<div> <font face="Arial, Helvetica, sans-serif">See the work of Virginia Kuhl at the U of Washington, who is a neuroscientist, as well as the work of Norman Segalowitz, and his colleagues Gatbonton and Trofimovich, who do studies on adult language acquisition for starters. This latter group, especially Gatbonton, have theories about the progression of acquisition of phonological information (i.e. sounds) in language acquisition. Gatbonton's framework shows that this acquisition is gradual and predictable and subject to exposure to native language speakers. These researchers do not comment on the brain's ability to process language sounds. <br>
<br>
I find one has to dig deep in the literature of neuroscience to find the information on how the brain processes language sounds as it matures, but Kuhl is recognized as one of the lead researchers on this process. It has been very frustrating to me that ESL as a field tends to ignore neuroscience and its information on how the brain learns language(s) as well as the information coming out of international reading research, which now also includes studies on the brain and how languages are differentiated in it. In addition, I feel that the whole field of multiple language acquisition is equally ignored. Acquiring a third or fourth language is a very different process from acquiring a second language. As near as I can tell, a very large percentage, maybe the majority, of our adult ESOL learners already speak two or more languages when they begin to learn English, so I feel we should be looking at the field of multiple language acquisition much more than at second language acquisition . <br>
<br>
Robin Lovrien Schwarz<br>
</font></div>
<div> <br>
</div>
<div> <br>
</div>
-----Original Message-----<br>
From: Sally Bishop <s.bishop@aggiemail.usu.edu><br>
To: The Adult English Language Learners Discussion List <englishlanguage@nifl.gov><br>
Sent: Fri, 2 May 2008 3:46 pm<br>
Subject: [EnglishLanguage 2301] Re: Minimal pairs<br>
<br>
<div id="AOLMsgPart_3_1391c4ad-3454-4e0e-b3be-0d68818f8ab7">
Do you have research you can site on this comment: "<font face="Arial, Helvetica, sans-serif">
Bear in mind, however, that neuroscience and many decades of SLA study
are clear on the fact that adults will not acquire very accurate
pronunciation of foreign sounds because the brain of an adult language
learner does not process unfamiliar sounds effectively and does not
translate them into speech gestures ( i.e. pronunciation) accurately
anymore. Thus accents."<br>
<br>
S Bishop<br>
</font><br>
<div class="gmail_quote">On Fri, May 2, 2008 at 1:46 PM, <<a href="mailto:robinschwarz1@aol.com">robinschwarz1@aol.com</a>> wrote:<br>
<blockquote class="gmail_quote" style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;">
<div> <font face="Arial, Helvetica, sans-serif">An even better book for minimal pairs is Pronunciation Contrasts in English ( Nilsen & Nilsen) available in both old and new editions at Amazon.com./textbooks. This book has ONLY minimal pairs of all contrasts in English and each page includes a) a list of languages for which that particular contrast is a problem, b) drawings of the mouth in both positions (actually side views) c) a set of minimal pair sentences with context d) a set of sentences with no context help (e.g. There is a bug/bag on the table.) and e) a complete list of all minimal pairs for that contrast. It is an invaluable teaching resource. Pronunciation Pairs is a good place to start if you are unfamiliar with the practice of minimal pairs, but it does not go far enough for review and mastery. Learners typically memorize the contrasting words in the pairsin that book in lightning time, but do not generalize that skill to o
ther pairs, in my experience. <br>
<br>
I teach minimal pairs for the purpose of phoneme isolation and manipulation (auditory perception) -- a by-product of that instruction is better pronunciation. I know there has been discussion here previously about the effectiveness of MPs out of context. I do both-- a lot of non-contextualized practice and a LOT of contextualized practice, and have always seen a clear improvement--and learners report clear improvement. Teachers I coach who use this say their learners BEG for this practice. When teachers use this, or I use this approach, I emphasize that it is NOT a vocabulary exercise, but rather an auditory discrimination practice and practice in associating specific sounds with specific spellings. Students often resist not knowing the meanings, but the minute you include meanings, the listening part goes away. Different brain pathways are in play. <br>
<br>
Bear in mind, however, that neuroscience and many decades of SLA study are clear on the fact that adults will not acquire very accurate pronunciation of foreign sounds because the brain of an adult language learner does not process unfamiliar sounds effectively and does not translate them into speech gestures ( i.e. pronunciation) accurately anymore. Thus accents. <br>
<br>
An interesting study on adult Japanese showed that adults COULD learn to say L vs r more accurately in a study environment, but could not generalize the new skill to informal conversation. Nonetheless, pronunciation experts ARE able to achieve improvement, if not perfection. There are LOTS of pronunciation aids out there- videos, software, etc--Rosetta Stone has a feature where learners can see a visigraph of what they say compared to a native model. Learners LOVE this and it apparently helps a LOT. I heard a terrific presenter at the ACE of Florida conference last fall who does adult ESL pronunciation improvement. She uses LOTS of minimal pair practice and she emphasized the fact that to achieve improvement, you must do 100% correction. That is, no error goes unnoticed and uncorrected. This is essentially what the study on Japanese did as well. Obviously, you must have your learners' buy-in to do that or they will cry in fr
ustr
ation. She does it as part of a pronunciation improvement course where learners are there precisely to have their speech corrected. <br>
<br>
Mirrors are GREAT, as are "whisperphones"--those devices which look like telephone receivers into which the learner speaks and can hear him or herself saying sounds. Adult learners typically cannot hear that they are not producing the sounds you want them to. <br>
