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Pronunciation Tutor Project

Pronunciation Tutor Project. English Pronunciation Final Report TaeEun Kim 1342768 June 14, 2014 Sookmyung TESOL MA. Table of contents. 1. Introduction 9. Achievement test ----------------------p.70

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Pronunciation Tutor Project

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  1. Pronunciation Tutor Project English Pronunciation Final Report TaeEun Kim 1342768 June 14, 2014 Sookmyung TESOL MA

  2. Table of contents 1. Introduction 9. Achievement test ----------------------p.70 1.1 overview --------------------------p.1 9.1 Controlled reading aloud ------------p.71 1.2 time line of the tutor project ----p.2 9.2 Reading aloud -------------------------p.72 9.3 CF description ------------------------p.73 2. Participant profiles 9.4 picture description --------------------p.74 2.1 tutor --------------------------------p.3 2.2 tutee A (Jisun Kim) --------------p.4 10. Analysis of achievement test 2.3 tutee B (NaHyeonCheon) ------p.7 10.1 tutee A -------------------------------p.75 10.2 tutee B -------------------------------p.79 3. Needs Analysis 3.1 tutee A -----------------------------p.10 11. Post survey ----------------------------p.83 3.2 tutee B -----------------------------p.12 12. Conclusion ----------------------------p.85 4. Diagnostic test --------------------p.14 4.1 reading aloud ---------------------p.15 4.2 picture description ---------------p.17 4.3 evaluation rubric -----------------p.18 5. Analysis of diagnostic results 5.1 tutee A -----------------------------p.20 5.2 tutee B -----------------------------p.25 6. Goals and objectives ------------p.30 7. The action plan --------------------p.32 8. Lesson plan 8.1 session 1 ----------------------------p.35 8. 2 session 2 ---------------------------p.41 8.3 session 3 ----------------------------p.46 8.4 session 4 ----------------------------p.53 8.5 session 5 ----------------------------p.63

  3. 1. Introduction 1.1 overview This tutor project provided 2 tutees, who are university students, with pronunciation tutoring for five weeks. To be specific, in order to find their needs as well as weak points in pronunciation, which need to be improved, there was a diagnostic test at the beginning part of this project. Moreover, during five sessions of the tutoring, there were various exercises, including controlled as well as communicative activities, to help them develop their weak parts. Based on the result of the diagnostic test and the tutees’ needs, this project’s objectives were set as reduced vowel and linking (consonant-vowel linking & assimilation sounds /ʈʃ/ as well as /dʒ/). There are several supports that can show importance of the project. For instance, Levis (2005) asserted that pronunciation instruction is needed not only for promoting intelligibility but also for preventing communication breakdown. Furthermore, compared to the past, current teaching pronunciation concentrates on individuals’ learning process, according to Morley (1991), so that this tutoring, concentrating on the two tutees’ weak points in pronunciation, can have value. In addition, there is a notion that there needs to be balance between fluency and accuracy in pronunciation instruction (Jones, 1997) so that the project handled with practical practices in line with that. Besides, Celce-Murcia et al (2010) maintained importance of teaching standard English while Walker (2010) argued need to think of variety of pronunciation. For the reason, this project tried to consider both of them as well. Why is this tutor project important? 1

  4. 1. Introduction 1.2 Timeline of the tutor project 2

  5. 2. Participant profiles 2.1 Tutor ▪ Name: TaeEun Kim ▪ Age: 28 ▪ Gender: Female ▪ Grade: Second semester ▪ School: Sookmyung TESOL graduate school ▪ Major: TESOL ▪ First language: Korean ▪ Other languages spoken: English ►Language experiences : I have learned English for more than 15 years. Most of the English classes that I experienced was to get high scores in English tests, such as Korean SAT, TOEIC, and TOEFL. Besides, in particular, pronunciation instruction was not that direct, such as learning pronunciation through shadowing in listening class. Meanwhile, even in vocabulary lessons or practical English classes, feedback that I got about pronunciation was not that much. ► Frequency of use of English in daily life : In my graduate school, I use English for participation or discussion. For my previous work as an English phone call teacher, I used to speak in English from Monday to Friday to have conversation or listening classes with my students. Furthermore, English discussion study group, which I have been attending for more than 3 years, also gives me chances to use English every weekend. ► Teaching philosophy : I have experienced several benefits of learning as well as practicing English in communicative ways, such as English discussion with other Koreans, chatting about some topics in English with foreigners, or having an English phone class with a foreign teacher. Based on this personal experiences, I believe that collaborative or communicative study style can be more effective than lecture style classes, in which students have mostly passive roles. 3

