A Corpus-aided English Pronunciation
Training Programme
Dr Chen Hsueh Chu, [email protected]
Ms Tian Jing Xuan
(Workshop 3)
mailto:[email protected]
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This Training Programme…Topic Date Time Venue
Workshop I –Introduction of spoken corpus, phonetics and phonology, and pronunciation features;Exploitation of corpus data to do phonological analysis of segmental features
23-Oct-2019 (Wed) 15:30pm-17:30pm B4-LP-03
Online Lesson I –Basic concepts of spoken corpus, segmental system of English and pronunciationfeatures;Phonological analysis of segmental features
25-Oct-2019 (Fri)
By 23:55pm -
Workshop II –Exploitation of corpus data to do phonological analysis of suprasegmentalfeatures (word stress, intonation);Introduction of speech rhythm, linking, pause, and speech rate
30-Oct-2019 (Wed)
15:30pm-17:30pm D3-LP-02
Workshop III –Discussion of the benefits of doing corpus-based analysis through speech corpusand how we can use the findings in the language classroom
6-Nov-2019 (Wed)
15:30pm-17:30pm B4-LP-03
Online Lesson II –Basic concepts of suprasegmental system of English, and pronunciation features;Phonological analysis of suprasegmental features
8-Nov-2019 (Fri)
By 23:55pm -
Workshop IV –Development of teaching materials for primary and secondary students;Competition
20-Nov-2019 (Wed)
15:30pm-17:30pm B4-LP-03
Broadcast Live
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This Workshop
3
Framework
• Introduce the corpus-aided pronunciation teaching framework.
Explore
• Explore ready-made corpus-aided lesson plans and teaching materials on the learning platform
Design
• Understand expected product, structure, and rubrics for the lesson plan competition
• Identify the key components for your own lesson plan
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Recap
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Recap
•What are the major segmental and suprasegmentalcomponents in English?
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The English SOUND System
The Segmental System
phonemes
consonants & vowels
(including diphthongs)
The Suprasegmental
System
linking the segments /
phonemes
pausing, intonation,
lexical stress, CV linking…
…
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c t
f ce
a
a
f thera
m nyawh ta
vill gea
goa /æ /
/ɑː/
/e//ɒ/
/ɪ/
/ɔː//ə/
/eɪ/
Amazing “a”
a
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a + ?
Amazing “a”
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a
Amazing “a”
i
a
aim
/eɪ/
a y day
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a
Amazing “a”
ir air /eə/
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a
Amazing “a”
u
a
daughter
/ɔː/
a w law
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a
Amazing “a”
ltalk
/ɔː/
half
ball
calm/ɑː/l
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a
Amazing “a”
r war /ɔː/
star
sugar
/ɑː/
/ə/
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• The association between letters (spelling) & their sound values is
• Phonics needs to be supplemented by Phonetics
(1 symbol 1 sound)
make initial guessconfirm pronunciation
not always fixed /regular
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Recap
•What are the major segmental and suprasegmentalcomponents in English?
•Why do teachers need corpus?
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Corpus & Teachers
•The vigorous development of language corpora has greatly influenced language teachers, because the corpus-based approach not only provides teachers with various teaching materials and resources that can be used in their daily teaching, but more importantly, it also helps shift teachers’ role from the knowledge transmitter to a facilitator in a student-centered learning environment.
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Recap
•Why do teachers need corpus?
•What are the major segmental and suprasegmental components in English?
•What are the two useful functions to view pronunciation features in our corpus?