<br>
Don't forget as well, that speech pathologists can help a LOT in showing learners how to place tongue and lips for more accurate pronunciation (as long as they do not characterize speech differences that are the result of first language differences as "speech impediments" or speech problems--these are normal speech differences.). I have urged for over 20 years that adult ESL should be working more closely with speech pathologists to help learners hear and pronounce better and to help determine if there really ARE pronunciation problems even in first language. <br>
<br>
Robin Lovrien Schwarz <br>
</font></div>
<div> <br>
</div>
<div> <br>
</div>
-----Original Message-----<br>
From: Ted Klein <<a href="mailto:taklein@austin.rr.com">taklein@austin.rr.com</a>><br>
To: The Adult English Language Learners Discussion List <<a href="mailto:englishlanguage@nifl.gov">englishlanguage@nifl.gov</a>><br>
Sent: Fri, 2 May 2008 9:47 am<br>
Subject: [EnglishLanguage 2295] Re: EnglishLanguage Digest, Vol 31,Issue 18<br>
<br>
<div>
<div>Emma,</div>
<div> </div>
<div>May I suggest that listening procedures in teaching vowel and
consonant contrasts may be more important than pushing students into immediate
repetition. A basic principle in phonological exercises of any kind is that
listening and <b>identification </b>of sounds is of primary importance
<b>before</b> attempting repetition. If a student can't discriminate
the differences between two sounds, early attempts to produce them cause the
students to hear their own voices and those of other class members nearby,
reinforcing existing problems. Identifying numerically seems to be the easiest
and quickest route. If students can't correctly hear the sounds, particularly
vowel sounds, they really can't make them. One of the problems with English is
that we have more vowel and diphthong sounds than most languages we deal with
and they are produced closer together. For example, Spanish has only one
high-front vowel sound, that of "piso" and it is between the English beat and
bit sounds. I also have found that if we teach minimal pair listening in single
words first, they should be followed by minimal sentences and then put into an
open environment for speaking practice. Here is a sample exercise for the
same sounds that you gave, in medial position. Notice that consonants after the
vowels are different, because of the fact that in English syllable length
changes according to the consonants that follow: beat (short) beef (half
long) bead (long) and bees (very long). Try it. Most students have the most
problems distinguishing the longer syllables. In Spanish, for example, all
syllables remain short. Initial priority should always be given to the ears.
</div>
<div> </div>
<div> </div>
<div>
<div style="margin: 0in 0in 0pt 0.5in; text-indent: 0.5in;"><b>MEDIAL
VOWEL EXERCISE-1 & 2</b>-Track 6</div>
<div style="margin: 0in 0in 0pt;"> </div>
<div style="margin: 0in 0in 0pt;"> </div>
<div style="margin: 0in 0in 0pt;"><span>
</span>-/i/-1<span>
</span>-/I/-2</div>
<div style="margin: 0in 0in 0pt;"> </div>
<div style="margin: 0in 0in 0pt;"><span>
</span>heat<span>
</span>hit</div>
<div style="margin: 0in 0in 0pt;"> </div>
<div style="margin: 0in 0in 0pt;"><span>
</span>cease<span>
</span>sis</div>
<div style="margin: 0in 0in 0pt;"> </div>
<div style="margin: 0in 0in 0pt;"><span>
</span>heed<span>
</span>hid</div>
<div style="margin: 0in 0in 0pt;"> </div>
<div style="margin: 0in 0in 0pt;"><span>
</span>keen<span>
</span>kin</div>
<div style="margin: 0in 0in 0pt;"> </div>
<div style="margin: 0in 0in 0pt;"><span>
</span>Lee's<span>
</span>Liz</div>
<div style="margin: 0in 0in 0pt;"><span>
</span></div>
<div style="margin: 0in 0in 0pt;"><span>
</span>bead<span>
</span>bid</div>
<div style="margin: 0in 0in 0pt;"> </div>
<div style="margin: 0in 0in 0pt;"><span>
</span>It was a great heat.<span>
</span>It was a great hit.</div>
<div style="margin: 0in 0in 0pt; text-indent: 0.5in;"> </div>
<div style="margin: 0in 0in 0pt 0.5in; text-indent: 0.5in;">I saw a
cease fire<span>
</span>I saw sis fire.</div>
<div style="margin: 0in 0in 0pt; text-indent: 0.5in;"> </div>
<div style="margin: 0in 0in 0pt 0.5in; text-indent: 0.5in;">We heed
it.<span>
</span>We hid it.</div>
<div style="margin: 0in 0in 0pt; text-indent: 0.5in;"> </div>
<div style="margin: 0in 0in 0pt 0.5in; text-indent: 0.5in;">They
were keen.<span>
</span>They were kin.</div>
<div style="margin: 0in 0in 0pt; text-indent: 0.5in;"> </div>
<div style="margin: 0in 0in 0pt 0.5in; text-indent: 0.5in;">It was
Lee's.<span>
</span>It was Liz.</div>
<div style="margin: 0in 0in 0pt; text-indent: 0.5in;"> </div>
<div style="margin: 0in 0in 0pt 0.5in; text-indent: 0.5in;">See the
bead.<span>
</span>See the bid.</div>
<div style="margin: 0in 0in 0pt; text-indent: 0.5in;"><span>
</span></div>
<div style="margin: 0in 0in 0pt 1.5in; text-indent: 0.5in;">
Don't hit it, heat it.</div>
<div style="margin: 0in 0in 0pt; text-indent: 0.5in;"> </div>
<div style="margin: 0in 0in 0pt; text-indent: 0.5in;"><span>
</span>Will your sis ever cease?</div>
<div style="margin: 0in 0in 0pt; text-indent: 0.5in;"> </div>
<div style="margin: 0in 0in 0pt; text-indent: 0.5in;"><span>
</span>We heed it and they hid it.</div>
<div style="margin: 0in 0in 0pt; text-indent: 0.5in;"> </div>
<div style="margin: 0in 0in 0pt; text-indent: 0.5in;"><span>
</span>I'm keen to know her kin.</div>
<div style="margin: 0in 0in 0pt; text-indent: 0.5in;"> </div>
<div style="margin: 0in 0in 0pt; text-indent: 0.5in;"><span>
</span>Liz is at Lee's house.</div>
<div style="margin: 0in 0in 0pt; text-indent: 0.5in;"> </div>
<div style="margin: 0in 0in 0pt; text-indent: 0.5in;"><span>
</span>We bid on the bead.</div>
<div style="margin: 0in 0in 0pt;"> </div>
</div>
<div> </div>
<div>Here are the procedures that I use with my students. Vowel numbers are
permanent and used to identify sounds all of the time. Beat and bit happen to
have the permanent numbers one and two: </div>
<div> </div>
<div> </div>
<div>
<div style="margin: 0in 0in 0pt;">1. Put the pairs of words and
their identifiers on the marker board. Students are encouraged to copy these
words in their notebooks, but are not given copies of the complete exercises.
