Learner English: A teacher's guide to interference and other problems. 
Cambridge University Press.  Be sure to check the book, not the tapes.

Nicole
----- Original Message ----- 
From: "Bonnie Odiorne" <bonniesophia at adelphia.net>
To: "'The Adult English Language Learners Discussion List'" 
<englishlanguage at nifl.gov>
Sent: Thursday, January 11, 2007 4:32 PM
Subject: [EnglishLanguage 980] Re: Help with pronunciation issues



> Thanks, Nicole,

> That really could be part of the problem, and, as you know, vowels are the

> most difficult part for any new language learner. I'll have to check this

> book out; did you give a reference?

> Best,

> Bonnie Odiorne

>

> -----Original Message-----

> From: englishlanguage-bounces at nifl.gov

> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Nicole Graves

> Sent: Wednesday, January 10, 2007 9:44 PM

> To: The Adult English Language Learners Discussion List

> Subject: [EnglishLanguage 969] Re: Help with pronunciation issues

>

> Bonnie,

>

> I don't know too much about vowels in Russian but from Learner English I 

> got

>

> that there are no short-long vowel differentiation and no diphthongs.

>

> Nicole

> ----- Original Message ----- 

> From: "Bonnie Odiorne" <bonniesophia at adelphia.net>

> To: "'The Adult English Language Learners Discussion List'"

> <englishlanguage at nifl.gov>

> Sent: Saturday, January 06, 2007 6:57 PM

> Subject: [EnglishLanguage 933] Re: Help with pronunciation issues

>

>

>> Thanks, Mikal, This is very helpful. In my university there are a good

>> ma"hidden' ESOL students, whose spoken language can be almost 

>> accent-free,

>> but whose difficulties manifest in many  ways in writing. I have an ESOL

>> college student who's perfectly fluent in spoken English, but her 

>> spelling

>> tends to be random and phonetic;  even with the correctly spelled word in

>> front of her she'll misspell it, unless she really concentrates. She

>> doesn't

>> seem to able to auto-correct independently, though when writing while I'm

>> there she'll consciously try to spell words correctly and chances are,

>> does.

>> I used to have a book I really liked, Structures in Spelling, which I

>> really

>> liked, which basically gives word patters and possible ways of 

>> pronouncing

>> them, which I found so helpful I lent it to a student and never got it

>> back.

>> She claims that she just "didn't pay attention" in high school (she''s

>> been

>> here for quite some time),but I'm wondering about some The student in

>> question is Russian, and there could be some kind of alphabetic "first

>> language interference." Otherwise I'd say learning disability, but as we

>> know that's terribly difficult to diagnose in ELLs. If anyone has any

>> suggestions , please send them along.

>>

>> Bonnie Odiorne, Ph.D. director, Writing Center, Post University

>>

>>

>>

>>  _____

>>

>> From: englishlanguage-bounces at nifl.gov

>> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Steinbacher, Mikal

>> Sent: Friday, January 05, 2007 6:40 PM

>> To: The Adult English Language Learners Discussion List

>> Subject: [EnglishLanguage 928] Re: Help with pronunciation issues

>>

>>

>>

>> I have put together a document that I share with my classes that helps

>> some

>> .. it is s combination of the pronunciation keys from several 

>> dictionaries

>> ... and the different spellings of sounds letters and letter 

>> combinations

>> have.

>>

>>

>>

>> I'll attach a copy for a look to see if it works for you .. I spend ~ 45

>> min

>> - and hour going over it and also connecting combinations like "ea" with

>> the

>> different sounds they make ... hard a, hard e, soft e, ir, etc .. As you

>> can

>> tell from the document's title, I initially designed it to help students

>> look words up in the dictionary but is also a good tool for pronunciation

>> ...  I do tell them that the dictionary is their best "how do I pronounce

>> it" tool, but sometimes that's hard to do ... if they don't know how to

>> spell it1  I suggest that they keep a copy of this document in their

>> dictionary for reference!

>>

>>

>>

>> If you come up with a system .. I'd be most interested.  Good luck!

>>

>>

>>

>>  _____

>>

>> From: englishlanguage-bounces at nifl.gov on behalf of Bonnita Solberg

>> Sent: Fri 1/5/2007 10:38 AM

>> To: The Adult English Language Learners Discussion List

>> Subject: [EnglishLanguage 927] Re: Help with pronunciation issues

>>

>> Tom and Colleagues:

>>

>> I am very interested in a system of pronunciation that makes spelling 

>> easy

>> for adults learning English as a second language with the wide range of

>> education backgrounds, or lack of it, in the immigrant population we 

>> serve

>> in public schools.  I have investigated a lot of systems with the hope of

>> finding one that students can easily use and have not found one that is

>> effective for both pronouncing a word and spelling it, so I am in the 

>> long

>> process of developing a system that includes both.  Naturally I was

>> intrigued by "truespel".  I think it would work for a student with a 

>> solid

>> education background, who could decode well and intellectually confront

>> the

>> system.  It is also a good guide for pronunciation for teachers who have

>> little or no background in phonics/linguistics, and in that venue is

>> extremely valuable.  I would recommend it to the teahers I train to teach

>> in

>> the ESL classroom.  It is not a system I would teach to students because

>> it

>> does not pair spelling with pronunciation.  Based on past experience with

>> similar strategies, the conversion process would be confusing and take an

>> enormous amount of classtime to teach the students we serve.

