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[EnglishLanguage 2327] Re: EnglishLanguage Digest, Vol 32, Issue 17
Andrea Canter
lucidpandora at gmail.comTue May 6 14:01:54 EDT 2008
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Thank you, Steve, for your cndor about your age. I have been a bit afraid of
trying to take up new languages as I get older. I have also been afraid that
there is a limit to how many languages one can learn! Thanks for sharing
that- it helps a lot!
Andrea
On Tue, May 6, 2008 at 1:39 PM, <englishlanguage-request at nifl.gov> wrote:
> Send EnglishLanguage mailing list submissions to
> englishlanguage at nifl.gov
>
> To subscribe or unsubscribe via the World Wide Web, visit
> http://www.nifl.gov/mailman/listinfo/englishlanguage
> or, via email, send a message with subject or body 'help' to
> englishlanguage-request at nifl.gov
>
> You can reach the person managing the list at
> englishlanguage-owner at nifl.gov
>
> When replying, please edit your Subject line so it is more specific
> than "Re: Contents of EnglishLanguage digest..."
>
>
> Today's Topics:
>
> 1. [EnglishLanguage 2324] Re: EnglishLanguage Digest, Vol 32,
> Issue 6 (Martin Senger)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Tue, 6 May 2008 12:36:28 -0400
> From: "Martin Senger" <MSenger at GECAC.org>
> Subject: [EnglishLanguage 2324] Re: EnglishLanguage Digest, Vol 32,
> Issue 6
> To: "The Adult English Language Learners Discussion List"
> <englishlanguage at nifl.gov>
> Message-ID:
> <C4FD03B248616142898446F1BE35F9DF02E58306 at gecacmail.gecac.org>
> Content-Type: text/plain; charset="us-ascii"
>
> Pax all!
>
> I would agree with Steve on becoming more confident in learning multiple
> languages, but would also add that after the experience of learning
> several languages, a person understands better the "systems" (grammar,
> pronunciation, whatnot) that languages use to communicate, which I feel
> generally are more similar than not. It's not "They do WHAT?!" to "Oh,
> that's how THEY do it."
>
> Martin E. Senger
> Adult ESL Teacher
> GECAC / The R. Benjamin Wiley Learning Center
> Erie, Pa
>
> -----Original Message-----
> From: englishlanguage-bounces at nifl.gov
> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Steve Kaufmann
> Sent: Tuesday, May 06, 2008 10:10 AM
> To: The Adult English Language Learners Discussion List
> Subject: [EnglishLanguage 2323] Re: EnglishLanguage Digest, Vol 32,
> Issue 6
>
> Just a short word on adults learning to pronounce foreign languages and
> on acquiring a third or fourth language.
> My wife and I like languages, and have had no trouble learning to speak
> and pronounce the sounds of new languages. My wife is a native speaker
> of Cantonese but speaks Japanese, Mandarin and Spanish and learned to
> speak and pronounce French very well, after the age of 40. I speak 12
> languages now, but have learned Cantonese, Korean, Russian and
> Portuguese just in the last 7 years (since the age of 55).
> I find learning a third and fourth language different from learning a
> second language only in the sense that as a learner you are more
> confident that you will succeed, and that you have a better idea of how
> to go about it. A major obstacle to learning languages is the lack of
> confidence in, and even a lack of commitment to, the idea that you can
> transform yourself into someone acting in another culture. Once you have
> done it once, things become easier.
>
> Steve Kaufmann
> On Mon, May 5, 2008 at 7:38 PM, <robinschwarz1 at aol.com> wrote:
> Andrea--there is a whole field devoted to multiple language acquisition.
> Two researchers who have written or edited books about this are De
> Angelis and Selinker--they published one in 2001 and another in 2007.
>
> Robin Schwarz
>
>
> -----Original Message-----
> From: Andrea Canter <lucidpandora at gmail.com>
> To: englishlanguage at nifl.gov
> Sent: Sat, 3 May 2008 9:11 pm
> Subject: [EnglishLanguage 2315] Re: EnglishLanguage Digest, Vol 32,
> Issue 6
> I am curious how 3rd and 4th language learning differs from 2nd language
> learning. In my own experience, once I started learning beyond the
> second language I found myself getting all my languages confused. I
> would think and say words in French when I was trying to speak German
> and vice versa. This is good in respect to exercising the ability to
> think in another language, but obviously very cumbersome. Is this
> normally what happens? Is there ANY research on it at all?
>
> Andrea Canter
>
>
> On Sat, May 3, 2008 at 8:18 PM, <englishlanguage-request at nifl.gov>
> wrote:
> Send EnglishLanguage mailing list submissions to
> englishlanguage at nifl.gov
>
> To subscribe or unsubscribe via the World Wide Web, visit
> http://www.nifl.gov/mailman/listinfo/englishlanguage
> or, via email, send a message with subject or body 'help' to
> englishlanguage-request at nifl.gov
>
> You can reach the person managing the list at
> englishlanguage-owner at nifl.gov
>
> When replying, please edit your Subject line so it is more specific
> than "Re: Contents of EnglishLanguage digest..."
>
>
> Today's Topics:
>
> 1. [EnglishLanguage 2304] Re: Minimal pairs (robinschwarz1 at aol.com)
> 2. [EnglishLanguage 2305] Re: Minimal pairs (Michael Tate)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Fri, 02 May 2008 17:10:27 -0400
> From: robinschwarz1 at aol.com
> Subject: [EnglishLanguage 2304] Re: Minimal pairs
> To: englishlanguage at nifl.gov
> Message-ID: <8CA7AB013B6B464-9C0-228A at webmail-dd18.sysops.aol.com>
> Content-Type: text/plain; charset="us-ascii"
>
>
> 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. ?
>
> 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
> a
> cquisition .??
>
> Robin Lovrien Schwarz
>
>
>
>
>
>
>
> -----Original Message-----
> From: Sally Bishop <s.bishop at aggiemail.usu.edu>
> To: The Adult English Language Learners Discussion List
> <englishlanguage at nifl.gov>
> Sent: Fri, 2 May 2008 3:46 pm
> Subject: [EnglishLanguage 2301] Re: Minimal pairs
>
>
>
>
>
>
>
>
>
> Do you have research you can site on this comment: "
> 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."
>
> S Bishop
>
>
> On Fri, May 2, 2008 at 1:46 PM, <robinschwarz1 at aol.com> wrote:
>
>
>
>
> 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.
>
>
>
> 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.??
>
>
>
>
> 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.?
>
>
>
>
> 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. ?
>
>
>
> 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.??
>
>
>
>
> 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.??
>
>
>
>
> Robin Lovrien Schwarz
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
> -----Original Message-----
>
> From: Ted Klein <taklein at austin.rr.com>
>
> To: The Adult English Language Learners Discussion List
> <englishlanguage at nifl.gov>
>
> Sent: Fri, 2 May 2008 9:47 am
>
> Subject: [EnglishLanguage 2295] Re: EnglishLanguage Digest, Vol 31,Issue
> 18
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
> Emma,
>
>
>
>
> ?