Students are encouraged to tape any exercises in class, rather than practice
from the written language. My students receive an audio compact disk of all
vowel sounds on their first day.</div>
<div style="margin: 0in 0in 0pt;"> </div>
<div style="margin: 0in 0in 0pt;">2. The instructor should repeat
these pairs of words with numbers both horizontally and vertically for
familiarization. Vowel numbers will remain consistent with numbers used in the
vowel hatches.</div>
<div style="margin: 0in 0in 0pt;"> </div>
<div style="margin: 0in 0in 0pt;">3. The instructor will go to the
back of the room and call out words at random for the students to identify
numerically. This identification exercises can be done as both group and
individual exercises.<span> </span>Example: HIT
2,<span> </span>HEAT 1, HEAT 1, CEASE<span> </span>1, SIS 2, etc. If numerical errors are
heard, call out the correct number. When a majority of the students are able to
call the numbers correctly, change to double words at random. HEAT HEAT 1,
1,<span> </span>HIT HEAT<span> </span>2, 1,<span> </span>HIT<span> </span>HIT 2, 2. HIT HEAT, 2, 1. etc.</div>
<div style="margin: 0in 0in 0pt;"> </div>
<div style="margin: 0in 0in 0pt;">4. After most of the students are
responding accurately to the minimal pairs, switch to the <b>minimal sentence pairs.</b> These sentence
exercises should all be performed <u>without</u> written reference. First repeat
the sentences while the students listen. Next read the sentences at
unpredictable random and have the students identify target words in a sentence
environment numerically. This will be more difficult, but will help the students
to hear the sounds in a real structural environment. Continue this exercise with
the group and with individuals.</div>
<div style="margin: 0in 0in 0pt;"> </div>
<div style="margin: 0in 0in 0pt;">Example:<span> </span>It was a great heat. (1) It was a great
hit (2) It was a great hit (2), etc.</div>
<div style="margin: 0in 0in 0pt;"> </div>
<div style="margin: 0in 0in 0pt;">5. Finally give the students oral
practice with sentences in which the target sounds are in free
environments.<span> </span>"Don't hit it, heat
it." Occasional corrections should be done gently, diplomatically and in good
humor. If vowels 1, 3, 8 and 10 sound "flat" students can be instructed on how
to make their mouth and throat muscles tense. To strengthen the oral and throat
muscles takes time. Tongue twisters, "trabalenguas," which combine or emphasize
target sounds, are useful and students often enjoy and memorize them.</div>
<div style="margin: 0in 0in 0pt;"> </div>
<div style="margin: 0in 0in 0pt;">Vowel Numbers: 1
beat 2 bit 3
bait 4 bet 5 bat 6
bot (fly) 7 bought 8 boat
9 book 10 boot 11. but</div>
<div style="margin: 0in 0in 0pt;">Diphthong
Numbers
6+2 lied 6+9
loud 7+2 Lloyd </div>
<div style="margin: 0in 0in 0pt;"> </div>
<div style="margin: 0in 0in 0pt;">Cheers, <font face="Script MT Bold" size="5">Ted</font></div>
<div style="margin: 0in 0in 0pt;"><a target="_blank" href="http://www.tedklein-ESL.com">www.tedklein-ESL.com</a>
</div>
<div style="margin: 0in 0in 0pt;"><span style="margin: 179px auto auto 131px; width: 362px; height: 2px;"><img height="2" width="362"></span><font size="2"><font face="Arial"><b><span style="color: red;"><span> </span></span><span> </span></b></font></font><b><span>
</span></b></div>
<div style="margin: 0in 0in 0pt;">
</div>
<div style="margin: 0in 0in 0pt 0.5in; text-indent: 0.5in;"><b> </b></div>
<div></div>
</div>
<div> </div>
<div>----- Original Message -----
<div>From: "Emma Bourassa" <<a href="mailto:ebourassa@tru.ca">ebourassa@tru.ca</a>></div>
<div>To: <<a href="mailto:englishlanguage@nifl.gov">englishlanguage@nifl.gov</a>></div>
<div>Sent: Thursday, May 01, 2008 5:41 PM</div>
<div>Subject: [EnglishLanguage 2294] Re: EnglishLanguage Digest, Vol 31,Issue
18</div>
</div>
<div><br>
</div>
>I believe it is Pronunciation Pairs that has illustrations,
single word and short dialogue practice. For example there might be: <br>
>
sit seat<br>
> bit beat<br>
> <br>
> etc. which is then worked
into a conversation: <br>
> A: Bea, have a seat. <br>
> B: I can eat but
can't sit. <br>
> A: Sit in the seat, and eat your meat. <br>
> B: No, I
need to knit.<br>