  6. 2. Participant profiles 2.2 Tutee A ▪ Name: JisunKim ▪ Age: 22 ▪ Gender: Female ▪ Grade: Third grade ▪ School: Sookmyung women’s university ▪ Major: TESL ▪ First language: Korean ▪ Other languages spoken: English and Japanese English proficiency level: Intermediate Mid Jisun’sspeaking skills fit to description of intermediate mid people’s speaking in ACTFL(1999). Intermediate mid people may contain pauses, reformulations and self-corrections as they search for adequate vocabulary and appropriate language forms to express themselves. Because of inaccuracies in their vocabulary and/or pronunciation and/or grammar and/or syntax, misunderstandings can occur, but Intermediate-Mid speakers are generally understood by sympathetic interlocutors accustomed to dealing with non-natives. Following information was gathered from background survey as well as free talk about that. ► Language experiences She had received an education in New Zealand for 2 years when she was a middle school student. Aside from that, English classes that she experienced for more than 10 years were mostly for Korean SAT and university lectures. In particular, there was only little pronunciation instruction that she received, such as shadowing. However, she learned about phonetics & phonology at her university. Meanwhile, she is tutoring English for elementary as well as middle school students. 4

  7. 2. Participant profiles 2.2 Tutee A ▪ Name: JisunKim ▪ Age: 22 ▪ Gender: Female ▪ Grade: Third grade ▪ School: Sookmyung women’s university ▪ Major: TESL ▪ First language: Korean ▪ Other languages spoken: English and Japanese Following information was gathered from background survey as well as free talk about that. ► Frequency of use of English in daily life : In her university, she uses English often since her major is TESL, teaching English as a second language. In order to do her homework, she use English as well. ► Confidence in pronunciation 5

  8. 2. Participant profiles 2.2 Tutee A ▪ Name: JisunKim ▪ Age: 22 ▪ Gender: Female ▪ Grade: Third grade ▪ School: Sookmyung women’s university ▪ Major: TESL ▪ First language: Korean ▪ Other languages spoken: English and Japanese Following information was gathered from background survey as well as free talk about that. ► Confidence in pronunciation : She expressed less confidence in her speaking as well as her own pronunciation than other language skills, listening and reading. According to her background survey, she hesitates sometimes during speaking in English to think of vocabularies or grammar. Besides, she marked three on a scale from 1 to 5, which is to show confidence in pronunciation. 6

  9. 2. Participant profiles 2.3 Tutee B ▪ Name: NahyeonCheon ▪ Age: 22 ▪ Gender: Female ▪ Grade: Third grade ▪ School: Sookmyung women’s university ▪ Major: TESL ▪ First language: Korean ▪ Other languages spoken: English and Spanish English proficiency level: Intermediate Mid NaHyeon’s speaking skills fit to description of intermediate high people’s speaking in ACTFL(1999). Intermediate-High speakers are able to converse with ease and confidence when dealing with most routine tasks and social situations of the Intermediate level. They are able to handle successfully many uncomplicated tasks and social situations requiring an exchange of basic information related to work, school, recreation, particular interests and areas of competence, though hesitation and errors may be evident. However, their performance of these Advanced-level tasks will exhibit one or more features of breakdown. Following information was gathered from background survey as well as free talk about that. ► Language experiences 7

  10. 2. Participant profiles 2.3 Tutee B ▪ Name: NahyeonCheon ▪ Age: 22 ▪ Gender: Female ▪ Grade: Third grade ▪ School: Sookmyung women’s university ▪ Major: TESL ▪ First language: Korean ▪ Other languages spoken: English and Spanish Following information was gathered from background survey as well as free talk about that. ► Language experiences : She has learned English from her father, who has worked as a high school English teacher and continuously encouraged her to use English. Furthermore, she also experienced TOEIC, TOEFL, and English interview classes. However, there was little pronunciation instruction that she received, such as shadowing and phonics. Meanwhile, she is tutoring English for middle school students. ► Frequency of use of English in daily life : In her university, she uses English often since her major is TESL, teaching English as a second language. According to her survey, she also use English with her friends during her going to school or coming back to her house. 8