>
>
>
>
> 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 identification of sounds is of primary importance
> before 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.
>
>
>
>
>
> ?
>
>
>
>
> ?
>
>
>
>
>
>
>
> MEDIAL
> VOWEL EXERCISE-1 & 2-Track 6
>
>
>
>
> ?
>
>
>
>
> ?
>
>
>
>
> ???????????????????????????????????
> -/i/-1???????????????????????????????????????????????????
> -/I/-2
>
>
>
>
> ?
>
>
>
>
> ???????????????????????????????????
> heat?????????????????????????????????????????????????????
> hit
>
>
>
>
> ?
>
>
>
>
> ???????????????????????????????????
> cease???????????????????????????????????????????????????
> sis
>
>
>
>
> ?
>
>
>
>
> ???????????????????????????????????
> heed????????????????????????????????????????????????????
> hid
>
>
>
>
> ?
>
>
>
>
> ???????????????????????????????????
> keen????????????????????????????????????????????????????
> kin
>
>
>
>
> ?
>
>
>
>
> ???????????????????????????????????
> Lee's???????????????????????????????????????????????????
> Liz
>
>
>
>
> ???????????????????????
>
>
>
>
>
> ???????????????????????????????????
> bead????????????????????????????????????????????????????
> bid
>
>
>
>
> ?
>
>
>
>
> ???????????????????
> It was a great heat.??????????????????????????????
> It was a great hit.
>
>
>
>
> ?
>
>
>
>
> I saw a
> cease fire?????????????????????????????????
> I saw sis fire.
>
>
>
>
> ?
>
>
>
>
> We heed
> it.??????????????????????????????????????????
> We hid it.
>
>
>
>
> ?
>
>
>
>
> They
> were keen.??????????????????????????????????
> They were kin.
>
>
>
>
> ?
>
>
>
>
> It was
> Lee's.????????????????????????????????????????
> It was Liz.
>
>
>
>
> ?
>
>
>
>
> See the
> bead.??????????????????????????????????????
> See the bid.
>
>
>
>
> ???????????????????????
>
>
>
>
>
> ???????
> Don't hit it, heat it.
>
>
>
>
> ?
>
>
>
>
> ???????????????????????????????????
> Will your sis ever cease?
>
>
>
>
> ?
>
>
>
>
> ???????????????????????????????????
> We heed it and they hid it.
>
>
>
>
> ?
>
>
>
>
> ???????????????????????????????????
> I'm keen to know her kin.
>
>
>
>
> ?
>
>
>
>
> ???????????????????????????????????
> Liz is at Lee's house.
>
>
>
>
> ?
>
>
>
>
> ???????????????????????????????????
> We bid on the bead.
>
>
>
>
> ?
>
>
>
>
>
>
> ?
>
>
>
>
> 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:??
>
>
>
>
> ?
>
>
>
>
> ?
>
>
>
>
>
>
>
> 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.
>
>
>
>
> ?
>
>
>
>
> 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.
>
>
>
>
> ?
>
>
>
>
> 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.? Example: HIT
> 2,? HEAT 1, HEAT 1, CEASE? 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,? HIT HEAT? 2, 1,? HIT? HIT 2, 2. HIT HEAT, 2, 1. etc.
>
>
>
>
> ?
>
>
>
>
> 4. After most of the students are
> responding accurately to the minimal pairs, switch to the minimal
> sentence pairs. These sentence
> exercises should all be performed without 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.
>
>
>
>
> ?
>
>
>
>
> Example:? It was a great heat. (1) It was a great
> hit (2) It was a great hit (2), etc.
>
>
>
>
> ?
>
>
>
>
> 5. Finally give the students oral
> practice with?sentences in which the target sounds are in free
> environments.? "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.
>
>
>
>
> ?
>
>
>
>
> 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
>
>
>
>
> Diphthong
> Numbers???
> 6+2???lied????6+9??
> loud????? 7+2??? Lloyd?
>
>
>
>
> ?
>
>
>
>
> Cheers,?? Ted
>
>
>
>
> www.tedklein-ESL.com???
>
>
>
>
>
> ?????????????????????????????????????
>
>
>
>
>
>
>
>
>
>
> ?
>
>
>
>
>
>
>
>
>
>
> ?
>
>
>
>
> ----- Original Message -----
>
>
> From: "Emma Bourassa" <ebourassa at tru.ca>
>
>
>
>
> To: <englishlanguage at nifl.gov>
>
>
>
>
> Sent: Thursday, May 01, 2008 5:41 PM
>
>
>
>
> Subject: [EnglishLanguage 2294] Re: EnglishLanguage Digest, Vol 31,Issue
> 18
>
>
>
>
>
>
>
>
>
>
> >I believe it is Pronunciation Pairs that has illustrations,
> single word and short dialogue practice. For example there might be:
>
> >
> sit? seat
>
> > bit? beat
>
> >
>
> > etc. which is then worked
> into a conversation:
>
> > A: Bea, have a seat.
>
> > B: I can eat but
> can't sit.
>
> > A: Sit in the seat, and eat your meat.
>
> > B: No, I
> need to knit.
>
> > sorta silly but they do work for slow practice of moving
> the mouth and tongue around.
>
> > Pictures with mirrors so students can
> watch themselves works well.
>
> > e
>
> >
>
> > Emma Bourassa
>
> >
> English as a Second or Additional Language/ Teaching English as a Second
> Language Instructor
>
> > ESL Department
>
> > Thompson Rivers
> University
>
> > 900 McGill Road. P.O. Box 3010
>
> > Kamloops, B.C. V2C
> 5N3
>
> > (250) 371-5895
>
> > fax 371-5514
>
> > ebourassa at tru.ca
>
> >
>
> >>>>
>
>
> > From: Andrea Canter <lucidpandora at gmail.com>
>
> > To:
> <englishlanguage at nifl.gov>
>
> >
> Date: 29/04/2008 12:03 pm
>
> > Subject: [EnglishLanguage 2292] Re:
> EnglishLanguage Digest, Vol 31, Issue 18
>
> >
>
> > Jenny,
>
> >
>
>
> > Eek! That's the issue I'm coming up against soon. The way I've been
> doing it
>
> > works with the roman alphabet (and easiest with just one native
> language in
>
> > the group). I have this book that has Spanish translations
> of English
>
> > vocabulary words. Then it has the pronunciation of the word
> spelled out in
>
> > Spanish phonetics. I just borrow those phonetics for any
> word I come across:
>
> > (ex. Raise your hand = reiz yor jand). Sometimes
> there isn't a sound in
>
> > Spanish that quite matches the one in English and
> I have to wrk around it
>
> > (ex. the word 'sit'.... there isn't anything in
> Spanish that sounds like the
>
> > 'i' in that word.... I told my class it
> sounds some where between 'eh' and
>
> > 'ee' and they got it).
>
> >
>
>
> > The thing with non-Roman alphabets is unless you speak the language,
> it
>
> > would be quite a task to do it that way. Then if you have people
> with
>
> > differing languages, it would be even worse. If all the people in
> your class
>
> > know the Roman alphabet, then I have a link to a website that
> has books and
>
> > workshops on a unique system to teach pronunciation with.