> sorta silly but they do work for slow practice of moving
the mouth and tongue around. <br>
> Pictures with mirrors so students can
watch themselves works well. <br>
> e<br>
> <br>
> Emma Bourassa<br>
>
English as a Second or Additional Language/ Teaching English as a Second
Language Instructor<br>
> ESL Department<br>
> Thompson Rivers
University<br>
> 900 McGill Road. P.O. Box 3010<br>
> Kamloops, B.C. V2C
5N3<br>
> (250) 371-5895<br>
> fax 371-5514<br>
> <a href="mailto:ebourassa@tru.ca">ebourassa@tru.ca</a><br>
> <br>
>>>>
<br>
> From: Andrea Canter <<a href="mailto:lucidpandora@gmail.com">lucidpandora@gmail.com</a>><br>
> To:
<<a href="mailto:englishlanguage@nifl.gov">englishlanguage@nifl.gov</a>><br>
>
Date: 29/04/2008 12:03 pm<br>
> Subject: [EnglishLanguage 2292] Re:
EnglishLanguage Digest, Vol 31, Issue 18<br>
> <br>
> Jenny,<br>
>
<br>
> Eek! That's the issue I'm coming up against soon. The way I've been
doing it<br>
> works with the roman alphabet (and easiest with just one native
language in<br>
> the group). I have this book that has Spanish translations
of English<br>
> vocabulary words. Then it has the pronunciation of the word
spelled out in<br>
> Spanish phonetics. I just borrow those phonetics for any
word I come across:<br>
> (ex. Raise your hand = reiz yor jand). Sometimes
there isn't a sound in<br>
> Spanish that quite matches the one in English and
I have to wrk around it<br>
> (ex. the word 'sit'.... there isn't anything in
Spanish that sounds like the<br>
> 'i' in that word.... I told my class it
sounds some where between 'eh' and<br>
> 'ee' and they got it).<br>
>
<br>
> The thing with non-Roman alphabets is unless you speak the language,
it<br>
> would be quite a task to do it that way. Then if you have people
with<br>
> differing languages, it would be even worse. If all the people in
your class<br>
> know the Roman alphabet, then I have a link to a website that
has books and<br>
> workshops on a unique system to teach pronunciation with.
I haven't tried<br>
> the method, but it looks really cool. Let me know if you
want the address.<br>
> Hope this (any of it) helps!<br>
> <br>
>
Andrea<br>
> <br>
> On Tue, Apr 29, 2008 at 12:00 PM, <<a href="mailto:englishlanguage-request@nifl.gov">englishlanguage-request@nifl.gov</a>>
wrote:<br>
> <br>
>> Send EnglishLanguage mailing list submissions
to<br>
>> <a href="mailto:englishlanguage@nifl.gov">englishlanguage@nifl.gov</a>
<br>
>><br>
>> To subscribe or unsubscribe via the World Wide Web,
visit<br>
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<br>
>> or, via email, send a message with subject or body 'help'
to<br>
>> <a href="mailto:englishlanguage-request@nifl.gov">englishlanguage-request@nifl.gov</a>
<br>
>><br>
>> You can reach the person managing the list
at<br>
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<br>
>><br>
>> When replying, please edit your Subject line so it is
more specific<br>
>> than "Re: Contents of EnglishLanguage
digest..."<br>
>><br>
>><br>
>> Today's
Topics:<br>
>><br>
>> 1. [EnglishLanguage 2291]
computerless ESL instruction<br>
>> (Jenny
Hubler)<br>
>><br>
>><br>
>>
----------------------------------------------------------------------<br>
>><br>
>>
Message: 1<br>
>> Date: Mon, 28 Apr 2008 08:57:35 -0500<br>
>> From:
"Jenny Hubler" <<a href="mailto:JHubler@womenscenter.info">JHubler@womenscenter.info</a>><br>
>>
Subject: [EnglishLanguage 2291] computerless ESL instruction<br>
>>
To: "'The Adult English Language Learners Discussion
List'"<br>
>> <<a href="mailto:englishlanguage@nifl.gov">englishlanguage@nifl.gov</a>><br>
>>
Message-ID: <<a href="mailto:001a01c8a937$d1da28d0$d600a8c0@womenscenter.info">001a01c8a937$d1da28d0$d600a8c0@womenscenter.info</a>><br>
>>
Content-Type: text/plain; charset="us-ascii"<br>
>><br>
>>
Andrea:<br>
>><br>
>><br>
>><br>
>> Could you give more
details about how you teach pronunciation to speakers<br>
>> of<br>
>>
other languages? We have many Latinos, also some Koreans and a
student<br>
>> from<br>
>>
Sudan.<br>
>><br>
>><br>
>><br>
>>
Jenny<br>
>><br>
>> The Women's Center of Tarrant County,
TX<br>
>><br>
>><br>
>><br>
>>
_____<br>
>><br>
>> From: <a href="mailto:englishlanguage-bounces@nifl.gov">englishlanguage-bounces@nifl.gov</a>
<br>
