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Teachers must know how to teach and assess pronunciation

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Included a reading with all the English phonemes to assess pronunciation of English sounds

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Learner's ability to sight-read negatively influenced assessment results.  This assessment could be very erroneous for low-level readers.

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Focused on Segmental Features Only

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Using communicative approach, assessments began assessing supersegmental features

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Stress

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Tone

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Intonation

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Rhythm

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Pauses

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Assessments developed to focus on Intelligibility

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Studies continue to show suprasegmental features prevail over segmental ones in intelligibility

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"Crucial for international intelligibility is nuclear stress, which is placed on the focal part of a thought group. On the basis of these and other research findings, non-native prosodic patterns seem to cause an extra processing load for hearers who need to replay parts of the discourse message. Because of this, 'prosodic errors appear to be a more potent force in the loss of intelligibility than phonetic errors' (Munro & Derwing, 1999, p. 286).   (I highlighted the above because prior to this class, I knew that prosodic errors caused loss of intelligibility, but I never though about prosodic errors as being correctable.  I thought this was just the way learners of English talked.)

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Learners’  production (talking) is related to their perception (hearing). Language learners are only able to say (produce) what they can hear (perceive). Every time I read about learners not being able to produce what they can't hear, I think of us all trying to pronounce the forms of the Vietnamese word "tu" in class.

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Learner's need help hearing new sounds and intonation patterns then assistance producing them

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Learners know that they mispronounce the new language. However, because they hear the L2 through their L1 filter, they do not know what is wrong or how to fix it. During our project, my English learner was grateful I could show her how to correct her errors.  She was so excited to correct errors she knew was wrong but for years, had not known how to correct.

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Use Classroom Based Diagnostic Assessments

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Use Classroom Based Diagnostic Assessments

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Learners tell story, answer interview questions, or introduce peers and read a short passage

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Instructors analyze recordings for segmental and suprasegmental features and assure learner all learners of English have similar struggles

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Learners self-assess by listening to recordings and are motivated to work on pronunciation difficulties

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Learners can use digital programs that have intonation contours.  I would like more information on free user-friendly digital programs for the classroom.

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Instructors interweave academic and pronunciation instruction. Using teachable moments and hand signals such as a hand on a cheek or throat.

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Learners's learn to record themselves with audio/video for self-assessment as well as use techniques such as jumping jacks and manipulatives

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Focused on speaking everyday language and writing focused on more formal academic language

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Research and instruction began focusing on speaking and writing EP

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Structure of EPA falls between face-to-face conversational prose and academic prose (Csomay, 2006).  In the regular classroom, EPA is not directly taught, yet students are expected to acquire it.  I think that EL students will have to be shown the differences and given additional opportunities to practice using EPA in speaking.

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At the college level, EPA often taught in Advanced courses in English programs.  I did not realize that there were specific courses for this in English programs.  However, I cannot imagine how a graduate candidate could hope to be successful without formalized instruction in EPA.  Do all universities with international students include these programs and courses?  I have visited GSCC's program, but I do not know if they offer a course at this level.

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EPA is needed for degree completion or duties of ITA's

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Non-native speakers who are international students are concerned about their ability to deal with academic speaking tasks.  I experience these same fears when speaking with EL parents during IEPs about IQ assessments and graduation requirements.

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Lack of Confidence

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Fear of not sounding intelligent

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Difficulty expressing complex concepts without resorting to simple vocabulary structures

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Slow rate of delivery (fluency

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Concern of inability to speak EAP on high-stakes oral proficiency testing

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I feel all of these instructional techniques are valid at the secondary level as well.

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Focus on Common Suffix Stress in Academic Words

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-ment, -able, -er,

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-ic, -ity, -ion

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Pronunciation Instruction
Public speaking is a difficult hurdle for graduate students and ITAs

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Practice mini-lectures and presentation with private feedback from the teacher

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Assign short recording tasks to compare pronunciation with dictionary

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Practice Speech Acts that occur frequently in academic speech.  The term "speech act" is new to me, but one I will seek to use.  In secondary classrooms, speech acts do not occur often enough, or EL students are excluded or allowed to sit quietly and listen.  Emphasizing the importance of speech acts for classrooms with L2 learners as well as their direct participation is a need for secondary teaching training.

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Including oral presentations, leading discussions, interacting in small groups, asking questions and participating in class

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Learns may have to be convinced of the importance of class participation in the host culture

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Distinct as no one's first language

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Intelligibility (increasing understandable aspects of speech) vs. Accent Reduction (focuses on reducing the degree of an accent).

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Narrowly defined as correctly transcribed words in an utterance or broadly defined as the degree of success in a verbal unit

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Implies that the speaker's pronunciation deviates from a prestige norm and implies a negative connotation. Every time I hear "Accent Reduction" I think of the silliness of the movie "My Fair Lady" which was more of a social experiment in which the learner was negatively perceived than truly trying to assist the learner in becoming more intelligible.  However, I feel the movie does display where teaching was years ago compared to today.

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Instruction focuses on the reduction or elimination of an accent

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Accent reduction services are offered in medical, business and educational models. Often the reduction industry makes unethical claims, are expensive and L2 learners do not end up sounding like native speakers.

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Focus on pronunciation precision has been replaced with communication competence. Near-native pronunciation (often unattainable goal) has been replaced with intelligibility (feasible goal)

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Early programs sought to improve pronunciation to native-speaker ideal (eradicating accent)

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There are many accepted varieties of English so English teachers should focus on intelligibility and not the accent of a particular native speaker

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Listeners' ratings can measure intelligibility but know that listeners are influenced by a wide variety of factors

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Research is suggestive, but not conclusive about segmentals or suprasegmentals being more influential to intelligibility

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For example, vowel reduction seems critical to intelligibility because the process affects rhythm. ( So, it seems segmental and suprasegmental features work together and are not mutually exclusive to intelligibility).

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Teaching Methods should focus on intelligibility on everyday communication needs. I have learned that it is imperative to assess what situations the older learner needs to communicate and focusing on those situations greatly improves motivation.

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Functional Load
-Determine which phonemic contrasts are most critical
-L1 specific challenges
-base on academic or professional activities

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Look for critical errors that lead to "teachable moments".   While giving instruction during our course project many of these teachable moments occurred.  Often, I would give a little instruction in the moment, but later instruction was influenced by the learner errors I observed that were not part of the original lesson.

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Use Audio/Visual technology for prosidic differences

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Systematic Assessments

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Empower learners to learn about their own challenges and self-monitor their own progress