> I haven't tried
>
> > the method, but it looks really cool. Let me know if you
> want the address.
>
> > Hope this (any of it) helps!
>
> >
>
> >
> Andrea
>
> >
>
> > On Tue, Apr 29, 2008 at 12:00 PM, <englishlanguage-request at nifl.gov>
> wrote:
>
> >
>
> >> Send EnglishLanguage mailing list submissions
> to
>
> >>??????? englishlanguage at nifl.gov
>
>
> >>
>
> >> To subscribe or unsubscribe via the World Wide Web,
> visit
>
> >>??????? http://www.nifl.gov/mailman/listinfo/englishlanguage
>
>
> >> or, via email, send a message with subject or body 'help'
> to
>
> >>??????? englishlanguage-request at nifl.gov
>
>
> >>
>
> >> You can reach the person managing the list
> at
>
> >>??????? englishlanguage-owner at nifl.gov
>
>
> >>
>
> >> When replying, please edit your Subject line so it is
> more specific
>
> >> than "Re: Contents of EnglishLanguage
> digest..."
>
> >>
>
> >>
>
> >> Today's
> Topics:
>
> >>
>
> >>?? 1. [EnglishLanguage 2291]?
> computerless ESL instruction
>
> >>????? (Jenny
> Hubler)
>
> >>
>
> >>
>
> >>
> ----------------------------------------------------------------------
>
> >>
>
> >>
> Message: 1
>
> >> Date: Mon, 28 Apr 2008 08:57:35 -0500
>
> >> From:
> "Jenny Hubler" <JHubler at womenscenter.info>
>
> >>
> Subject: [EnglishLanguage 2291]? computerless ESL instruction
>
> >>
> To: "'The Adult English Language Learners Discussion
> List'"
>
> >>??????? <englishlanguage at nifl.gov>
>
> >>
> Message-ID: <001a01c8a937$d1da28d0$d600a8c0 at womenscenter.info>
>
> >>
> Content-Type: text/plain; charset="us-ascii"
>
> >>
>
> >>
> Andrea:
>
> >>
>
> >>
>
> >>
>
> >> Could you give more
> details about how you teach pronunciation to speakers
>
> >> of
>
> >>
> other languages? We have many Latinos, also some Koreans and a
> student
>
> >> from
>
> >>
> Sudan.
>
> >>
>
> >>
>
> >>
>
> >>
> Jenny
>
> >>
>
> >> The Women's Center of Tarrant County,
> TX
>
> >>
>
> >>
>
> >>
>
> >>?
> _____
>
> >>
>
> >> From: englishlanguage-bounces at nifl.gov
>
>
> >> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Andrea
> Canter
>
> >> Sent: Friday, April 25, 2008 3:58 PM
>
> >> To: englishlanguage at nifl.gov
>
> >>
> Subject: [EnglishLanguage 2290] Re: EnglishLanguage Digest, Vol 31,
> Issue
>
> >> 16
>
> >>
>
> >>
>
> >>
>
> >> This is a
> neat concept, but if you're like me and teach adults in venues
>
> >>
> without computers there needs to be something else. Since my class
> is
>
> >> entirely Hispanic, I use Spanish phonics to help. For some sounds
> I have
>
> >> to
>
> >> go into further explanation because there is
> no Spanish equivalent, but
>
> >> for
>
> >> the most part it
> translates. This has worked SO well!! They have near
>
> >> perfect
> pronunciation instantly!! I'm getting ready to start a class with
>
> >>
> people from all over the world now. I have no idea how to address
> the
>
> >> issue
>
> >> with them- any
> suggestions??
>
> >>
>
> >> On Fri, Apr 25, 2008 at 12:00 PM, <englishlanguage-request at nifl.gov>
>
> >>
> wrote:
>
> >>
>
> >> Send EnglishLanguage mailing list submissions
> to
>
> >>?????? englishlanguage at nifl.gov
>
>
> >>
>
> >> To subscribe or unsubscribe via the World Wide Web,
> visit
>
> >>?????? http://www.nifl.gov/mailman/listinfo/englishlanguage
>
>
> >> or, via email, send a message with subject or body 'help'
> to
>
> >>?????? englishlanguage-request at nifl.gov
>
>
> >>
>
> >> You can reach the person managing the list
> at
>
> >>?????? englishlanguage-owner at nifl.gov
>
>
> >>
>
> >> When replying, please edit your Subject line so it is
> more specific
>
> >> than "Re: Contents of EnglishLanguage
> digest..."
>
> >>
>
> >>
>
> >> Today's
> Topics:
>
> >>
>
> >>? 1. [EnglishLanguage 2286] Re: on-line
> dictionary with instant
>
> >>???? sound (Molly
> Elkins)
>
> >>? 2. [EnglishLanguage 2287] Re: on-line dictionary with
> instant
>
> >>???? sound (Tom
> Zurinskas)
>
> >>? 3. [EnglishLanguage 2288] Re: on-line dictionary
> with instant
>
> >>???? sound (Elkins, Molly
> (CR))
>
> >>
>
> >>
>
> >>
> ----------------------------------------------------------------------
>
> >>
>
> >>
> Message: 1
>
> >> Date: Thu, 24 Apr 2008 11:06:33 -0600
>
> >> From:
> "Molly Elkins" <melkins at dclibraries.org>
>
> >>
> Subject: [EnglishLanguage 2286] Re: on-line dictionary with
> instant
>
> >>?????? sound
>
> >> To:
> "'The Adult English Language Learners Discussion
> List'"
>
> >>?????? <englishlanguage at nifl.gov>
>
> >>
> Message-ID: <004f01c8a62d$8c7cafe0$be070a0a at dpld.org>
>
> >>
> Content-Type: text/plain;??????
> charset="us-ascii"
>
> >>
>
> >> I think it is pretty
> interesting-
>
> >>
>
> >> My only concern is that it took some time
> to load the sound- even on my
>
> >> pretty fast computer, AND it has a
> British accent. Many of my learners
>
> >> have
>
> >> complained
> about media that is British instead of American
> pronunciation.
>
> >>
>
> >> Thank you,
>
> >>
>
> >> Molly
> Elkins
>
> >> Literacy Specialist
>
> >> Douglas County
> Libraries
>
> >> Phillip S. Miller Library
>
> >>? 100 S. Wilcox
> Street
>
> >>? Castle Rock CO 80104
>
> >>? Map
>
> >>
> Direct Phone: (303)688-7646
>
> >> Alt Phone: (303) 791-READ
>
> >>
> Fax: (303) 688-7655
>
> >> Email: melkins at dclibraries.org
>
> >>
> Web: www.DouglasCountyLibraries.org
>
>
> >> -----Original Message-----
>
> >> From: englishlanguage-bounces at nifl.gov
>
>
> >> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Daphne
> Greenberg
>
> >> Sent: Sunday, April 06, 2008 3:00 PM
>
> >> To: englishlanguage at nifl.gov
>
> >>
> Subject: [EnglishLanguage 2254] on-line dictionary with instant
> sound
>
> >>
>
> >> ESL is not my area of expertise, so I don't know
> if this site is good, or
>
> >> if
>
> >> it is a site that everyone
> already knows about. A friend of mine
>
> >> introduced
>
> >> me to a
> site described as? "An English Pronouncing Dictionary with
> Instant
>
> >> Sound" I tried it out with a few words, and it seemed like a
> great idea
>
> >> for
>
> >> learners struggling with pronunciation of
> specific words. They need to
>
> >> have
>
> >> some proficiency with
> English spelling in order to use the site because
>
> >> they
>
> >>
> need to write the word in order to hear it pronounced.
