2. Presentation on TEACHING OFPHONETICSAND
PHONOLOGYATM.A.LEVELINPAKISTAN. 3.
- The Islamia University Bahawalpur
4. Overview
- What is Phonetics and Phonology?
- Significance of Teaching Phonetics and Phonology
- Teaching of Phonetics and Phonology Situation in Pakistan
- Required Learning Skills in Pakistani Classroom
- Needs of Pakistani LearnersJ
5.
- Difficulties of the Teachers
- while teaching at M.A Level in Pakistan
- Difficulties of the Learners,Segmental and Supra-segmental
problems
- Difference of Sound System in Urdu andEnglish Languages. Vowels
and Consonants. Syllable. Pronunciation Problems
- Equipments and Training on Teachers at M.A.Level in
Pakistan
- Suggestions for the Improvement of Pakistani English
6.
- Speaking a language is not merely knowing its grammar and
vocabulary, but the practice of correct pronunciation is also
necessary.
- A cricketer cannot learn to play cricket by just acquiring
theoretical knowledge of the techniques and rules of the game. He
must actively go to the filed and practice the game. Similarly, the
language learner must put to use his knowledge of the
language.
7.
- PHONETICS AND PHONOLOGY Phonetics
- Phonetics is the study of physical
- aspects of speech. It studies all possible
8.
- Phonology is the branch of linguistics which Studies the sound
system in a language.
- Bloomfield arguesPhonology is the organization
9. Generality andParticularity .
- Difference Between Phonetics
10.
- The description and classification of speech sounds
- Discover the principles that govern the way the sounds are
organized in languages and to explain the variations that
occur.
- Phonology studies the speech sounds of a given language and
their function within the sound system of that language.
11.
- Important Terms in Phonology
- Phoneis aninstanceof a speech sound. [b], [s], [o].
- APhonemeis acategoryof speech sounds that all speakers of a
language perceive as more or less identical. /t/ /f/ /b/
- AnAllophoneis avariantor alternate phonetic form of a phoneme.
[t] and [t ] are allophones of the phoneme /t/.
12.
- Phonemic orBroad Transcription
- This is something much needed by the foreign learner in order
to understand fully the features of connected speech
- IPA symbols for representing the sound system of any language
in a unique form.
System of Transcription in English 13. 14. Priorities for
Phonology in the Pronunciation Class
- Comprehensibility :are learners able to identify the sounds and
are their articulations understood by native speakers?
- Social Acceptability :are learners producing sounds that are
aesthetically acceptable to the ears of native speakers?
- Ease of Production :do learners have a good chance of
successfully learning to produce the sounds?
- Number of familiar words (functional load) :do the sounds occur
frequently in essential &/or very useful words?
15. Significance of Teaching phonetics and phonology
- Selection and arrangement of speech sounds
- correct pronunciation of consonants and vowels sounds etc
16.
- Intelligibility is a pronunciation which can be understood with
little or no conscious effort on part of the listener.
Significance of Teaching phonetics and phonology 17.
- It tells that how many sounds are produced in one word.
Sometimes one sound is used for two letters.
- /f/is used for,Face andPhenomenon
18. Significance of Teaching phonetics and phonology
- Segmental levelof phonology analyses the speech into direct
segments and phonemes.
- Supra Segmentallevel of phonology deals syllables with extended
segments. Such as stress, intonation etc.
- Diachronic phonologyexamines theories about the changes and
modificationin sounds over the period of time.
- Synchronic phonologydeals with the pattern of sounds in the
content of change in the history of language.
19.
- Articulatory phonetics helps us to teach the movement of speech
organs in production of speech sounds. Speech is produced by lungs,
larynx, tongue, lips soft palate, hard plate etc.
- Acoustic phonetics helps us to teach speech sound as
transmitted between mouth and ear.
- Auditory phonetics It helps in teaching hearing and the
perception of speech sounds.
Significance of Teaching phonetics and phonology 20. How much
phonetics and phonology do teachers and learners of English
language need to know and use?
- Teachers must understand the physical aspects of sound
production.Teachers will not necessarily teach these to students,
but this knowledge will provide a basis for teachers to identify
the physical reasons for inaccurate approximations of foreign
language sounds, enabling them to give precise instructions which
will help students correct faulty pronunciation.
21.
- Unless the teacher understands how the student is using his
speech organs in producing a native language sound and what he
should be doing to reproduce the foreign language sound acceptably,
he cannot help the student beyond a certain stage of earnest but
inaccurate imitation."
- (Wilga Rivers- Teaching ForeignLanguage Skills).
How much phonetics and phonology do teachers and learners of
English language need to know and use? 22.