  11. 2. Participant profiles 2.3 Tutee B ▪ Name: NahyeonCheon ▪ Age: 22 ▪ Gender: Female ▪ Grade: Third grade ▪ School: Sookmyung women’s university ▪ Major: TESL ▪ First language: Korean ▪ Other languages spoken: English and Spanish Following information was gathered from background survey as well as free talk about that. ► Confidence in pronunciation : She marked five on a scale from 1 to 5, which shows her confidence in pronunciation. Besides, compared to reading and writing skills, she is quite familiar with listening and speaking a lot since two skills are the things that she has practiced often. 9

  12. 3. Needs analysis Second language pronunciation assessment handout packet. (Gerhiser & Wrenn, 2007, March 3). 3.1 Tutee A (Jisun Kim) Gerhiser, a., & Wrenn, d. (2007, March 3). second language pronunciation assessment handout packet. . Retrieved , from http://teachingpronunciation.pbworks.com/f/Pronunciation+assessment+packet+.pdf 10

  13. 3. Needs analysis 3.1 Tutee A (Jisun Kim) 11

  14. 3. Needs analysis 3.2 Tutee B (NaNyeonCheon) 12

  15. 3. Needs analysis 3.2 Tutee B (NaNyeonCheon) 13

  16. 4. Diagnostic test • Diagnostic test is designed to check tutees’ pronunciation in • segmental as well as suprasegmental level. The test process was • recorded by a laptop’s webcam, which can capture their sounds • as well as mouth movements. Meanwhile, tutor and the tutees • had small talk as well during drinking some tea and eating • some food before the test to make the mood more comfortable. Why? * Reading aloud * Free talk about the text topics * Picture description The reason for choice of the test style that controlled activities, such as reading aloud, are not enough to check participants’ general speaking skills. According to, Celce-Murcia et al (2010) argued the effectiveness of communicative tasks. For the reason, more communicative task style, such as free talk as well as picture description, was selected. 14

  17. 4. Diagnostic test 4.1 Reading aloud Following reading materials were chosen since those include several segmental as well as suprasegmental points, which can be appropriate to check the tutees’ general pronunciation skills. • Tutees read aloud text 1 • Text 1 • Beyond language: International communication for English as a second language. (Levine & • Adelman, 1982) • Have you observed the ways people from different cultures use silence? Have you noticed that • some people interrupt conversations more than other people? All cultures do not have the same • rules governing these areas of communication. Many Americans interpret silence in • conversations to mean disapproval, disagreement, or unsuccessful communication. They often • try to fill silence by saying something even if they have nothing to say! On the other hand, • Americans don’t appreciate a person who dominates a conversation. Knowing when to take • turns in a conversation in another language can sometimes cause difficulty. Should you wait • until someone has finished a sentence before contributing to a discussion, or can you break into • the middle of someone’s sentence? Interrupting someone who is speaking is considered rude in • the United States. Even children are taught explicitly not to interrupt. 15

  18. 4. Diagnostic test 4.1 Reading aloud Following reading materials were chosen since those include several segmental as well as suprasegmental points, which can be appropriate to check the tutees’ general pronunciation skills. • Tutees read aloud text 2 or text 3. • Text 2 • Second language pronunciation assessment handout packet (Amy & Diana, 2007). • Pepper Pinton, like other American soccer advocates, points out that things are looking up. • Soccer is already the fastest growing sport in the United States, and some experts predict it • could rival American football, basketball, and baseball in…maybe…25 years? In the meantime, • soccer fans in this nation of immigrants don’t need to feel too disappointed by the U.S. team’s • loss in the 2006 World Cup. They can vent their passions as expatriates, cheering on virtually • every other World Cup team still playing in Germany this year! • Text 3 • Diagnostic exercises (n.d.) • The standard flip chart (model 850034) is a white, plastic coated board with a grey metal frame. • The paper pad is held firmly in place with two magnetic knobs and can be adjusted to • accommodate various commercial sizes. This model comes complete with a carrying handle, • easel, and a removable aluminum pen tray. What a pleasant alternative to the spiral-bound • dinosaurs of the past! Suggested retail price: $27.69. 16