>> [<a href="mailto:englishlanguage-bounces@nifl.gov?">mailto:englishlanguage-bounces@nifl.gov</a>] On Behalf Of Andrea
Canter<br>
>> Sent: Friday, April 25, 2008 3:58 PM<br>
>> To: <a href="mailto:englishlanguage@nifl.gov">englishlanguage@nifl.gov</a> <br>
>>
Subject: [EnglishLanguage 2290] Re: EnglishLanguage Digest, Vol 31,
Issue<br>
>> 16<br>
>><br>
>><br>
>><br>
>> This is a
neat concept, but if you're like me and teach adults in venues<br>
>>
without computers there needs to be something else. Since my class
is<br>
>> entirely Hispanic, I use Spanish phonics to help. For some sounds
I have<br>
>> to<br>
>> go into further explanation because there is
no Spanish equivalent, but<br>
>> for<br>
>> the most part it
translates. This has worked SO well!! They have near<br>
>> perfect
pronunciation instantly!! I'm getting ready to start a class with<br>
>>
people from all over the world now. I have no idea how to address
the<br>
>> issue<br>
>> with them- any
suggestions??<br>
>><br>
>> On Fri, Apr 25, 2008 at 12:00 PM, <<a href="mailto:englishlanguage-request@nifl.gov">englishlanguage-request@nifl.gov</a>><br>
>>
wrote:<br>
>><br>
>> Send EnglishLanguage mailing list submissions
to<br>
>> <a href="mailto:englishlanguage@nifl.gov">englishlanguage@nifl.gov</a>
<br>
>><br>
>> To subscribe or unsubscribe via the World Wide Web,
visit<br>
>> <a target="_blank" href="http://www.nifl.gov/mailman/listinfo/englishlanguage">http://www.nifl.gov/mailman/listinfo/englishlanguage</a>
<br>
>> or, via email, send a message with subject or body 'help'
to<br>
>> <a href="mailto:englishlanguage-request@nifl.gov">englishlanguage-request@nifl.gov</a>
<br>
>><br>
>> You can reach the person managing the list
at<br>
>> <a href="mailto:englishlanguage-owner@nifl.gov">englishlanguage-owner@nifl.gov</a>
<br>
>><br>
>> When replying, please edit your Subject line so it is
more specific<br>
>> than "Re: Contents of EnglishLanguage
digest..."<br>
>><br>
>><br>
>> Today's
Topics:<br>
>><br>
>> 1. [EnglishLanguage 2286] Re: on-line
dictionary with instant<br>
>> sound (Molly
Elkins)<br>
>> 2. [EnglishLanguage 2287] Re: on-line dictionary with
instant<br>
>> sound (Tom
Zurinskas)<br>
>> 3. [EnglishLanguage 2288] Re: on-line dictionary
with instant<br>
>> sound (Elkins, Molly
(CR))<br>
>><br>
>><br>
>>
----------------------------------------------------------------------<br>
>><br>
>>
Message: 1<br>
>> Date: Thu, 24 Apr 2008 11:06:33 -0600<br>
>> From:
"Molly Elkins" <<a href="mailto:melkins@dclibraries.org">melkins@dclibraries.org</a>><br>
>>
Subject: [EnglishLanguage 2286] Re: on-line dictionary with
instant<br>
>> sound<br>
>> To:
"'The Adult English Language Learners Discussion
List'"<br>
>> <<a href="mailto:englishlanguage@nifl.gov">englishlanguage@nifl.gov</a>><br>
>>
Message-ID: <<a href="mailto:004f01c8a62d$8c7cafe0$be070a0a@dpld.org">004f01c8a62d$8c7cafe0$be070a0a@dpld.org</a>><br>
>>
Content-Type: text/plain;
charset="us-ascii"<br>
>><br>
>> I think it is pretty
interesting-<br>
>><br>
>> My only concern is that it took some time
to load the sound- even on my<br>
>> pretty fast computer, AND it has a
British accent. Many of my learners<br>
>> have<br>
>> complained
about media that is British instead of American
pronunciation.<br>
>><br>
>> Thank you,<br>
>><br>
>> Molly
Elkins<br>
>> Literacy Specialist<br>
>> Douglas County
Libraries<br>
>> Phillip S. Miller Library<br>
>> 100 S. Wilcox
Street<br>
>> Castle Rock CO 80104<br>
>> Map<br>
>>
Direct Phone: (303)688-7646<br>
>> Alt Phone: (303) 791-READ<br>
>>
Fax: (303) 688-7655<br>
>> Email: <a href="mailto:melkins@dclibraries.org">melkins@dclibraries.org</a> <br>
>>
Web: <a target="_blank" href="http://www.DouglasCountyLibraries.org">www.DouglasCountyLibraries.org</a>
<br>
>> -----Original Message-----<br>
>> From: <a href="mailto:englishlanguage-bounces@nifl.gov">englishlanguage-bounces@nifl.gov</a>
<br>
>> [<a href="mailto:englishlanguage-bounces@nifl.gov?">mailto:englishlanguage-bounces@nifl.gov</a>] On Behalf Of Daphne
Greenberg<br>
>> Sent: Sunday, April 06, 2008 3:00 PM<br>
>> To: <a href="mailto:englishlanguage@nifl.gov">englishlanguage@nifl.gov</a> <br>
>>
Subject: [EnglishLanguage 2254] on-line dictionary with instant
sound<br>
>><br>