- Incorrectly articulated consonants will affect the production
of vowels, as vowels will affect consonants. Students therefore
require steady practice and muscle training. Pronunciation is a
motor skill that needs practice.
How much phonetics and phonology do teachers and learners of
English language need to know and use? 23. What are the major
causes of pupils' inability to communicate effectively in oral
situations? How should teaching programmes be devised to counteract
this?
- 1.Teach the comprehension and production of a form of "slow
colloquial" suitable for the communicative needs of the
consensus.
- 2.Lead away from practice in the comprehension of R.P. by
including various styles of "informal English" as listening
material. The emphasis at this stage is on practice. Comprehension
should be tested in a variety of ways e.g. "Task Listening".
24.
- 3a.Teach the auditory & visual signals which are reliable
indicators of stress placement. Practice material requiringto
recognise and mark strong stress and use of video film would be
helpful here.
- 3b.Teach the most common tunes. Practices should also focus on
the inter-relationships between stress, tune, syntax and
meaning.
25.
- 4.Develop vocabulary giving special priority to lexis
containing important signals (concepts), cohesive devices and other
discourse markers. The focus here is comprehension of spoken
English at paragraph level.
26.
- 5.Teach the sound system (the relationships between vowel
length & quality and consonant sounds, the points of
articulation & their modification in "informal English" in
greater detail.
- (David Jones' RSA Course inStockholm 1982.)
27. Teaching of phonetics and phonology situation in Pakistan
.
- A number of explanations can be given to account for this poor
performance such as:
- Uncongenial teaching environment
- Absence of language laboratory
- Outmoded syllabi methodology
28.
- M.A level is considered to be the higher level in Pakistan
- Most of the students do jobs or go for higher education
- For both groups teaching of phonetics and phonology is
necessary, because you express yourself through communication For
better communication it is necessary to learn the correct
pronunciation of the words of any language that you speak.
- Teaching of phonetics and phonology is equally important for
all the languages.
29. Practiced Language skills in Pakistani Class Room; Basic
Reason for Such a Poor Condition of Teaching Phonetics and
Phonology
- An average classroom in Pakistan still reflects traditional
concepts of teaching methods.
- The logical sequence of language skills is disturbed, thus
creating obstacles in the learning process. It is an established
fact that the sequence adopted in L1 acquisition must be followed
to a large extent in L2 learning i.e. listening, speaking reading,
writing (LSRW).
30.
- Moreover, the system in Pakistan demands reading and writing
more than the other skills.
- Speaking is almost ignored and there are no ways to test the
speaking ability of the students.
- Teaching of sound system in our country is given no
importance.
31.
- speaking skill is required at the higher level in Pakistan,
when students appear for interview and viva voce.
- The policy makers have failed to realize that at the higher
level, it is too late to gain proficiency in the speaking
skill.
32. Result:
- Students are unaware of the correct pronunciation of words even
till graduate level in our country.
- Many students suffer because they cannot express themselves so
well verbally, as they would in writing.
33. The need of a Pakistani student at M.A. level
- Listening and speaking facilitate communication, creating
confidence in the learner through interaction with the
environment.
- Unfortunately, a Pakistani syllabus ignores even these two
language skills, and the syllabus objectives are set to achieve
reading and writing skills.
- As a result, the students concentrate on the structural rather
than functional aspects of the language.
34.
- communication between teacher-students and student-students is
almost nil.
- Such teaching/learning will give birth to teachers/learners who
will not be able to use language effectively.
- A balance between all four language skills should be struck by
syllabus designers.
35.
- The students need the listening skill to understand teachers
and to follow instructions and speaking skill to express themselves
by using language.
- But all these skills are perfected if we know well how to
pronounce the words correctly.
36.
- In Pakistan, syllabi/ curricula have hardly undergone any
change. They need revolutionary changes to keep abreast of the
times.
- No activities or practice of correct pronunciation of words and
accent is being done by the teachers even at M.A. level in
Pakistan.
- A Pakistani syllabus stresses more on the theoretical aspects
rather than the practical/ applicable aspects. The language
learners may have a good command over the usage of the language but
may not be able to use the language satisfactorily with correct
pronunciation and stress pattern.
37.
- The syllabus designers should realize this and shift from a
structural syllabus to a functional one.
- Both the language / education policy makers and the syllabus
designers need to adopt a pragmatic view of language use and
teaching of phonetics and phonology should be made compulsory.
38. Difficulties of Teaching phonetics and phonology at M.A
level in Pakistan.
- Lack of language laboratories
- Self Access Centers (SACs)
- laboratories are equipped with tape recorders head phones, and
now computers.
- The students can contact their teachers on one-to-one
basis.
39.