  19. 4. Diagnostic test • 4.2 Picture description • Following pictures were chosen since those contains several issues with which the tutees can speak in English. • Tutees describe two pictures. • Picture 1 • Communicative grammar practice (Jones, 1992) • Picture 2 • Perezhilton.com (2013, July 29) 17

  20. 4. Diagnostic test 4.3 Evaluation Rubric Following evaluation charts were chosen since those are designed to check not only segmental but also suprasegmental parts in pronunciation. Rubric 1. General assessment of Speech Rubric 2. Detailed assessment of pronunciation 18

  21. 4. Diagnostic test 4.3 Evaluation Rubric Following evaluation charts were chosen since those are designed to check not only segmental but also suprasegmental parts in pronunciation. Rubric 3. Segmentals 19

  22. 5. Analysis of the diagnostic results • 5.1 Tutee A (Jisun Kim) • Table 1. General assessment of speech • She expressed her opinion logically and the sentences were clear to • understand. Her fluency was intermediate level since she seemed to be • quite familiar with saying something freely as well as continuously. On • the other hand, her speed was sometimes not that fast because of several • pauses during which she thought of some vocabularies or grammar that • she wanted to use. Her voice quality occasionally sounded like L1 but not • that often. For example, in particular, when she said some adverbs and • conjunctions, such as also and however, her intonation pattern sounded • different, making stressed letters’ intonation lower, from natives’. 20

  23. 5. Analysis of the diagnostic results 5.1 Tutee A (Jisun Kim) Table 2. Detailed assessment of pronunciation Her rhythm as well as prominence was quite good to express her emotion and opinions. Besides, her stress was pretty clear and strong. However, when it comes to thought group division, there were several frequent pauses during conversation as well as picture description. Furthermore, her linking was relatively weak as well. To be specific, in particular, there was not that strong respect for intervocalic consonant sharing in VC + V sequences as well as resyllabification in CC + V sequences, such as ‘tha n other’, ‘area s of’, ‘pa d is’, and ‘knob/s and’. 21

  24. 5. Analysis of the diagnostic results • 5.1 Tutee A (Jisun Kim) • Table 3. Segmentals • There were only slight mistakes on segmentals. For instance, there were • some mistakes on consonants clusters as well as /r/ and /l/ laterals. • However, more frequent mistakes occurred when it comes to vowels. To • be specific, she made mistakes on unstressed vowels, such as /I/, /u/, and • /ə/. Besides, she sometimes did not use reduced form of vowels, such as • /o/, as well. 22

  25. 5. Analysis of the diagnostic results • 5.1 Tutee A (Jisun Kim) • Table 4. Reduced Vowel (Reading aloud & Free talk) • Red parts are mispronounced by her. • Jisun showed 29.4 % (15/51) of accuracy in pronouncing reduced vowels. • To be specific, she had difficulty in pronouncing reduced vowels in multi- • syllable words with appropriate stress. Besides, mispronounced short • words were made because of her flat intonation, making all letters • pronounced equally. Function words, especially on, in, and of, were not • that reduced well in sentence level. 23

  26. 5. Analysis of the diagnostic results • 5.1 Tutee A (Jisun Kim) • Table 5. Consonant-Vowel linking (Reading aloud & Free talk) • Red parts are mispronounced by her. • Jisun showed 58.5 % (24/41) of accuracy in pronouncing consonant- • vowel linking.For instance, she paused often so that most of linking • problems were resulted from that situation. The reasons for her frequent • pausing seemed to be caused by being afraid of mispronouncing words in • reading aloud or thinking of grammar or vocabs in free talk. Her mistakes • occurred in VC+C as well as CC+V pattern. 24