>
> >>
>
> >>
> The url is:? http://howjsay.com/
>
>
> >>
>
> >> I am curious what people on this list think about this
> site.
>
> >>
>
> >> Daphne
>
> >>
>
> >> Daphne
> Greenberg
>
> >> Associate Professor
>
> >> Educational Psych. &
> Special Ed.
>
> >> Georgia State University
>
> >> P.O. Box
> 3979
>
> >> Atlanta, Georgia 30302-3979
>
> >> phone:
> 404-413-8337
>
> >> fax:404-413-8043
>
> >> dgreenberg at gsu.edu
>
> >>
>
> >>
> Daphne Greenberg
>
> >> Associate Director
>
> >> Center for the Study
> of Adult Literacy
>
> >> Georgia State University
>
> >> P.O. Box
> 3977
>
> >> Atlanta, Georgia 30302-3977
>
> >> phone:
> 404-413-8337
>
> >> fax:404-413-8043
>
> >> dgreenberg at gsu.edu
>
> >>
> ----------------------------------------------------
>
> >> National
> Institute for Literacy
>
> >> Adult English Language Learners mailing
> list
>
> >> EnglishLanguage at nifl.gov
>
> >>
> To unsubscribe or change your subscription settings, please go to
>
> >> http://www.nifl.gov/mailman/listinfo/englishlanguage
>
>
> >> Email delivered to melkins at dclibraries.org
>
>
> >>
>
> >>
>
> >>
>
> >>
> ------------------------------
>
> >>
>
> >> Message: 2
>
> >>
> Date: Fri, 25 Apr 2008 02:13:32 +0000
>
> >> From: Tom Zurinskas <truespel at hotmail.com>
>
> >>
> Subject: [EnglishLanguage 2287] Re: on-line dictionary with
> instant
>
> >>?????? sound
>
> >> To:
> The Adult English Language Learners Discussion
> List
>
> >>?????? <englishlanguage at nifl.gov>, cornell
> Kimble <cornell9 at earthlink.net>
>
> >>
> Message-ID: <BAY135-W4511FA4584E33E80584DDFD3DD0 at phx.gbl>
>
> >>
> Content-Type: text/plain;
> charset="iso-8859-1"
>
> >>
>
> >>
>
> >> m-w.com is a marvelous
> dictionary that you can click on to hear words in
>
> >> US
>
> >>
> accent.? The only nits I pick are what I call "awe-dropping" where
> the
>
> >> sound
>
> >> "awe" is replaced sometimes by "ah".?
> Click on the word "flaw" to hear it
>
> >> correctly (note, the word "awe"
> is said "ah").? Another nit is that words
>
> >> starting with "ex-"
> are said to be spoken as "ix-" (so example is
>
> >> ixample).
>
> >>
> I don't think that is the norm in USA but perhaps UK.
>
> >>
>
> >>
> Tom Zurinskas, USA - CT20, TN3, NJ33, FL5+
>
> >> See truespel.com - and
> the 4 truespel books plus "Occasional Poems" at
>
> >>
> authorhouse.com.
>
> >>
>
> >>
>
> >>
>
> >>
>
> >>
>
> >>
> > From: melkins at dclibraries.org
>
>
> >> > To: englishlanguage at nifl.gov
>
> >>
> > Date: Thu, 24 Apr 2008 11:06:33 -0600
>
> >> > Subject:
> [EnglishLanguage 2286] Re: on-line dictionary with instant
>
> >>
> sound
>
> >> >
>
> >> > I think it is pretty
> interesting-
>
> >> >
>
> >> > My only concern is that it took
> some time to load the sound- even on my
>
> >> > pretty fast computer,
> AND it has a British accent. Many of my learners
>
> >> have
>
> >>
> > complained about media that is British instead of American
>
> >>
> pronunciation.
>
> >> >
>
> >> > Thank you,
>
> >>
> >
>
> >> > Molly Elkins
>
> >> > Literacy
> Specialist
>
> >> > Douglas County Libraries
>
> >> > Phillip S.
> Miller Library
>
> >> > 100 S. Wilcox Street
>
> >> > Castle
> Rock CO 80104
>
> >> > Map
>
> >> > Direct Phone:
> (303)688-7646
>
> >> > Alt Phone: (303) 791-READ
>
> >> > Fax:
> (303) 688-7655
>
> >> > Email: melkins at dclibraries.org
>
> >>
> > Web: www.DouglasCountyLibraries.org
>
>
> >> > -----Original Message-----
>
> >> > From: englishlanguage-bounces at nifl.gov
>
>
> >> > [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Daphne
> Greenberg
>
> >> > Sent: Sunday, April 06, 2008 3:00 PM
>
> >> >
> To: englishlanguage at nifl.gov
>
>
> >> > Subject: [EnglishLanguage 2254] on-line dictionary with
> instant sound
>
> >> >
>
> >> > ESL is not my area of expertise,
> so I don't know if this site is good,
>
> >> or
>
> >> if
>
> >>
> > it is a site that everyone already knows about. A friend of
> mine
>
> >> introduced
>
> >> > me to a site described as "An
> English Pronouncing Dictionary with
>
> >> Instant
>
> >> > Sound"
> I tried it out with a few words, and it seemed like a great idea
>
> >>
> for
>
> >> > learners struggling with pronunciation of specific words.
> They need to
>
> >> have
>
> >> > some proficiency with English
> spelling in order to use the site because
>
> >> they
>
> >> > need
> to write the word in order to hear it pronounced.
>
> >> >
>
> >>
> > The url is: http://howjsay.com/
>
>
> >> >
>
> >> > I am curious what people on this list think
> about this site.
>
> >> >
>
> >> > Daphne
>
> >>
> >
>
> >> > Daphne Greenberg
>
> >> > Associate
> Professor
>
> >> > Educational Psych. & Special Ed.