>> ESL is not my area of expertise, so I don't know
if this site is good, or<br>
>> if<br>
>> it is a site that everyone
already knows about. A friend of mine<br>
>> introduced<br>
>> me to a
site described as "An English Pronouncing Dictionary with
Instant<br>
>> Sound" I tried it out with a few words, and it seemed like a
great idea<br>
>> for<br>
>> learners struggling with pronunciation of
specific words. They need to<br>
>> have<br>
>> some proficiency with
English spelling in order to use the site because<br>
>> they<br>
>>
need to write the word in order to hear it pronounced.<br>
>><br>
>>
The url is: <a target="_blank" href="http://howjsay.com/">http://howjsay.com/</a>
<br>
>><br>
>> I am curious what people on this list think about this
site.<br>
>><br>
>> Daphne<br>
>><br>
>> Daphne
Greenberg<br>
>> Associate Professor<br>
>> Educational Psych. &
Special Ed.<br>
>> Georgia State University<br>
>> P.O. Box
3979<br>
>> Atlanta, Georgia 30302-3979<br>
>> phone:
404-413-8337<br>
>> fax:404-413-8043<br>
>> <a href="mailto:dgreenberg@gsu.edu">dgreenberg@gsu.edu</a> <br>
>><br>
>>
Daphne Greenberg<br>
>> Associate Director<br>
>> Center for the Study
of Adult Literacy<br>
>> Georgia State University<br>
>> P.O. Box
3977<br>
>> Atlanta, Georgia 30302-3977<br>
>> phone:
404-413-8337<br>
>> fax:404-413-8043<br>
>> <a href="mailto:dgreenberg@gsu.edu">dgreenberg@gsu.edu</a> <br>
>>
----------------------------------------------------<br>
>> National
Institute for Literacy<br>
>> Adult English Language Learners mailing
list<br>
>> <a href="mailto:EnglishLanguage@nifl.gov">EnglishLanguage@nifl.gov</a> <br>
>>
To unsubscribe or change your subscription settings, please go to<br>
>> <a target="_blank" href="http://www.nifl.gov/mailman/listinfo/englishlanguage">http://www.nifl.gov/mailman/listinfo/englishlanguage</a>
<br>
>> Email delivered to <a href="mailto:melkins@dclibraries.org">melkins@dclibraries.org</a>
<br>
>><br>
>><br>
>><br>
>>
------------------------------<br>
>><br>
>> Message: 2<br>
>>
Date: Fri, 25 Apr 2008 02:13:32 +0000<br>
>> From: Tom Zurinskas <<a href="mailto:truespel@hotmail.com">truespel@hotmail.com</a>><br>
>>
Subject: [EnglishLanguage 2287] Re: on-line dictionary with
instant<br>
>> sound<br>
>> To:
The Adult English Language Learners Discussion
List<br>
>> <<a href="mailto:englishlanguage@nifl.gov">englishlanguage@nifl.gov</a>>, cornell
Kimble <<a href="mailto:cornell9@earthlink.net">cornell9@earthlink.net</a>><br>
>>
Message-ID: <<a href="mailto:BAY135-W4511FA4584E33E80584DDFD3DD0@phx.gbl">BAY135-W4511FA4584E33E80584DDFD3DD0@phx.gbl</a>><br>
>>
Content-Type: text/plain;
charset="iso-8859-1"<br>
>><br>
>><br>
>> <a target="_blank" href="http://m-w.com">m-w.com</a> is a marvelous
dictionary that you can click on to hear words in<br>
>> US<br>
>>
accent. The only nits I pick are what I call "awe-dropping" where
the<br>
>> sound<br>
>> "awe" is replaced sometimes by "ah".
Click on the word "flaw" to hear it<br>
>> correctly (note, the word "awe"
is said "ah"). Another nit is that words<br>
>> starting with "ex-"
are said to be spoken as "ix-" (so example is<br>
>> ixample).<br>
>>
I don't think that is the norm in USA but perhaps UK.<br>
>><br>
>>
Tom Zurinskas, USA - CT20, TN3, NJ33, FL5+<br>
>> See <a target="_blank" href="http://truespel.com">truespel.com</a> - and
the 4 truespel books plus "Occasional Poems" at<br>
>>
<a target="_blank" href="http://authorhouse.com">authorhouse.com</a>.<br>
>><br>
>><br>
>><br>
>><br>
>><br>
>>
> From: <a href="mailto:melkins@dclibraries.org">melkins@dclibraries.org</a>
<br>
>> > To: <a href="mailto:englishlanguage@nifl.gov">englishlanguage@nifl.gov</a> <br>
>>
> Date: Thu, 24 Apr 2008 11:06:33 -0600<br>
>> > Subject:
[EnglishLanguage 2286] Re: on-line dictionary with instant<br>
>>
sound<br>
>> ><br>
>> > I think it is pretty
interesting-<br>
>> ><br>
>> > My only concern is that it took
some time to load the sound- even on my<br>
>> > pretty fast computer,
AND it has a British accent. Many of my learners<br>
>> have<br>
>>
> complained about media that is British instead of American<br>
>>
pronunciation.<br>
>> ><br>
>> > Thank you,<br>
>>
><br>
>> > Molly Elkins<br>
>> > Literacy
Specialist<br>
>> > Douglas County Libraries<br>
>> > Phillip S.