  27. 5. Analysis of the diagnostic results • 5.2 Tutee B (NaHyeonCheon) • Table 6. General assessment of speech • She seemed to be quite familiar with expressing her opinions as well as • English discussion. Her fluency was intermediate high level since she • continuously as well as freely talked a lot in natural mood. Furthermore, • her speaking speed was also fast. Even though there were some pauses , • during which she thought of some vocabularies or grammar that she • wanted to use, her clarity was intelligible. On the other hand, her voice • quality occasionally sounded like L1 but not that often. In particular, • when it comes to some content words, such as productive, she stressed all • letters of the words like Korean. 25

  28. 5. Analysis of the diagnostic results 5.2 Tutee B (NaHyeonCheon) Table 7. Detailed assessment of pronunciation When she did reading aloud test, her thought group division sounded proper. Even for free talk, her pause did not happen too frequently so that conversation flow was smooth. Moreover, her rhythm as well as prominence was quite good to express her emotion and opinions as well. Besides, her stress was clear and strong. However, when it comes to tone choice, there were some points having L1 intonation but it did not occur that much. In addition, her linking was relatively weak as well. To be specific, in particular, there was not that strong respect for resyllabificationin CC + V sequences, such as ‘knob/s and’. In addition her voice one was a little bit higher, which sounds like Korean sometimes. 26

  29. 5. Analysis of the diagnostic results • 5.2 Tutee B (NaHyeonCheon) • Table 8. Segmentals • There were only small mistakes on consonants. For example, when it • comes to the words, ‘they’ and ‘these’, her pronunciation got toward not • /ð/ but /d/ occasionally. Besides, the rest of the mistakes on fricatives, • affricates, as well as consonants clusters also occurred not frequently. • However, relatively, there were several mistakes on vowel reduction, • especially when it comes to /I/ and /ə/ sounds. 27

  30. 5. Analysis of the diagnostic results • 5.2 Tutee B (NaHyeonCheon) • Table 9. Reduced Vowel (Reading aloud & Free talk) • Red parts are mispronounced by her. • NaHyeon showed 38% (16/42) of accuracy in pronouncing reduced • vowels. To be specific, she had difficulty in pronouncing reduced /I/ • sounds and function word ‘to’. Her speaking speed was fast but because • of that, her intonation or sentence stress pattern was flat sometimes. That • made her created several mistakes in reduced vowel as well. In other • words, sometimes she pronounced each letters of the words too precisely. 28

  31. 5. Analysis of the diagnostic results • 5.2 Tutee B (NaHyeonCheon) • Table 10. Consonant-Vowel linking (Reading aloud & Free talk) • Red parts are mispronounced by her. • NaHyeon showed 60.9 % (25/41) of accuracy in pronouncing consonant- • vowel linking.For example, her fluent speaking skill made her follow • most of linking naturally. The reasons for her mistakes in consonant- • vowel linking might be affected by moments during which she thought of • following statements. Her mistake pattern was also VC+C and CC+V • pattern. 29

  32. 6. Goals and objectives • The ultimate goal of this pronunciation tutor project is to help tutees develop or • improve their weak points in pronunciation and have more successful • conversation in English. For the purpose, there were three types of diagnostic • tests, reading aloud, picture description, and free talk to know their needed skills. • Based on the results, two specific objectives were set for the tutees like below. • At the end of this project’s sessions, after five weeks, tutees would be • expected to • 1) produce reduced vowels, especially reduced function words as well • as unstressed vowels in multisyllabic words, in a right way. • 2) properly pronounce linking, in particular, intervocalic consonant • sharing in VC + V sequences and resyllabification in CC + V • sequences. • 3) produce specific assimilation sounds, /t/+/y/=/ʈʃ/ and /d/+/y/=/dʒ/, in • sentence level. 30

  33. 6. Goals and objectives • * Assimilation sounds; /ʈʃ/ and /dʒ/ are added even though those were not • observed in diagnostic test. The reason is that Jisun expressed her interest in • two sounds and it can be related to already set goal, linking, in sentence level. • In order to make process of learning the sounds more meaningful, those would be handed in sentence level. • * Nahyun did not mention any specific interest in pronunciation but those two • objectives can help her improve her weak points in pronunciation according to • analysis of the diagnostic test results. • * Jisun told me that she is interested in difference between lax and tense vowels • however this tutor project would not cover that since it cannot be measured • well and it will be hard to get some development for 5 weeks. 31