>
> >> >
> Georgia State University
>
> >> > P.O. Box 3979
>
> >> >
> Atlanta, Georgia 30302-3979
>
> >> > phone: 404-413-8337
>
> >>
> > fax:404-413-8043
>
> >> > dgreenberg at gsu.edu
>
> >>
> >
>
> >> > Daphne Greenberg
>
> >> > Associate
> Director
>
> >> > Center for the Study of Adult Literacy
>
> >>
> > Georgia State University
>
> >> > P.O. Box 3977
>
> >> >
> Atlanta, Georgia 30302-3977
>
> >> > phone: 404-413-8337
>
> >>
> > fax:404-413-8043
>
> >> > dgreenberg at gsu.edu
>
> >> >
> ----------------------------------------------------
>
> >> > National
> Institute for Literacy
>
> >> > Adult English Language Learners mailing
> list
>
> >> > EnglishLanguage at nifl.gov
>
> >>
> > To unsubscribe or change your subscription settings, please go
> to
>
> >> > http://www.nifl.gov/mailman/listinfo/englishlanguage
>
>
> >> > Email delivered to melkins at dclibraries.org
>
> >>
> >
>
> >> >
> ----------------------------------------------------
>
> >> > National
> Institute for Literacy
>
> >> > Adult English Language Learners mailing
> list
>
> >> > EnglishLanguage at nifl.gov
>
> >>
> > To unsubscribe or change your subscription settings, please go
> to
>
> >> http://www.nifl.gov/mailman/listinfo/englishlanguage
>
>
> >> > Email delivered to truespel at hotmail.com
>
>
> >>
>
> >>
> _________________________________________________________________
>
> >>
> Spell a grand slam in this game where word skill meets World Series.
> Get
>
> >> in
>
> >> the game.
>
> >>
>
> >>
> http://club.live.com/word_slugger.aspx?icid=word_slugger_wlhm_admod_apri
> l08<http://club.live.com/word_slugger.aspx?icid=word_slugger_wlhm_admod_april08>
>
>
> >>
>
> >> ------------------------------
>
> >>
>
> >>
> Message: 3
>
> >> Date: Fri, 25 Apr 2008 09:26:53 -0600
>
> >> From:
> "Elkins, Molly (CR)" <melkins at dclibraries.org>
>
> >>
> Subject: [EnglishLanguage 2288] Re: on-line dictionary with
> instant
>
> >>?????? sound
>
> >> To:
> The Adult English Language Learners Discussion
> List
>
> >>?????? <englishlanguage at nifl.gov>
>
> >>
> Message-ID: <web-1497724 at bl-208.cluster1.echolabs.net>
>
> >>
> Content-Type: text/plain; charset="us-ascii"
>
> >>
>
> >> An HTML
> attachment was scrubbed...
>
> >> URL:
>
> >>
>
> >>
> http://www.nifl.gov/pipermail/englishlanguage/attachments/20080425/1599a
> 44f/<http://www.nifl.gov/pipermail/englishlanguage/attachments/20080425/1599a44f/>
>
>
> >>
> attachment-0001.html<http://www.nifl.gov/pipermail/englishlanguage/attac
> hments/20080425/1599a44f/attachment-0001.html<http://www.nifl.gov/pipermail/englishlanguage/attachments/20080425/1599a44f/attachment-0001.html>
> >
>
>
> >>
>
> >>
> ------------------------------
>
> >>
>
> >>
> ----------------------------------------------------
>
> >> National
> Institute for Literacy
>
> >> Adult English Language Learners mailing
> list
>
> >> EnglishLanguage at nifl.gov
>
> >>
> To unsubscribe or change your subscription settings, please go to
>
> >> http://www.nifl.gov/mailman/listinfo/englishlanguage
>
>
> >>
>
> >> End of EnglishLanguage Digest, Vol 31, Issue
> 16
>
> >>
> ***********************************************
>
> >>
>
> >>
>
> >>
>
> >>
> -------------- next part --------------
>
> >> An HTML attachment was
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> >> URL:
>
> >>
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>
>
> >>
>
> >> ------------------------------
>
> >>
>
> >>
> ----------------------------------------------------
>
> >> National
> Institute for Literacy
>
> >> Adult English Language Learners mailing
> list
>
> >> EnglishLanguage at nifl.gov
>
> >>
> To unsubscribe or change your subscription settings, please go to
>
> >> http://www.nifl.gov/mailman/listinfo/englishlanguage
>
>
> >>
>
> >> End of EnglishLanguage Digest, Vol 31, Issue
> 18
>
> >>
> ***********************************************
>
> >>
>
> >
> ----------------------------------------------------
>
> > National Institute
> for Literacy
>
> > Adult English Language Learners mailing list
>
> > EnglishLanguage at nifl.gov
>
> > To
> unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/englishlanguage
>
> >
> Email delivered to taklein at austin.rr.com
>
>
>
>
>
>
>
>
> ----------------------------------------------------
>
> National Institute for Literacy
>
> Adult English Language Learners mailing list
>
> EnglishLanguage at nifl.gov
>
> To unsubscribe or change your subscription settings, please go to
>
> http://www.nifl.gov/mailman/listinfo/englishlanguage
>
> Email delivered to robinschwarz1 at aol.com
>
>
>
>
>
>
>
>
>
> Plan your next roadtrip with MapQuest.com: America's #1 Mapping Site.
>
>
>
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>
> National Institute for Literacy
>
> Adult English Language Learners mailing list
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>
> To unsubscribe or change your subscription settings, please go to
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>
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>
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> ----------------------------------------------------
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> Adult English Language Learners mailing list
> EnglishLanguage at nifl.gov
> To unsubscribe or change your subscription settings, please go to
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>
> ------------------------------
>
> Message: 2
> Date: Fri, 2 May 2008 14:15:22 -0700
> From: "Michael Tate" <mtate at sbctc.edu>
> Subject: [EnglishLanguage 2305] Re: Minimal pairs
> To: "The Adult English Language Learners Discussion List"
> <englishlanguage at nifl.gov>
> Message-ID:
> <0CA6C79FCB4AC642A77B76C17A4316EE0317C444 at exch-1.sbctc2.local>
> Content-Type: text/plain; charset="us-ascii"
>
> Robin and others:
>
>
>
> Unless one has had to learn to language with sounds that don't exist in
> English, it can be very frustrating to watch students repeatedly fail at
> making sounds that are very easy for fluent English speakers.
>
>
>
> Here's a sound from Thai that is diabolically difficult for most English
> speakers. Try saying "nga". Here's a tip for saying it correctly:
> say "sing-a" and then drop all the other sounds except the /ng/
> followed by short /a/. Once you think you have mastered it, try
> saying it in the midst of a conversation .
>
>
>
> Here's a tip for teaching l/r. Ask your students to find something
> that's about as thin as a pencil that they are willing to put in their
> mouths. Tell the students to put the straw or pencil or whatever
> against the back of their front teeth. Give them some minimal pairs
> with "l/r" at the beginning, middle and end of words: luck ruck, mile
> mire, etc. and that have the sounds in close proximity like "burlap"
> "roller" , etc. To make the /l/ sound your tongue has to at least touch
> the back of your front teeth. (In some English dialects, the /l/ sound
> that isn't in an accented syllable or that is in the final position,
> your tongue may not have to actually touch your teeth, but it get very,
> very close to touching.)
>
>
>
> Having a pencil touching the back of the front teeth makes the student
> hyper-aware if his/her tongue is touching the back of the teeth.
