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[EnglishLanguage 2368] Re: EnglishLanguage Digest, Vol 32, Issue 31Andrea Canter lucidpandora at gmail.comFri May 9 23:18:49 EDT 2008
Martin, I have been reading some books on foreign language acquisition and found something you may be interested in.... there is (was?) a method of language teaching called 'Suggestology' (sometimes referred to as 'Suggestopedia') in which people listen to tapes of foreign language conversations against the backdrop of classical music. The idea is that the brain is able to learn more easily in highly relaxed states of consciousness (much like the pre-sleep stage or transcendental meditation). This is put to use in conjunction with more traditional modes of language learning. Whether or not it actually works I couldn't say, but I thought I'd tell you about it for whatever it's worth. In the book (Breaking the Language Barrier), it says for more information contact Society for Accelerative Learning and Teaching (SALT). This book is from 1991, so I'm not sure this organization is still active. Andrea C. On Fri, May 9, 2008 at 7:28 AM, <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 2350] Re: Language learning and children > (Jenny Hubler) > 2. [EnglishLanguage 2351] Re: Multiple language learning > (kathleen morgan) > 3. [EnglishLanguage 2352] Re: [EnglishLanguage 2323 Multiple > language learning (robinschwarz1 at aol.com) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Thu, 8 May 2008 12:17:45 -0500 > From: "Jenny Hubler" <JHubler at womenscenter.info> > Subject: [EnglishLanguage 2350] Re: Language learning and children > To: "'The Adult English Language Learners Discussion List'" > <englishlanguage at nifl.gov> > Message-ID: <001201c8b12f$7068e140$c400a8c0 at womenscenter.info> > Content-Type: text/plain; charset="iso-8859-1" > > As a former teacher of toddlers, I can attest to that critical period for > learning language, as they learn new words much faster than at any other > time. As for learning new sounds as adults, I thought adults couldn't do > it. > I have a Korean student who has proved that idea wrong. He practices > individual sounds until he can pronounce the words correctly (for American > English). I think it's certainly easier for children and babies, because > they are rapidly forming so many neural pathways. > > Jenny at The Women's Center, Fort Worth TX > > -----Original Message----- > From: englishlanguage-bounces at nifl.gov > [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Ujwala Samant > Sent: Wednesday, May 07, 2008 3:36 PM > To: The Adult English Language Learners Discussion List > Subject: [EnglishLanguage 2344] Re: Language learning and children > > > --- Steve Kaufmann <steve at thelinguist.com> wrote: > > > For what it is worth I do not believe that > > "if a child is not exposed to a sound in the first > > three years of life, then > > the ability for the brain to recognize that sound > > later (when learning a > > second language) is limited, or even precluded." > > I simply know too many exceptions to that rule, > > including myself. It is not > > true for all. It may be true for some. > > > > I believe that the brain is a Darwinian space. If a > > child is exposed to more > > than one language, this will develop an ability to > > process the sounds and > > structure of that language to some extent. If that > > is not continued this > > ability will decline. But reviving that ability will > > be easier, I believe, > > than starting from scratch. In either case, the > > motivation of the learner, > > the willingness to project oneself into the position > > of a speaker of another > > language, the position of a member of another > > cultural community,this > > attitude will be the most important factor. If a > > child can enjoy stories of > > another culture, and can enjoy the music and > > structure of another language, > > this will prepare the child for serious study > later.<< > > That sounds like my son's experience of Arabic. When > living in a suburb of Paris, he picked up Arabic from > his babysitter who was Algerian and our neighbours who > were Tunisian. When he was 4 we moved to the US and > English replaced Arabic. We returned to France 5 years > ago and his teacher who was Tunisian told us that our > son's pronunciation of Arabic sounds was perfect. My > son told me he sometimes felt he had a filing cabinet > inside his brain and sounds just came out right. > Thought that was a good description, because it has > spurred his desire to learn languages, especially > Arabic. > > > > As Rubem Alves, famous Brazilian educator said > > > > *Se o conhecimento cient?fico de anatomia fosse > > condi??o para se fazer > > amor, os professores de anatomia seriam amantes > > insuper?veis. Se o > > conhecimento acad?mico da gram?tica fosse condi??o > > para se fazer > > literatura, os gram?ticos seria escritores > > insuper?veis. Mas essa n?o ? a > > verdade. ... > > > > Gram?tica se faz com palavras mortas. Literatura se > > faz com palavras vivas.