  34. 7. The action plan • Tutees and a tutor would meet once a week for 1 hour. Each class would have • warm-up and main activity from controlled to more communicative one. • According to the subjects’ objectives, the contents of each lessons would mainly • consider two weak points, linking and reduced vowels. Over all, in order to help • tutees develop their weak points, the class would be student-centered, having • more student talk, as well as task-based. 32

  35. 7. The action plan 33

  36. 7. The action plan 34

  37. 8. Lesson plan 8.1 Session 1 Objectives: Subjects would be able to distinguish stressed vowel sounds & unstressed vowel sounds, /I/ or /ə/. Reference: Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course book and reference guide. (2nd ed.). New York: Cambridge University Press. 35

  38. 8. Lesson plan 8.1 Session 1 Objectives: Subjects would be able to distinguish stressed vowel sounds & unstressed vowel sounds, /I/ or /ə/. 36

  39. 8. Lesson plan 8.1 Session 1 Objectives: Subjects would be able to distinguish stressed vowel sounds & unstressed vowel sounds, /I/ or /ə/. 37

  40. 8. Lesson plan 8.1 Session 1 Objectives: Subjects would be able to distinguish stressed vowel sounds & unstressed vowel sounds, /I/ or /ə/. 38

  41. 8. Lesson plan 8.1 Session 1 Objectives: Subjects would be able to distinguish stressed vowel sounds & unstressed vowel sounds, /I/ or /ə/. Reference: Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course book and reference guide. (2nd ed.). New York: Cambridge University Press. 39

  42. 8. Lesson plan 8.1 Session 1 Objectives: Subjects would be able to distinguish stressed vowel sounds & unstressed vowel sounds, /I/ or /ə/. Reflection For session 1, it was interesting to introduce reduced vowel sounds to the tutees. Both of the tutees showed interest in reduced vowel since they want to develop native like pronunciation. On the other hand, there was only controlled practice so that the mood was not that active. Besides, using the vowel chart seemed to be effective but they said that they are not sure whether they put their tongue in right place to produce the reduced vowel sounds. So for the next session, it would be better to have more communicative exercises as well as easier examples. 40

  43. 8. Lesson plan • 8.2 Session 2 • Objectives: Subjects would be able to produce reduced vowel sounds. They can notice as well as produce consonant-vowel linking sounds. 41

  44. 8. Lesson plan • 8.2 Session 2 • Objectives: Subjects would be able to produce reduced vowel sounds. They can notice as well as produce consonant-vowel linking sounds. 42

  45. 8. Lesson plan • 8.2 Session 2 • Objectives: Subjects would be able to produce reduced vowel sounds. They can notice as well as produce consonant-vowel linking sounds. 43

  46. 8. Lesson plan • 8.2 Session 2 • Objectives: Subjects would be able to produce reduced vowel sounds. They can notice as well as produce consonant-vowel linking sounds. 44

  47. 8. Lesson plan • 8.2 Session 2 • Objectives: Subjects would be able to produce reduced vowel sounds. They can notice as well as produce consonant-vowel linking sounds. Reflection For session 2, there were more communicative activities compared to the last session. For the reason, both of the tutees were more active to produce the sounds. In particular, they loved the drama activity however the speed of the original clip was so fast. For the reason, sometimes, they felt difficulty. However, they enjoyed expressing their emotions during conducting the task. When it comes to madgab game, they had struggles to find the answer but it made them to feel the imp 45

  48. 8. Lesson plan • 8.3 Session 3 • Objectives: Subjects would be able to produce reduced vowel sounds as well as consonant-vowel linking. 46

  49. 8. Lesson plan • 8.3 Session 3 • Objectives: Subjects would be able to produce reduced vowel sounds as well as consonant-vowel linking. 47

  50. 8. Lesson plan • 8.3 Session 3 • Objectives: Subjects would be able to produce reduced vowel sounds as well as consonant-vowel linking. Reference: http://www.imdb.com/character/ch0007142/?ref_=tt_cl_t1 48

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