> Modesty may require that some students cover their mouths with their
> hands or a sheet of paper while doing this.
>
>
>
> After considerable practice (months), students won't need the pencil.
> They still may not be able to make the /l/ consistently, but they'll
> know when they weren't able to make /l/.
>
>
>
> From: englishlanguage-bounces at nifl.gov
> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of
> robinschwarz1 at aol.com
> Sent: Friday, May 02, 2008 12:46 PM
> To: englishlanguage at nifl.gov
> Subject: [EnglishLanguage 2298] Re: Minimal pairs
>
>
>
> 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.
>
> 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.
>
> 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.
>
> 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 frustr ation. She does
> it as part of a pronunciation improvement course where learners are
> there precisely to have their speech corrected.
>
> 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.
>
> 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.
>
> Robin Lovrien Schwarz
>
>
>
>
>
> -----Original Message-----
> From: Ted Klein <taklein at austin.rr.com>
> To: The Adult English Language Learners Discussion List
> <englishlanguage at nifl.gov>
> Sent: Fri, 2 May 2008 9:47 am
> Subject: [EnglishLanguage 2295] Re: EnglishLanguage Digest, Vol 31,Issue
> 18
>
> Emma,
>
>
>
> 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 identification of sounds is of primary importance
> before 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.
>
>
>
>
>
> MEDIAL VOWEL EXERCISE-1 & 2-Track 6
>
>
>
>
>
> -/i/-1
> -/I/-2
>
>
>
> heat
> hit
>
>
>
> cease
> sis
>
>
>
> heed
> hid
>
>
>
> keen
> kin
>
>
>
> Lee's
> Liz
>
>
>
> bead
> bid
>
>
>
> It was a great heat.
> It was a great hit.
>
>
>
> I saw a cease fire I saw sis fire.
>
>
>
> We heed it. We hid it.
>
>
>
> They were keen. They were kin.
>
>
>
> It was Lee's. It was Liz.
>
>
>
> See the bead. See the bid.
>
>
>
> Don't hit it, heat it.
>
>
>
> Will your sis ever cease?
>
>
>
> We heed it and they hid it.
>
>
>
> I'm keen to know her kin.
>
>
>
> Liz is at Lee's house.
>
>
>
> We bid on the bead.
>
>
>
>
>
> 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:
>
>
>
>
>
> 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.
>
>
>
> 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.
>
>
>
> 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. Example:
> HIT 2, HEAT 1, HEAT 1, CEASE 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, HIT HEAT 2, 1, HIT HIT 2, 2. HIT HEAT, 2, 1. etc.
>
>
>
> 4. After most of the students are responding accurately to the minimal
> pairs, switch to the minimal sentence pairs. These sentence exercises
> should all be performed without 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.
>
>
>
> Example: It was a great heat. (1) It was a great hit (2) It was a great
> hit (2), etc.
>
>
>
> 5. Finally give the students oral practice with sentences in which the
> target sounds are in free environments. "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.
>
>
>
> 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
>
> Diphthong Numbers 6+2 lied 6+9 loud 7+2 Lloyd
>
>
>
> Cheers, Ted
>
> www.tedklein-ESL.com
>
>
>
>
>
>
>
> ----- Original Message -----
>
> From: "Emma Bourassa" <ebourassa at tru.ca>
>
> To: <englishlanguage at nifl.gov>
>
> Sent: Thursday, May 01, 2008 5:41 PM
>
> Subject: [EnglishLanguage 2294] Re: EnglishLanguage Digest, Vol 31,Issue
> 18
>
>
>
> >I believe it is Pronunciation Pairs that has illustrations, single word
> and short dialogue practice. For example there might be:
> > sit seat
> > bit beat
> >
> > etc. which is then worked into a conversation:
> > A: Bea, have a seat.
> > B: I can eat but can't sit.
> > A: Sit in the seat, and eat your meat.
> > B: No, I need to knit.
> > sorta silly but they do work for slow practice of moving the mouth and
> tongue around.
> > Pictures with mirrors so students can watch themselves works well.
> > e
> >
> > Emma Bourassa
> > English as a Second or Additional Language/ Teaching English as a
> Second Language Instructor
> > ESL Department
> > Thompson Rivers University
> > 900 McGill Road. P.O. Box 3010
> > Kamloops, B.C. V2C 5N3
> > (250) 371-5895
> > fax 371-5514
> > ebourassa at tru.ca
> >
> >>>>
> > From: Andrea Canter <lucidpandora at gmail.com>
> > To: <englishlanguage at nifl.gov>
> > Date: 29/04/2008 12:03 pm
> > Subject: [EnglishLanguage 2292] Re: EnglishLanguage Digest, Vol 31,
> Issue 18
> >
> > Jenny,
> >
> > Eek! That's the issue I'm coming up against soon. The way I've been
> doing it
> > works with the roman alphabet (and easiest with just one native
> language in
> > the group). I have this book that has Spanish translations of English
> > vocabulary words. Then it has the pronunciation of the word spelled
> out in
> > Spanish phonetics. I just borrow those phonetics for any word I come
> across:
> > (ex. Raise your hand = reiz yor jand). Sometimes there isn't a sound
> in
> > Spanish that quite matches the one in English and I have to wrk around
> it
> > (ex. the word 'sit'.... there isn't anything in Spanish that sounds
> like the
> > 'i' in that word.... I told my class it sounds some where between 'eh'
> and
> > 'ee' and they got it).
> >
> > The thing with non-Roman alphabets is unless you speak the language,
> it
> > would be quite a task to do it that way. Then if you have people with
> > differing languages, it would be even worse. If all the people in your
> class
> > know the Roman alphabet, then I have a link to a website that has
> books and
> > workshops on a unique system to teach pronunciation with. I haven't
> tried
> > the method, but it looks really cool. Let me know if you want the
> address.
> > Hope this (any of it) helps!
> >
> > Andrea
> >
> > On Tue, Apr 29, 2008 at 12:00 PM, <englishlanguage-request at nifl.gov>
> wrote:
> >
> >> Send EnglishLanguage mailing list submissions to
> >> englishlanguage at nifl.gov
> >>
> >> To subscribe or unsubscribe via the World Wide Web, visit
> >> http://www.nifl.gov/mailman/listinfo/englishlanguage
> >> or, via email, send a message with subject or body 'help' to
> >> englishlanguage-request at nifl.gov
> >>
> >> You can reach the person managing the list at
> >> englishlanguage-owner at nifl.gov
> >>
> >> When replying, please edit your Subject line so it is more specific
> >> than "Re: Contents of EnglishLanguage digest..."