* > > > > "If the scientific knowledge of anatomy were a > > condition for making love, > > professors of anatomy would be unrivaled lovers. If > > the academic knowledge > > of grammar were a condition for making literature, > > grammarians would be > > unrivaled writers. But this is not the case..... > > > > Grammar is made with words that are dead. Literature > > is made with words that > > are alive." > > So let's teach the love of the language, not the > > academic details.,, > > How beautiful! > Thanks very much for reminding us that language is > about poetry, discovery.... > Ujwala > > > > > Steve > > > > > > > > > > > > > > On Wed, May 7, 2008 at 5:16 AM, Martin Senger > > <MSenger at gecac.org> wrote: > > > > > Pax all! > > > > > > > > > > > > I think I should clarify what I am proposing. I > > was just wondering if > > > someone passively exposed a child (less than three > > years of age) to the > > > sounds of different languages, would that child > > retain the *ability to > > > recognize those sounds* later in life. Some > > research states that if a > > > child is not exposed to a sound in the first three > > years of life, then the > > > ability for the brain to recognize that sound > > later (when learning a second > > > language) is limited, or even precluded. > > > > > > > > > > > > Also, to play devil's advocate, would passive > > learning on a limited basis > > > (recorded samples of a language) provide any > > long-term benefit for second > > > language acquisition? I am not a researcher, nor a > > holder of advanced > > > degrees; I am simply an ESL teacher with a curious > > mind! > > > > > > > > > > > > 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 > > *Martin Senger > > > *Sent:* Tuesday, May 06, 2008 2:07 PM > > > *To:* The Adult English Language Learners > > Discussion List > > > *Subject:* [EnglishLanguage 2331] Multiple > > language learning > > > > > > > > > > > > Pax all! > > > > > > > > > > > > Praised be for the Internet! I did a quick google, > > and found the tem > > > "hypnopedia." It refers explicitly to learning > > while sleeping. While pretty > > > much debunked for general learning, I saw nothing > > which talks strictly about > > > sound processing. Just from my own experience, > > there may be something to it. > > > I know, from the aforementioned 4 & 2-year olds, > > if they make even the > > > slightest "odd" sound while I am sleeping, I am > > instantly wide awake. I then > > > listen intently (hence the "wide awake") to hear > > any follow-up sounds worth > > > investigating. So, that must mean my brain is in > > some way processing some > > > sounds. > > > > > > > > > > > > Now I am not saying you could learn another > > "language" while sleeping, but > > > is it possible that we could introduce, or maybe > > even "teach" new language > > > sounds to the sleeping brain? What say you? > > > > > > > > > > > > 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 > > *Andrea Canter > > > *Sent:* Tuesday, May 06, 2008 1:04 PM > > > *To:* englishlanguage at nifl.gov > > > *Subject:* [EnglishLanguage 2328] Re: > > EnglishLanguage Digest, Vol 32, > > > Issue 15 > > > > > > > > > > > > Robin, > > > > > > Are their books pretty accessible to lay-people? > > > > > > Andrea > > > > > > On Tue, May 6, 2008 at 8:23 AM, > > <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 > > > === message truncated ===> > ---------------------------------------------------- > > 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 lalumineuse at yahoo.com > > > > > > ____________________________________________________________________________ > ________ > Be a better friend, newshound, and > know-it-all with Yahoo! Mobile. Try it now. > http://mobile.yahoo.com/;_ylt=Ahu06i62sR8HDtDypao8Wcj9tAcJ > ---------------------------------------------------- > 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 jhubler at womenscenter.info > > > > ------------------------------ > > Message: 2 > Date: Thu, 8 May 2008 10:05:06 -0400 (EDT) > From: "kathleen morgan"<dezreen at excite.com> > Subject: [EnglishLanguage 2351] Re: Multiple language learning > To: englishlanguage at nifl.gov,dezreen at excite.com > Message-ID: <20080508140507.0114C99DF4 at xprdmxin.myway.com> > Content-Type: text/plain; charset="us-ascii" > > > At the beginning of the year we do a quick review of letter sounds, short > vowels and letter names. Then in every time we use text - on the board or > overhead, on a handout, doing read aloud, etc., letter sounds (short & long > vowels, blends, etc.) and other structures (prefixes, suffixes, syllables, > etc.) are pointed out, reviewed, questioned and explained. If something in > particular is troubling - the -ed ending pronunciation is an issue this week > - then I'll teach a mini-lesson on it. But the overall focus is to keep > sounds within material the students are familiar with and talk about > everything all the time. > > Kathleen > > > > > --- On Wed 05/07, Martin Senger < MSenger at GECAC.org > wrote: > From: Martin Senger [mailto: MSenger at GECAC.org] > To: dezreen at excite.com, englishlanguage at nifl.gov > Date: Wed, 7 May 2008 15:32:27 -0400 > Subject: [EnglishLanguage 2343] Re: Multiple language learning > > Pax all!<br><br>I completely agree than full language > acquisition<br>(listening/speaking/reading/writing) cannot be accomplished > through<br>passive listening alone. What I am looking at here is how the > brain<br>learns the "sounds" of a language only (auditory phonetics), and > nothing<br>more.<br><br>That being said, do we have any evidence, yea or > nea, about how the<br>brain hears and remembers specific sounds in any > language, L1 or L2?<br>Unless someone here is privy to very new and advanced > research on the<br>brain, we may not have the answer. Until we have that > research,<br>anecdotal evidence may be our only choice.<br><br>And is there > a "critical period" for acquiring language sounds? Steven<br>has said the he > disagrees, but I am not convinced. Is it 100%? No, but I<br>cannot help but > feel that an infant is somehow "hardwired" for learning<br>new sounds (a > vital skill for a new human). When one tries to acquire a<br>second language > later in life, has something changed in > our brain from<br>infancy which makes it harder?<br><br>And if, if that is > true, is there anything we can do in infancy to lay<br>groundwork for later > sound acquisition? Again, I must state that this is<br>regarding phonemic > awareness only.<br><br>Then, what about adults learning new sounds? In your > classes, do you<br>teach specific problem sounds to your students, and how? > In my classes,<br>I try to identify my students' specific speech problems, > then try to get<br>the student to see their problems themselves. The "first > step to solving<br>a problem is admitting you have one" > sort-of-thing.<br><br>Most of us here are teachers. What do you think about > this? What<br>anecdotal evidence is > there?<br><br>Ciao!<br>Martin<br>----------------------------------------------------<br>National > Institute for Literacy<br>Adult English Language Learners mailing list<br> > EnglishLanguage at nifl.gov<br>To unsubscribe or change your subscription > settings, please go to > http://www.nifl.gov/mailman/listinfo/englishlanguage<br>Email delivered to > dezreen at excite.com<br> > > _______________________________________________ > Join Excite! - http://www.excite.com > The most personalized portal on the Web! > > > > > ------------------------------ > > Message: 3 > Date: Thu, 08 May 2008 12:25:17 -0400 > From: robinschwarz1 at aol.com > Subject: [EnglishLanguage 2352] Re: [EnglishLanguage 2323 Multiple > language learning > To: englishlanguage at nifl.gov > Message-ID: <8CA7F3F3C622496-5C0-1E98 at FWM-D04.sysops.aol.com> > Content-Type: text/plain; charset="us-ascii" > > > This goes along with the research, Steve, that indicates that the brain > exposed to more than one language from a young age retains far more > plasticity with respect to language sounds than does the monolingual > brain.?? Beyond that, I find hardly anyone has really grappled with that > elusive quality known as "language aptitude"-- which is commonly seen as the > ability to "pick up" languages=-both sounds and structure-- easily-- some > have it and some don't?????? Clearly you do!!!? Robin? Lovrien Schwarz > > > > > > > > -----Original Message----- > From: Steve Kaufmann <steve at thelinguist.com> > To: The Adult English Language Learners Discussion List < > englishlanguage at nifl.gov> > Sent: Tue, 6 May 2008 10:10 am > 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: |