan with a different class can be quite different. Anytime students want to engage in conversation other than what was planned, that's what we do. I use a lot of humour in class. I start each new year strict and then loosen up. That way there are few discipline problems, but the classes are fun for them. There are many standard drills to use with them and I try to make them enjoyable. They know my class has no bearing on their graduation so I must make them want to participate. One thing to note is that I have complete support of the teachers and the students which makes doing anything much easier. BTW, make sure the students do not get confused with Pinyin pronunciation (which they learn first) as opposed to English pronunciation as I often do in reverse. example for them: i=ee. So saying 'eet' instead of 'it' Learning a little Chinese has helped me with their pronunciation because I can now understand WHY they might have a problem and even anticipate it and be ready to work on it. |
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Post by Lotus Eater on Dec 4, 2005 8:39:03 GMT 7
With this one I use - "Did you say he stole that DVD?". Gives 7 different questions and 7 different answers. After we go through it a couple of times I divide them into 3's. They have to take turns asking the question with the stress on whichever word they choose, one asks, one answers and the other checks to see if the question and answer match. Rotate. By the end of the session they are almost asking the question in 'normal' tones and many of them are hearing, asking and answering it correctly. They also like the question - they are happy to point to each other and say "no, I said HE stole the DVD" and they like it being a DVD - something they all have. After this they generally go on to make up their own dodgy questions - some of them almost get into 'truth or dare" games with it.  That makes it fun for me to listen to! |
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Ruth
SuperDuperMegaBarfly 
God's provisions are strategically placed along the path of your obedience.
Posts: 3,915
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Post by Ruth on Dec 4, 2005 9:04:35 GMT 7
It's a kind of cheese. Some people even think it tastes good.
Stil and Lotus, thanks for all the tips. I've got to do more pronunciation work in my high school classes. You've given me some good ideas.
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Post by Mr Nobody on Dec 4, 2005 9:56:04 GMT 7
I need as much stuff on this as possible.My classes will finish the text this week, and I am planning four weeks of this for each class. They need it far more than any stupid text.
I have a bunch of stuff, but will wait for Raoul's breif, but expect more from me on this.
I think this is the key to teaching english here. Check my comment re General Semantics on some thread or another.
I am getting them to do a speech each, then rewrite it with the view to making it understandable when spoken, then they will speak it, and I can correct the student speaking then get them all to practice the corrections. That way, the most common errors will be practiced most.
Best students first, though, so the worst students get more practice. They classes are willing but a little nervous.
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Post by Stil on Dec 4, 2005 10:44:53 GMT 7
One thing about speeches is to make sure THEY write them. It is very common to copy a speech from a book. They often view writing as the actual action rather than composing. It's good for pronunciation, intonation, rhythm etc. of course, but many of my students are very good at reading and reciting but can't have the simplest of conversations.
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Post by Mr Nobody on Dec 4, 2005 10:59:42 GMT 7
Yep, that was the first thing I said - I want to correct their English not someone else's, especially some clown who can't write or writes 'too well' - clever writers who can't write properly either. I said it again, then a few asked about it some more. I was clear on that, asked if they understood it, they said yes. I asked again at the end of class.
After class, some asked again, did I mean them to write it?
AARRRGGHHH!
The same for the other 5 classes.
AARRRGGHHH!
I know, they just wanted to be clear. Some are even writing them for their competitions now, since I explained about it. I am fixing it up. But they always want me to fix it the day before, when I don't have time. And their pronunciation - it will only take 3 minutes they say.
AARRGGHHHH!
It's a great job, isn't it?
Oh, stil, I think maybe I didn't explain why I am doing this. The main problem is that people don't practice and they don't practice because whenever they speak people can't understand them. They can write dialogues ok, and can largely understand what is going on. That isn't the issue here. If I can get them to pronounce things better, people will understand them better, they will then use it more etc. I am working at various parts of confidence also. It is having an effect. (as a kung fu teacher, teaching confidence is about 50% of what I have been teaching for over 20 years.)
It is a sticking point. Already they know more than they can use, so I don't view that as an issue in this way. In fact, knowing too much can be a hindrance to using it. But if they feel more confident, things will go easier for them until the next sticking point.
First, before they get too relaxed about pronunciation, they should learn how to say it properly, like we did when we learned. Which sounds differently from witch, remember, in Oxbridge. And impossible is very different from impassable, which sound the same in some American accents.
Or so my theory goes.
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Post by Stil on Dec 4, 2005 11:08:17 GMT 7
Hahahaha, I know what you mean. I got a call wednesday afternoon from a friend who is in another city. She is English teacher and was in a English competition at her school. She asked me to check her composition by email, then listen on the phone (my dime of course. GIRLS!) to her pronunciation and correct her. She had to give this speech in half an hour! She's a good friend and a lovely lady but I was never so glad to actually have a class in 5 minutes. Couldn't help her. i think she's annoyed with me.
Nobody has a good theory on how to help them.
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) I show them with syllables how what they are saying can be misinterpreted. For example if they say 'would' with 2 syllables, ie: wou de. I might think they are saying 'wouldn't' They cop on pretty quick if they can find concrete reasons for change , rather than just sounding better.