> >>
> >>
> >> Today's Topics:
> >>
> >> 1. [EnglishLanguage 2291] computerless ESL instruction
> >> (Jenny Hubler)
> >>
> >>
> >>
> ----------------------------------------------------------------------
> >>
> >> Message: 1
> >> Date: Mon, 28 Apr 2008 08:57:35 -0500
> >> From: "Jenny Hubler" <JHubler at womenscenter.info>
> >> Subject: [EnglishLanguage 2291] computerless ESL instruction
> >> To: "'The Adult English Language Learners Discussion List'"
> >> <englishlanguage at nifl.gov>
> >> Message-ID: <001a01c8a937$d1da28d0$d600a8c0 at womenscenter.info>
> >> Content-Type: text/plain; charset="us-ascii"
> >>
> >> Andrea:
> >>
> >>
> >>
> >> Could you give more details about how you teach pronunciation to
> speakers
> >> of
> >> other languages? We have many Latinos, also some Koreans and a
> student
> >> from
> >> Sudan.
> >>
> >>
> >>
> >> Jenny
> >>
> >> The Women's Center of Tarrant County, TX
> >>
> >>
> >>
> >> _____
> >>
> >> From: englishlanguage-bounces at nifl.gov
> >> [mailto:englishlanguage-bounces at nifl.gov
> <mailto:englishlanguage-bounces at nifl.gov?> ] On Behalf Of Andrea Canter
> >> Sent: Friday, April 25, 2008 3:58 PM
> >> To: englishlanguage at nifl.gov
> >> Subject: [EnglishLanguage 2290] Re: EnglishLanguage Digest, Vol 31,
> Issue
> >> 16
> >>
> >>
> >>
> >> This is a neat concept, but if you're like me and teach adults in
> venues
> >> without computers there needs to be something else. Since my class is
> >> entirely Hispanic, I use Spanish phonics to help. For some sounds I
> have
> >> to
> >> go into further explanation because there is no Spanish equivalent,
> but
> >> for
> >> the most part it translates. This has worked SO well!! They have near
> >> perfect pronunciation instantly!! I'm getting ready to start a class
> with
> >> people from all over the world now. I have no idea how to address the
> >> issue
> >> with them- any suggestions??
> >>
> >> On Fri, Apr 25, 2008 at 12:00 PM, <englishlanguage-request at nifl.gov>
> >> wrote:
> >>
> >> Send EnglishLanguage mailing list submissions to
> >> englishlanguage at nifl.gov
> >>
> >> To subscribe or unsubscribe via the World Wide Web, visit
> >> http://www.nifl.gov/mailman/listinfo/englishlanguage
> >> or, via email, send a message with subject or body 'help' to
> >> englishlanguage-request at nifl.gov
> >>
> >> You can reach the person managing the list at
> >> englishlanguage-owner at nifl.gov
> >>
> >> When replying, please edit your Subject line so it is more specific
> >> than "Re: Contents of EnglishLanguage digest..."
> >>
> >>
> >> Today's Topics:
> >>
> >> 1. [EnglishLanguage 2286] Re: on-line dictionary with instant
> >> sound (Molly Elkins)
> >> 2. [EnglishLanguage 2287] Re: on-line dictionary with instant
> >> sound (Tom Zurinskas)
> >> 3. [EnglishLanguage 2288] Re: on-line dictionary with instant
> >> sound (Elkins, Molly (CR))
> >>
> >>
> >>
> ----------------------------------------------------------------------
> >>
> >> Message: 1
> >> Date: Thu, 24 Apr 2008 11:06:33 -0600
> >> From: "Molly Elkins" <melkins at dclibraries.org>
> >> Subject: [EnglishLanguage 2286] Re: on-line dictionary with instant
> >> sound
> >> To: "'The Adult English Language Learners Discussion List'"
> >> <englishlanguage at nifl.gov>
> >> Message-ID: <004f01c8a62d$8c7cafe0$be070a0a at dpld.org>
> >> Content-Type: text/plain; charset="us-ascii"
> >>
> >> I think it is pretty interesting-
> >>
> >> My only concern is that it took some time to load the sound- even on
> my
> >> pretty fast computer, AND it has a British accent. Many of my
> learners
> >> have
> >> complained about media that is British instead of American
> pronunciation.
> >>
> >> Thank you,
> >>
> >> Molly Elkins
> >> Literacy Specialist
> >> Douglas County Libraries
> >> Phillip S. Miller Library
> >> 100 S. Wilcox Street
> >> Castle Rock CO 80104
> >> Map
> >> Direct Phone: (303)688-7646
> >> Alt Phone: (303) 791-READ
> >> Fax: (303) 688-7655
> >> Email: melkins at dclibraries.org
> >> Web: www.DouglasCountyLibraries.org
> >> -----Original Message-----
> >> From: englishlanguage-bounces at nifl.gov
> >> [mailto:englishlanguage-bounces at nifl.gov
> <mailto:englishlanguage-bounces at nifl.gov?> ] On Behalf Of Daphne
> Greenberg
> >> Sent: Sunday, April 06, 2008 3:00 PM
> >> To: englishlanguage at nifl.gov
> >> Subject: [EnglishLanguage 2254] on-line dictionary with instant sound
> >>
> >> ESL is not my area of expertise, so I don't know if this site is
> good, or
> >> if
> >> it is a site that everyone already knows about. A friend of mine
> >> introduced
> >> me to a site described as "An English Pronouncing Dictionary with
> Instant
> >> Sound" I tried it out with a few words, and it seemed like a great
> idea
> >> for
> >> learners struggling with pronunciation of specific words. They need
> to
> >> have
> >> some proficiency with English spelling in order to use the site
> because
> >> they
> >> need to write the word in order to hear it pronounced.
> >>
> >> The url is: http://howjsay.com/
> >>
> >> I am curious what people on this list think about this site.
> >>
> >> Daphne
> >>
> >> Daphne Greenberg
> >> Associate Professor
> >> Educational Psych. & Special Ed.
> >> Georgia State University
> >> P.O. Box 3979
> >> Atlanta, Georgia 30302-3979
> >> phone: 404-413-8337
> >> fax:404-413-8043
> >> dgreenberg at gsu.edu
> >>
> >> Daphne Greenberg
> >> Associate Director
> >> Center for the Study of Adult Literacy
> >> Georgia State University
> >> P.O. Box 3977
> >> Atlanta, Georgia 30302-3977
> >> phone: 404-413-8337
> >> fax:404-413-8043
> >> dgreenberg at gsu.edu
> >> ----------------------------------------------------
> >> National Institute for Literacy
> >> Adult English Language Learners mailing list
> >> EnglishLanguage at nifl.gov
> >> To unsubscribe or change your subscription settings, please go to
> >> http://www.nifl.gov/mailman/listinfo/englishlanguage
> >> Email delivered to melkins at dclibraries.org
> >>
> >>
> >>
> >> ------------------------------
> >>
> >> Message: 2
> >> Date: Fri, 25 Apr 2008 02:13:32 +0000
> >> From: Tom Zurinskas <truespel at hotmail.com>
> >> Subject: [EnglishLanguage 2287] Re: on-line dictionary with instant
> >> sound
> >> To: The Adult English Language Learners Discussion List
> >> <englishlanguage at nifl.gov>, cornell Kimble <
> cornell9 at earthlink.net>
> >> Message-ID: <BAY135-W4511FA4584E33E80584DDFD3DD0 at phx.gbl>
> >> Content-Type: text/plain; charset="iso-8859-1"
> >>
> >>
> >> m-w.com is a marvelous dictionary that you can click on to hear words
> in
> >> US
> >> accent. The only nits I pick are what I call "awe-dropping" where
> the
> >> sound
> >> "awe" is replaced sometimes by "ah". Click on the word "flaw" to
> hear it
> >> correctly (note, the word "awe" is said "ah"). Another nit is that
> words
> >> starting with "ex-" are said to be spoken as "ix-" (so example is
> >> ixample).