Miller Library<br>
>> > 100 S. Wilcox Street<br>
>> > Castle
Rock CO 80104<br>
>> > Map<br>
>> > Direct Phone:
(303)688-7646<br>
>> > Alt Phone: (303) 791-READ<br>
>> > Fax:
(303) 688-7655<br>
>> > Email: <a href="mailto:melkins@dclibraries.org">melkins@dclibraries.org</a> <br>
>>
> Web: <a target="_blank" href="http://www.DouglasCountyLibraries.org">www.DouglasCountyLibraries.org</a>
<br>
>> > -----Original Message-----<br>
>> > From: <a href="mailto:englishlanguage-bounces@nifl.gov">englishlanguage-bounces@nifl.gov</a>
<br>
>> > [<a href="mailto:englishlanguage-bounces@nifl.gov?">mailto:englishlanguage-bounces@nifl.gov</a>] On Behalf Of Daphne
Greenberg<br>
>> > Sent: Sunday, April 06, 2008 3:00 PM<br>
>> >
To: <a href="mailto:englishlanguage@nifl.gov">englishlanguage@nifl.gov</a>
<br>
>> > Subject: [EnglishLanguage 2254] on-line dictionary with
instant sound<br>
>> ><br>
>> > ESL is not my area of expertise,
so I don't know if this site is good,<br>
>> or<br>
>> if<br>
>>
> it is a site that everyone already knows about. A friend of
mine<br>
>> introduced<br>
>> > me to a site described as "An
English Pronouncing Dictionary with<br>
>> Instant<br>
>> > Sound"
I tried it out with a few words, and it seemed like a great idea<br>
>>
for<br>
>> > learners struggling with pronunciation of specific words.
They need to<br>
>> have<br>
>> > some proficiency with English
spelling in order to use the site because<br>
>> they<br>
>> > need
to write the word in order to hear it pronounced.<br>
>> ><br>
>>
> The url is: <a target="_blank" href="http://howjsay.com/">http://howjsay.com/</a>
<br>
>> ><br>
>> > I am curious what people on this list think
about this site.<br>
>> ><br>
>> > Daphne<br>
>>
><br>
>> > Daphne Greenberg<br>
>> > Associate
Professor<br>
>> > Educational Psych. & Special Ed.<br>
>> >
Georgia State University<br>
>> > P.O. Box 3979<br>
>> >
Atlanta, Georgia 30302-3979<br>
>> > phone: 404-413-8337<br>
>>
> fax:404-413-8043<br>
>> > <a href="mailto:dgreenberg@gsu.edu">dgreenberg@gsu.edu</a> <br>
>>
><br>
>> > Daphne Greenberg<br>
>> > Associate
Director<br>
>> > Center for the Study of Adult Literacy<br>
>>
> Georgia State University<br>
>> > P.O. Box 3977<br>
>> >
Atlanta, Georgia 30302-3977<br>
>> > phone: 404-413-8337<br>
>>
> fax:404-413-8043<br>
>> > <a href="mailto:dgreenberg@gsu.edu">dgreenberg@gsu.edu</a> <br>
>> >
----------------------------------------------------<br>
>> > National
Institute for Literacy<br>
>> > Adult English Language Learners mailing
list<br>
>> > <a href="mailto:EnglishLanguage@nifl.gov">EnglishLanguage@nifl.gov</a> <br>
>>
> To unsubscribe or change your subscription settings, please go
to<br>
>> > <a target="_blank" href="http://www.nifl.gov/mailman/listinfo/englishlanguage">http://www.nifl.gov/mailman/listinfo/englishlanguage</a>
<br>
>> > Email delivered to <a href="mailto:melkins@dclibraries.org">melkins@dclibraries.org</a> <br>
>>
><br>
>> >
----------------------------------------------------<br>
>> > National
Institute for Literacy<br>
>> > Adult English Language Learners mailing
list<br>
>> > <a href="mailto:EnglishLanguage@nifl.gov">EnglishLanguage@nifl.gov</a> <br>
>>
> To unsubscribe or change your subscription settings, please go
to<br>
>> <a target="_blank" href="http://www.nifl.gov/mailman/listinfo/englishlanguage">http://www.nifl.gov/mailman/listinfo/englishlanguage</a>
<br>
>> > Email delivered to <a href="mailto:truespel@hotmail.com">truespel@hotmail.com</a>
<br>
>><br>
>>
_________________________________________________________________<br>
>>
Spell a grand slam in this game where word skill meets World Series.