- Compare pronunciation to the source and get feedback with out
the intervention of a teacher.
- Students are more open to the guidance of the teacher at
language laboratories.
- The language laboratory helps to train some students to really
listen to what they say and how they say it.
40.
- A basic pronunciation item may look like this:
- Buzz Signal: (Pause of 3 seconds)
41. Learners mostly face problems due to the following
reasons:
- Teachers arenot much experts.
- Learners have little or no exposure to native speakers of
Target Language (TL).
- They are sometimes unable to teach the students using a good
methodology of teaching phonetics and phonology/sound system.
42.
- Speech organs are not taught comprehensively.
- Thereis a lack of written transcription practice.
- Teachers should explain the IPA chart very well.
- Language skills are not taught well.
- There is the lack of the use of Audio visual aids in teaching.
Audio visual aids take the place of first hand and actual
experience. As they enliven the learning atmosphere they can
accomplish most effectively the objectives of language
learning.
43. Advantages of Audio Visual Aids
- Help in better and clear understanding of sounds
(Production/transmission).
- Arouse interest of the learners in the task of learning.
- Help to focus attention on the lesson and stimulate the
learners thinking.
- Encourage students participation.
- Train the learners in efficient work and study habits.
- Exclude favorable attitudes
- Bring about variety in the lesson and make it effective.
44. Commonly used audio visual aids (AV aids)
- classroom objects such as
- Blackboard /white boards,
- Pictorial representations,
- Bulletin board to display pictures,
45.
- Teacher should use these Av aids to make their students fully
understand the sound system, to enable them to pronounce the words
in a correct way.
- Teacher should make them understand the movement of speech
organs to produce different sound.
- Use the technique of lesson planning for batter
results/outcome.
46.
- Student feel difficulty in learning the foreign language i.e.
English because there is a great difference of sound system in Urdu
and English language. We can see the difference through the
following alphabetical order shown between Englishand Urdu.
Difference between the Sound System of Urdu and English 47.
Difference between the Sound System of Urdu and English 48.
Segmental and Supra-segmental Problems
- In English Vowel intensity (quality) is significant for
syllabic prominence in English
- In Urdu vowel duration (quantity) is significant for syllabic
prominence.
49. Vowels
- Vowels in English are uttered with different positions of lips,
tongue and jaws, but in Urdu vowels are realized in the natural
position of the oral cavity.
- For example, /b/, /t/, /a/ : are confused and /a:
50.
- when a phoneme is replace with another phonemethat is
calledphoneme difficultyand when some sound of phoneme is confused
that is called sound difficulty
- For example Pakistan learners pronounce wine as vine and in
this way they confuse /w/ with /v/, this is a phoneme
difficulty
Phoneme Difficulties and Sound Difficulties. 51.
- The consonant difficulties are no less remarkable. There are
twenty-four consonants in English whereas Urdu has thirty seven
consonants
- As pirated stops constitute different phonemes in Urdu, while
English they are in complementary distribution with the
un-aspirated ones. Urdu aspirated stops in English.
- /p/, /t/, /k/ sounds are aspirated R.P A Pakistani learner
tends to pronounce them without aspiration.
Consonants 52.
- Pakistani learners tend to confuse /v/ sound with /w/sound. In
R.P (Received pronunciation) /v/ is a labio-dental fricative and
/w/ is a bilabial semi-vowel e.g.
- /n/sounds does not occur independent in Urdu and is replaced by
/ng/ or /nk/.
- In R.P /r/only occurs before vowels, never before
consonants.
- An Urdu speaker finds it difficult to string together two,
three or four consonants with no vowel between them. We may say
that consonant clusters are also a great difficulty for the foreign
learners.
53.
- The sound / j/ exists and is widely used in Urdu but appears to
cause considerable difficulty possible due to the fact that
- serves as both vowel /i:/ and consonant /j/ in Urdu
consequently many speakers are confused:
54. Supra segmental Problems:
- Features of connected speech
55. Syllabification
- The term syllabification refers to the division of a word into
syllables.
- Syllables are formed by the combination of vowels and
consonants.
- The syllable structures are of various types and common
structure of syllable is the combination of a consonant anda vowel
(CV), this syllable structure may be found almost in all
language.
56. 44 sounds 26 letters,Result :( Confusion and Difficulties of
Learners in Learning Pronunciation)
- The same letter (S) stands for different sounds:
-
- The letterschstand for different sounds
-
- The letterastands for different sounds
-
- late, last, fat, woman, village, water, what
-
- The lettersoughstand for different sounds
-
- though, through, bough, thought, thorough, cough
57.