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Exploitation of our new corpus…
02
Browse function
Search function
http://phonetics2.eduhk.hk/#/home
http://phonetics2.eduhk.hk/#/homehttp://phonetics2.eduhk.hk/#/homeTina77WM1
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Our Spoken English Corpus
Browse function
http://phonetics2.eduhk.hk/#/home
http://phonetics2.eduhk.hk/#/homeTina77WM1
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Our Spoken English Corpus
Browse function
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Our Spoken English Corpus
Browse function
• Sentence reading with graphic illustration for suprasegmental features
• the reading of the passage ‘the boy who cried wolf’ with segmental annotation
• interview questions and answers with audio recordings and transcripts
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Our Spoken English Corpus – Browse Function
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Our Spoken English Corpus – Browse Function
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Our Spoken English Corpus – Browse Function
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Our Spoken English Corpus
Search function
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Our Spoken English Corpus
Search function
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Our Spoken English Corpus
Search function
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Our Spoken English Corpus – Search Function
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Our Corpus-aided English Pronunciation Teaching and Learning System
http://ec-concord.ied.edu.hk/phonetics_and_phonology/wordpress/wp-content/uploads/2014/03/Part-6.-Feature-list-of-HKECantonese-speakers.pdfTina77WM1
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For Learners ~
http://corpus.eduhk.hk/English_Pronunciation/?page_id=1781
http://corpus.eduhk.hk/English_Pronunciation/?page_id=1781Tina77WM1
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Feature Lists~
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Features from different dialectal backgrounds
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http://ec-concord.ied.edu.hk/phonetics_and_phonology/wordpress/exerciseIndex.html
Pronunciation Games~
http://ec-concord.ied.edu.hk/phonetics_and_phonology/wordpress/exerciseIndex.htmlTina77WM1
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The corpus-aided pronunciation teaching
framework
Checklist
Noticing the error
Discovering the patterns
Learning Phonological analysis (using corpus)
Focus-on-Forms Instruction (FonFS)
• Articulatory & perceptual
explanations
• Listening to authentic native
and non-native learners’
pronunciation
• Pronunciation by learners &
checking by teacher
ExplicitInstruction
Practice&
Production
Focus-on-Form Instruction (FonF)
• Information gap tasks
• Picture-based story telling
• Picture description & recognition task
• Role-play
• Pronunciation by learners & checking by teacher
Focus-on-Forms Instruction (FonFS)
• Minimal-pair listen-and-repeat drills
• Word read-aloud exercises
• Sentence listen-and-repeat drills
• Passage read-aloud exercises
• Pronunciation by learners & checking by teacher
Explicit feedback: Explicit correction
Corpus-aided Pronunciation Teaching Framework
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1. Checklist
Learning Phonological analysis (using corpus)
Focus-on-Forms Instruction (FonFS)
ExplicitInstruction
Practice&
Production
Focus-on-Form Instruction (FonF)
Focus-on-Forms Instruction (FonFS)
Explicit feedback: Explicit correction
Pronunciation features with high frequency found in the corpus informs both learning and teaching of English for learners with specific language background.
Corpus-aided Pronunciation Teaching Framework
http://corpus.eduhk.hk/English_Pronunciation/wp-content/uploads/2019/10/Part-6.-Feature-list-of-HKECantonese-speakers-1.pdfTina77WM1
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Checklist
Learning Phonological analysis (using corpus)
Focus-on-Forms Instruction (FonFS)
2. ExplicitInstruction
Practice&
Production
Focus-on-Form Instruction (FonF)
Focus-on-Forms Instruction (FonFS)
Explicit feedback: Explicit correction
For teachers, besides providing articulatory and perceptual explanations to the target sounds, authentic native and learner pronunciation is available for them to elicit and perform comparison and therefore facilitate learners’ perception of the target sounds.
• Articulatory &
perceptual explanations
• Listening to authentic
native and non-native
learners’ pronunciation
• Pronunciation by
learners & checking by
teacher
Corpus-aided Pronunciation Teaching Framework
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Checklist
Learning Phonological analysis (using corpus)
Focus-on-Forms Instruction (FonFS)
ExplicitInstruction
3. Practice&
Production
Focus-on-Form Instruction (FonF)
• Information gap tasks
• Picture-based story telling
• Picture description & recognition task
• Role-play
• Pronunciation by learners & checking by
teacherFocus-on-Forms Instruction (FonFS)
• Minimal-pair listen-and-repeat drills
• Word read-aloud exercises
• Sentence listen-and-repeat drills
• Passage read-aloud exercises
• Pronunciation by learners & checking by teacher
Explicit feedback: Explicit correction
Speech data can be integrated into either focus-on-form activities or focus-on-forms practices.
Corpus-aided Pronunciation Teaching Framework
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Long (1991)
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Checklist
Learning Phonological analysis (using corpus)
Focus-on-Form Instruction (FonF)
ExplicitInstruction
Practice&
Production
Focus-on-Form Instruction (FonF)
Focus-on-Forms Instruction (FonFS)
4. Explicit feedback: Explicit correction
Teachers provide explicit feedback to students’ performance in the practice and production based on the corpus data.
Corpus-aided Pronunciation Teaching Framework
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Checklist
Noticing the error
Discovering the patterns
Learning Phonological analysis (using corpus)
Focus-on-Forms Instruction (FonFS)
ExplicitInstruction
Practice&
Production
Focus-on-Form Instruction (FonF)
Focus-on-Forms Instruction (FonFS)
Explicit feedback: Explicit correction
Learners are able to perform phonological analysis using speech data from the corpus to notice the error and discover the patterns shared by the speakers in the corpus and themselves.
Corpus-aided Pronunciation Teaching Framework
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Checklist
Noticing the error
Discovering the patterns
Learning Phonological analysis (using corpus)
Focus-on-Forms Instruction (FonFS)
ExplicitInstruction
Practice&
Production
Focus-on-Form Instruction (FonF)
Focus-on-Forms Instruction (FonFS)
Explicit feedback: Explicit correction
Results from teaching and learning echo with the checklist.