Get<br>
>> in<br>
>> the game.<br>
>><br>
>> <a target="_blank" href="http://club.live.com/word_slugger.aspx?icid=word_slugger_wlhm_admod_april08">http://club.live.com/word_slugger.aspx?icid=word_slugger_wlhm_admod_april08</a>
<br>
>><br>
>> ------------------------------<br>
>><br>
>>
Message: 3<br>
>> Date: Fri, 25 Apr 2008 09:26:53 -0600<br>
>> From:
"Elkins, Molly (CR)" <<a href="mailto:melkins@dclibraries.org">melkins@dclibraries.org</a>><br>
>>
Subject: [EnglishLanguage 2288] Re: on-line dictionary with
instant<br>
>> sound<br>
>> To:
The Adult English Language Learners Discussion
List<br>
>> <<a href="mailto:englishlanguage@nifl.gov">englishlanguage@nifl.gov</a>><br>
>>
Message-ID: <<a href="mailto:web-1497724@bl-208.cluster1.echolabs.net">web-1497724@bl-208.cluster1.echolabs.net</a>><br>
>>
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>><br>
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>> attachment-0001.html<<a target="_blank" href="http://www.nifl.gov/pipermail/englishlanguage/attachments/20080425/1599a44f/attachment-0001.html">http://www.nifl.gov/pipermail/englishlanguage/attachments/20080425/1599a44f/attachment-0001.html</a>><br>
>><br>
>>
------------------------------<br>
>><br>
>>
----------------------------------------------------<br>
>> National
Institute for Literacy<br>
>> Adult English Language Learners mailing
list<br>
>> <a href="mailto:EnglishLanguage@nifl.gov">EnglishLanguage@nifl.gov</a> <br>
>>
To unsubscribe or change your subscription settings, please go to<br>
>> <a target="_blank" href="http://www.nifl.gov/mailman/listinfo/englishlanguage">http://www.nifl.gov/mailman/listinfo/englishlanguage</a>
<br>
>><br>
>> End of EnglishLanguage Digest, Vol 31, Issue
16<br>
>>
***********************************************<br>
>><br>
>><br>
>><br>
>>
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<br>
>><br>
>> ------------------------------<br>
>><br>
>>
----------------------------------------------------<br>
>> National
Institute for Literacy<br>
>> Adult English Language Learners mailing
list<br>
>> <a href="mailto:EnglishLanguage@nifl.gov">EnglishLanguage@nifl.gov</a> <br>
>>
To unsubscribe or change your subscription settings, please go to<br>
>> <a target="_blank" href="http://www.nifl.gov/mailman/listinfo/englishlanguage">http://www.nifl.gov/mailman/listinfo/englishlanguage</a>
<br>
>><br>
>> End of EnglishLanguage Digest, Vol 31, Issue
18<br>
>>
***********************************************<br>
>><br>
>
----------------------------------------------------<br>
> National Institute
for Literacy<br>
> Adult English Language Learners mailing list<br>
> <a href="mailto:EnglishLanguage@nifl.gov">EnglishLanguage@nifl.gov</a><br>
> To
unsubscribe or change your subscription settings, please go to <a target="_blank" href="http://www.nifl.gov/mailman/listinfo/englishlanguage">http://www.nifl.gov/mailman/listinfo/englishlanguage</a><br>
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Email delivered to <a href="mailto:taklein@austin.rr.com">taklein@austin.rr.com</a></div>
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<pre style="font-size: 9pt;"><tt>----------------------------------------------------<br>
<br>
National Institute for Literacy<br>
<br>
Adult English Language Learners mailing list<br>
<br>
<a href="mailto:EnglishLanguage@nifl.gov">EnglishLanguage@nifl.gov</a><br>
<br>
To unsubscribe or change your subscription settings, please go to <br>
<br>
<a target="_blank" href="http://www.nifl.gov/mailman/listinfo/englishlanguage">http://www.nifl.gov/mailman/listinfo/englishlanguage</a><br>
<br>
Email delivered to <a href="mailto:robinschwarz1@aol.com">robinschwarz1@aol.com</a>
</tt></pre>
</div>
<div><font style="color: black; font-family: ARIAL,SAN-SERIF; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-size-adjust: none;"><hr style="margin-top: 10px;">Plan your next roadtrip with <a title="http://www.mapquest.com/?ncid=mpqmap00030000000004" target="_blank" href="http://www.mapquest.com/?ncid=mpqmap00030000000004">MapQuest.com</a>: America's #1 Mapping Site.</font> </div>
<br>
----------------------------------------------------<br>
National Institute for Literacy<br>
Adult English Language Learners mailing list<br>
<a href="mailto:EnglishLanguage@nifl.gov">EnglishLanguage@nifl.gov</a><br>
To unsubscribe or change your subscription settings, please go to <a target="_blank" href="http://www.nifl.gov/mailman/listinfo/englishlanguage">http://www.nifl.gov/mailman/listinfo/englishlanguage</a><br>
Email delivered to <a href="mailto:bishopsl@cc.usu.edu">bishopsl@cc.usu.edu</a><br>
</blockquote></div>
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<pre style="font-size: 9pt;"><tt>----------------------------------------------------<br>
National Institute for Literacy<br>
Adult English Language Learners mailing list<br>
<a href="mailto:EnglishLanguage@nifl.gov">EnglishLanguage@nifl.gov</a><br>
To unsubscribe or change your subscription settings, please go to <br>
<a href="http://www.nifl.gov/mailman/listinfo/englishlanguage" target="_blank">http://www.nifl.gov/mailman/listinfo/englishlanguage</a><br>
Email delivered to <a href="mailto:robinschwarz1@aol.com">robinschwarz1@aol.com</a>
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<div id='u8CA7AB013B6B464-9C0-228A' class='aol_ad_footer'><FONT style="color: black; font: normal 10pt ARIAL, SAN-SERIF;"><HR style="MARGIN-TOP: 10px">Plan your next roadtrip with <A title="http://www.mapquest.com/?ncid=mpqmap00030000000004" href="http://www.mapquest.com/?ncid=mpqmap00030000000004" target="_blank">MapQuest.com</A>: America's #1 Mapping Site.</FONT> </div>