> >> I don't think that is the norm in USA but perhaps UK.
> >>
> >> Tom Zurinskas, USA - CT20, TN3, NJ33, FL5+
> >> See truespel.com - and the 4 truespel books plus "Occasional Poems"
> at
> >> authorhouse.com.
> >>
> >>
> >>
> >>
> >>
> >> > From: melkins at dclibraries.org
> >> > To: englishlanguage at nifl.gov
> >> > Date: Thu, 24 Apr 2008 11:06:33 -0600
> >> > Subject: [EnglishLanguage 2286] Re: on-line dictionary with instant
> >> sound
> >> >
> >> > I think it is pretty interesting-
> >> >
> >> > My only concern is that it took some time to load the sound- even
> on my
> >> > pretty fast computer, AND it has a British accent. Many of my
> learners
> >> have
> >> > complained about media that is British instead of American
> >> pronunciation.
> >> >
> >> > Thank you,
> >> >
> >> > Molly Elkins
> >> > Literacy Specialist
> >> > Douglas County Libraries
> >> > Phillip S. Miller Library
> >> > 100 S. Wilcox Street
> >> > Castle Rock CO 80104
> >> > Map
> >> > Direct Phone: (303)688-7646
> >> > Alt Phone: (303) 791-READ
> >> > Fax: (303) 688-7655
> >> > Email: melkins at dclibraries.org
> >> > Web: www.DouglasCountyLibraries.org
> >> > -----Original Message-----
> >> > From: englishlanguage-bounces at nifl.gov
> >> > [mailto:englishlanguage-bounces at nifl.gov
> <mailto:englishlanguage-bounces at nifl.gov?> ] On Behalf Of Daphne
> Greenberg
> >> > Sent: Sunday, April 06, 2008 3:00 PM
> >> > To: englishlanguage at nifl.gov
> >> > Subject: [EnglishLanguage 2254] on-line dictionary with instant
> sound
> >> >
> >> > ESL is not my area of expertise, so I don't know if this site is
> good,
> >> or
> >> if
> >> > it is a site that everyone already knows about. A friend of mine
> >> introduced
> >> > me to a site described as "An English Pronouncing Dictionary with
> >> Instant
> >> > Sound" I tried it out with a few words, and it seemed like a great
> idea
> >> for
> >> > learners struggling with pronunciation of specific words. They need
> to
> >> have
> >> > some proficiency with English spelling in order to use the site
> because
> >> they
> >> > need to write the word in order to hear it pronounced.
> >> >
> >> > The url is: http://howjsay.com/
> >> >
> >> > I am curious what people on this list think about this site.
> >> >
> >> > Daphne
> >> >
> >> > Daphne Greenberg
> >> > Associate Professor
> >> > Educational Psych. & Special Ed.
> >> > Georgia State University
> >> > P.O. Box 3979
> >> > Atlanta, Georgia 30302-3979
> >> > phone: 404-413-8337
> >> > fax:404-413-8043
> >> > dgreenberg at gsu.edu
> >> >
> >> > Daphne Greenberg
> >> > Associate Director
> >> > Center for the Study of Adult Literacy
> >> > Georgia State University
> >> > P.O. Box 3977
> >> > Atlanta, Georgia 30302-3977
> >> > phone: 404-413-8337
> >> > fax:404-413-8043
> >> > dgreenberg at gsu.edu
> >> > ----------------------------------------------------
> >> > National Institute for Literacy
> >> > Adult English Language Learners mailing list
> >> > EnglishLanguage at nifl.gov
> >> > To unsubscribe or change your subscription settings, please go to
> >> > http://www.nifl.gov/mailman/listinfo/englishlanguage
> >> > Email delivered to melkins at dclibraries.org
> >> >
> >> > ----------------------------------------------------
> >> > National Institute for Literacy
> >> > Adult English Language Learners mailing list
> >> > EnglishLanguage at nifl.gov
> >> > To unsubscribe or change your subscription settings, please go to
> >> http://www.nifl.gov/mailman/listinfo/englishlanguage
> >> > Email delivered to truespel at hotmail.com
> >>
> >> _________________________________________________________________
> >> Spell a grand slam in this game where word skill meets World Series.
> Get
> >> in
> >> the game.
> >>
> >>
> http://club.live.com/word_slugger.aspx?icid=word_slugger_wlhm_admod_apri
> l08<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_apr
> il08<http://club.live.com/word_slugger.aspx?icid=word_slugger_wlhm_admod_april08>
> >
> >>
> >> ------------------------------
> >>
> >> Message: 3
> >> Date: Fri, 25 Apr 2008 09:26:53 -0600
> >> From: "Elkins, Molly (CR)" <melkins at dclibraries.org>
> >> Subject: [EnglishLanguage 2288] Re: on-line dictionary with instant
> >> sound
> >> To: The Adult English Language Learners Discussion List
> >> <englishlanguage at nifl.gov>
> >> Message-ID: <web-1497724 at bl-208.cluster1.echolabs.net>
> >> Content-Type: text/plain; charset="us-ascii"
> >>
> >> An HTML attachment was scrubbed...
> >> URL:
> >>
> >>
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> a44f/<http://www.nifl.gov/pipermail/englishlanguage/attachments/20080425/1599a44f/>
> >
> >> attachment-0001.html<
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> >
> >>
> >> ------------------------------
> >>
> >> ----------------------------------------------------
> >> National Institute for Literacy
> >> Adult English Language Learners mailing list
> >> EnglishLanguage at nifl.gov
> >> To unsubscribe or change your subscription settings, please go to
> >> http://www.nifl.gov/mailman/listinfo/englishlanguage
> >>
> >> End of EnglishLanguage Digest, Vol 31, Issue 16
> >> ***********************************************
> >>
> >>
> >>
> >> -------------- next part --------------
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> >
> >>
> >> ------------------------------
> >>
> >> ----------------------------------------------------
> >> National Institute for Literacy
> >> Adult English Language Learners mailing list
> >> EnglishLanguage at nifl.gov
> >> To unsubscribe or change your subscription settings, please go to
> >> http://www.nifl.gov/mailman/listinfo/englishlanguage
> >>
> >> End of EnglishLanguage Digest, Vol 31, Issue 18
> >> ***********************************************
> >>
> > ----------------------------------------------------
> > National Institute for Literacy
> > Adult English Language Learners mailing list
> > EnglishLanguage at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/englishlanguage
> > Email delivered to taklein at austin.rr.com
>
> ----------------------------------------------------
>
>
>
>
> National Institute for Literacy
>
>
>
>
> Adult English Language Learners mailing list
>
>
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