Corpus-aided Pronunciation Teaching Framework
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The corpus-aided lesson plans
Corpus-aided lesson plans - Samples
http://corpus.eduhk.hk/English_Pronunciation/?page_id=1005
For Teachers
Teaching materials
http://corpus.eduhk.hk/English_Pronunciation/?page_id=1005Tina77WM1
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Corpus-aided lesson plans - samples• Segmental feature (/θ/ & /f/):
- Lesson plan
- WorksheetsDesigned by Alice Ng
• Suprasegmetal feature (pausing):
- Lesson plan
- Worksheets
- PPTDesigned by Rebekah Lam
Segmental lesson plan-rev.pdfSegmental worksheets-rev.pdfSuprasegmental lesson plan.pdfWorksheets (Suprasegmental).pdfWebQuest PPT (Suprasegmental PPT).pdfTina77WM1
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Welcome our next speaker –
Ms Tian Jing Xuan
A doctoral student @ EdUHK
specialized in phonetics, phonology and pronunciation teaching and learning
Corpus-aided lesson plans - competition
1. Work in pairs/groups
2. Use resources from the spoken corpus
3. Prepare a corpus-aided English pronunciation teaching lesson plan and materials for a double lesson (70 to 80 minutes) at primary or secondary schools
4. Focus on one segmental/suprasegmental feature.
5. Deliver a presentation (8 minutes) in Session 4
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Corpus-aided lesson plans - components1. Rationale: justification of the lesson design (1 page)
2. Lesson plan: including target learners, topic, duration, objectives, prior knowledge, and detailed steps for teaching (2 pages)
3. Materials: worksheets and other learning materials
4. Speech data from corpora
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Corpus-aided lesson plans - rubricsRationale:
• Clear justification of lesson design based on learning objectives, target learners, and subject content.
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Corpus-aided lesson plans - rubricsRationale:
• With a summary of the integration of corpus data into various teaching and learning activities.
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Corpus-aided lesson plans - rubricsLesson plan:
• Clear and reasonable statement of target learners, topic of the lesson, duration, and learning objectives.
Target learnerTopic
Duration
Learning objectives
Learner activities
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Corpus-aided lesson plans - rubricsLesson plan:
• Clear identification of students’ prior knowledge.
• Logical arrangement of duration of each activity and detailed procedures of teaching.
Materials and testing aids
Prior knowledge
Duration of each activity
Steps for teaching
Classroom organization
Purpose Materials
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Corpus-aided lesson plans - rubricsMaterials:
• Well-designed and diversified worksheets for learning activities.
Worksheets for learning activities
Source of materials (if applicable)
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Corpus-aided lesson plans - rubricsCorpus data:
• Well use of speech data from the corpus.
Speech data from the corpus
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Hands-on activityWorksheet 1
Work with your group members and identify the following components for your lesson plan:
1. Topic of the lesson
2. Target learner
3. Learning objectives
4. Prior knowledge
5. Possible teaching and learning activities
6. Integration of corpus data
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Online session II
• Online session II is available on Schoology.
• Please complete the tasks by23:55pm, Nov. 8.
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Submission & evaluation of lesson plan
• Please submit your draft lesson plan to Schoology by 23:55pm, Nov. 13.
• Please provide evaluation for the lesson plan uploaded by the group assigned to you by 23:55pm, Nov. 16.
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Scheduled Corpus-aided English Pronunciation Training Workshops and Online Lessons
Topic Date Time Venue
Workshop I –Introduction of spoken corpus, phonetics and phonology, and pronunciation features;Exploitation of corpus data to do phonological analysis of segmental features
23-Oct-2019 (Wed) 15:30pm-17:30pm B4-LP-03
Online Lesson I –Basic concepts of spoken corpus, segmental system of English and pronunciationfeatures;Phonological analysis of segmental features
25-Oct-2019 (Fri)
By 23:55pm -
Workshop II –Exploitation of corpus data to do phonological analysis of suprasegmentalfeatures (word stress, intonation);Introduction of speech rhythm, linking, pause, and speech rate
30-Oct-2019 (Wed)
15:30pm-17:30pm D3-LP-02
Workshop III –Discussion of the benefits of doing corpus-based analysis through speech corpusand how we can use the findings in the language classroom
6-Nov-2019 (Wed)
15:30pm-17:30pm B4-LP-03
Online Lesson II –Basic concepts of suprasegmental system of English, and pronunciation features;Phonological analysis of suprasegmental features
8-Nov-2019 (Fri)
By 23:55pm -
Workshop IV –Development of teaching materials for primary and secondary students;Competition
20-Nov-2019 (Wed)
15:30pm-17:30pm B4-LP-03
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Evaluation Form
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