- 2. The same sound is represented by different letters or
combinations of letters:
-
- Thensound is represented by the lettersninneck, nninfunny, gnin
sign,knin know andpnin pneumonia
-
- Thevowel soundin the word get , is replaced by the letterein
end,eain head,eiin leasure,eoin leopard,ain manyaiin said,iein
friend,uin bury, anduein guess
-
- The vowel sound in the wordteais replaced by the letterseain
beat,iein brief,eoin people,ein scene,eein seen,eyin key,Iin
machine,oein foetus,eiin receive anduayin quay
58.
- 3. One letter of the alphabet stands for a sequence of two
sounds:
- The letterqstands for a combination of theksound (as in key)
and thewsound as inwatchin the wordsquestion, quiet, quite, square,
squash, queer
- The letterxstands for a sequence of theksound (as in kite) and
thessound (as in sea) in the wordsexcuse, excite, excess, box,
exercise
- The letterxstands also for a sequence of thegsound (as in go)
and thezsound (as in zoo) in the wordsexact, examine, exist,
exert
- The letterusometimes stands for the sequence of a consonant
followed by a vowel as in the wordsunit, use, utilize
59. Equipment and Training of English Teachers
- English is an ever-growing subject
- An English teacher requires more intensive training than his
other colleagues in other subjects
- Those who do not keep themselves in constant touch with its
development are left far behind and hopelessly out of date.
60. Deficiencies: ( Regarding Teachers)
- Their command of general English is poor.
- The language that they habitually employ is not of practical
use to the students. The do not know how to come down to the level
of the young beginners.
- Generally they do not keep themselves abreast of the modern
methods of teaching.
- Most of them avoid hard work involved in adopting new
methods.
- They need an intensive and extensive knowledge of the use
English language, pronunciation and intonation and an acquaintance
with English ways of life.
61. Suggestion for their improvement.
- Refresher courses should be arranged during summer vacation for
English Teachers for to update them to the sound system of English
language.
- They should be encouraged to do research work.
- They should be provided with the latest publications.
- Lectures of English speakers should be arranged for their
benefit.
- They should be advised to listen to the Radio programmes.
- Opportunities to visit England should be provided.
62.
- An English Teachers Association should be established. A
journal should be run by this Association.
- Conferences of teachers for academic discussion should be
encouraged.
- Subject specialist system should be enforced.
- Demonstration Lessons by the teachers should be
encouraged.
- Purchase of Tape-recorders and Lingua phone records should be
allowed.
- They should be provided with funds for the purchases of
equipment for the English room.
63. CONCLUSION
- The tremendous and considerable influence of mother tongue or
L1 poses many great difficulties in learning the pronunciation of
second language (L2). When we teach English language to the
students at M.A Level they have become mature and they feel
difficulty in pronouncing English words in an exact manner because
their speech organs are set for their own language/ mother tongue.
Our Jaw system and speech organs no doubt can produce uncountable
sounds but for this purpose weneed a great deal of practice, as the
practice makes a man perfect.
- Teaching of phonetics and phonology should be made compulsory
at early level.
- Speaking and listening skills should be taught and
practiced.
- The students should check up to correct pronunciations of these
and similar other problematic words in a pronouncing
dictionary.
64. Suggestions for the Improvements of Pakistani English
- The correct pattern of English word accent should be
maintained.
- The correct pattern of sentence stress and rhythm should be
maintained.
- The knowledge of vowels (O,v,w) should be acquired.
- The consonants should be clearly articulated.
- English vowels and diphthongs must be given correct length,
they should be sufficiently long.
65.
- The voiceless plosives /p/, /t/, /k/ should be aspirated at the
beginning of accented syllables.
- The reading of a set text should be done carefully with proper
grouping of words.
- The correct distribution of /s/and /z/ in flexional suffixes
should be learnt through the constant use of a pronouncing
dictionary.
- The correct distribution of English vowels and consonants
should be learnt through the constant use of a pronouncing
dictionary.
66.
- Students should remember that the sound (r) at the end of a
word or before a consonant is dropped. It is pronounced before a
vowel only. It is, however, pronounced at the end of a word when
the word immediately following it in connected speech begins with a
vowel e.g. morning, there, thereafter, there by, archive in these
words (r) is not pronounced.
67.
- Sometimes two consonants occur next to each other. In
pronunciation the first is often dropped, e.g.
- Postman: /pousmn/or poustmen/
68.
- Some most commonly mispronounced words in Pakistan are: vowel,
adjective, sew, opportunity, capacity, political, azure, rumor,
drought, malign, malignity, condemn, autumn, forehead,
extraordinary, Wednesday, zero, hero, etc. The students should
check up to correct pronunciations of these and similar other
problematic words in a pronouncing dictionary.
69. Thank You