>>

>> I did find some problems with the system in my short investigation.  For

>> instance, and this may be my west coast accent, in number 30 ("sh" sound)

>> of

>> the phonemes, the word "precious" is given the truespel conversion of

>> "preshis".  Rather than the "is" sound at the end, I would pronounce it

>> with

>> an "us" sound as in "nut" or "us".  In the tutorial about the fox, the

>> word

>> "jumped", the final "d" is given the sound of "d", whereas I would

>> pronounce

>> it with a "t" sound.  My computer rendition of the introductory paragraph

>> displayed some grammar and punctuation problems that may be due to the

>> format on my computer.  Is this system under still construction?  It is 

>> an

>> admirable undertaking and one I would like to see at its completion.

>> Thanks

>> for making this available to us.

>>

>> Bonnita Solberg, Teacher on Special Assignment

>> Oakland Unified School District

>>

>> Tom Zurinskas <truespel at hotmail.com> wrote:

>>

>> A simple phonetic guide for USA English is at truespel.com. Click the

>> converter button and go to the converter page. The first converter is the

>> URL converter. The entire internet can be converted to truespel, the

>> world's first pronunciation guide spelling/writing system.

>>

>> Further down the page is the text converter. Paste passages into it and

>> click convert to see it respelled phonetically in USA English accent.

>>

>> The model for the pronunciation is the spoken words of the American

>> Heritage

>>

>> Talking dictionary and m-w.com. This is standard USA accent.

>>

>> Tom Zurinskas, USA - CT20, TN3, NJ33, FL4+

>> See truespel.com and the 4 truespel books at authorhouse.com.

>>

>>

>>

>>

>>

>>>From: Paul Rogers

>>>Reply-To: The Adult English Language Learners Discussion

>>>List

>>>To: The Adult English Language Learners Discussion

>>>List

>>>Subject: [EnglishLanguage 921] Help with pronunciation issues

>>>Date: Thu, 4 Jan 2007 12:52:37 -0800 (PST)

>>>

>>>Concerning teaching pronunciation, I have written a series of texts that

>>>include pronunciation lessons for beginning Spanish speakers, with

>>>vocabulary spelled two ways: normally and "phonetically". These lesson

>>>have

>>

>>>proven to be very effective and, I believe, assist the student in an

>>>overall way in learning English.

>>> For more information, go to my web site: PUMAROSA.COM.

>>> Paul Rogers

>>>

>>>Kathryn Quinn wrote:

>>> Martin:

>>> I know exactly how you feel. I was facilitating an English program with

>>>a number of SE Asian students. One very diligent student from Viet Nam

>>>came for advisement at the end of the semester. She'd taken a

>>>pronunciation class and kept saying what sounded like "I failed. I

>>>failed." I kept trying to encourage her telling her that she hadn't 

>>>failed

>>>but she was working hard and making some progress. If she took the course

>>>again, she'd do better. Only to find out that what she was trying to say

>>>was "I passed. I passed."

>>> Use mirrors! Have them look at themselves in the mirror as they say the

>>>sounds, in initial position as well as word final. Help them speak 

>>>slowly.

>>> Have them look at you as you mouth words with stops. Have them listen

>>>for the sounds and identify when they hear them. Have them record

>>>themselves to see if they can hear them when they've said them. And in

>>>pronunciation class, don't pretend you can understand them clearly when

>>>you

>>

>>>can't.

>>> Best wishes.

>>> Kathryn Quinn

>>> ----- Original Message -----

>>> From: Martin Senger

>>> To: The Adult English Language Learners Discussion List

>>> Sent: Thursday, January 04, 2007 2:31 PM

>>> Subject: [EnglishLanguage 917] Help with pronunciation issues

>>>

>>>

>>> Pax et bonum all! (peace & goodness)

>>>

>>> I am an adult ESL teacher in Erie, PA. I am looking for information on

>>>teaching pronunciation skills to SE Asian students, who seem to have a

>>>particular problem with stops sounds ([p], [b], etc.). Any suggestions

>>>would be greatly appreciated!

>>>

>>>---------------------------------

>>>

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>>

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