HRoundy LPA1 Task 2

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Linguistics

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Feb 20, 2024

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Heidi Roundy, LPA1 task 2 A. Importance of understanding and modeling the characteristics of speech production: For students who are learning a second language there are many factors that can affect their confidence and ability to learn. One of these factors is being able to correctly pronounce the words and feel like they don’t stick out or sound stupid. There are many sounds that do not appear in all languages and if a particular sound is not familiar to you then can be harder to articulate it properly. Pronunciation is a combination of aspiration, intonation, stress placement, blending and omission of sounds, voicing, non-verbal and articulation. The place of articulation refers to the placement of the tongue with the teeth, palate, and lips. A teacher should be familiar with how they pronounce or articulate certain phonemes so they can help their students learn the correct way to make that sound. They can model for a student the correct placement of their tongue or lips so the student can learn the articulation. This will help the student be able to form the sound correctly and this will give them confidence in their ability, and they will have a better attitude towards learning the language. For example, the sounds for /p/ and /b/ are similar in that they are formed as bilabial stops, pursing or closing the lips. But they differ in whether they are voiced or voiceless. If a student does not articulate of voice these sounds correctly it will be difficult to understand what they may really mean. Pat may sound like bat. 1. Incorporation of two characteristics of speech production into an activity: The two characteristics that I would incorporate into a classroom activity are place of articulation and voicing. I would work with the sounds /p/ and /b/ at the beginning of words like pat and bat. I would explain that both sounds are bilabial,

Heidi Roundy, LPA1 task 2 this means we put our lips together. The /b/ sound is formed with the lips more like when you rub your lips together to smear ChapStick around. For the /p/ sound the lips are more puckered. The second characteristic is whether the sounds are voiced or voiceless. Voiced sounds are formed when the vocal cords are closed. It is physically hard to tell when your vocal cords are closed but you can feel a vibration. The students would hum and feel their throats to feel the vibrating of their vocal cords. Then with a list of minimal pairs beginning with /p/ and /b/ we would practice forming the sounds and feeling for the vibrating vocal cords. (pig/big, pat/bat, par/bar, pop/bop, pen/ben, pin/bin, pan/ban, pad/bad, pod/bod). B. Teacher phonemic awareness and student success: Phonemic awareness is being able to understand and interpret the smallest sounds, called phonemes, that are used when speaking a language. Being able to hear and speak these phonemes will benefit students when they are exposed to words and phrases. It will ensure that they are hearing the correct words and minimize the error in comprehension. An increase knowledge of phonemes leads to better decoding skills, that leads to better processing of sentences, which leads to better comprehension and success in school. For a teacher to be able to help their students with learning a language it is imperative that they understand phonemes and how they are formed and spoken. The teacher will be able to assess and identify problem areas and provide instruction or interventions on pronunciation. This allows the student to build familiarity and confidence in speaking and reading. The teacher will also be able to pay attention to sounds that may appear in one language but not another. These sounds will be

Heidi Roundy, LPA1 task 2 more difficult because the student has no background knowledge of them. Sometimes there are words that are similar in both languages but may have different pronunciations. A teacher’s phonemic awareness will give them the tools to help differentiate between the sounds in these cognates. Using their awareness and skills a teacher can aid ELL students in being able to proficiently speak, read and write their second language. 1. Effect of student’s phonemic awareness of first language: A student’s phonemic awareness of their first language can affect their ability to learn a second language. If a student is aware of the phonemes in their first language, they may be able to make some connections to their second language. Being aware of how sounds are made in their first language may help them be more receptive or understand better when a different sound is in the new language. On the other hand, there could be some negative issues when there are letters in both languages that are pronounced differently. This occurs mostly when the languages have cognates, and the student assumes that the sounds are made the same. The more the student practices and becomes familiar with the phonemes in the new language the first language will not have as strong of an effect. 2. Activity involving the production and recognition of minimal pairs: Spelling code game: (Case, n.d.) Students are given a list of the alphabet with each letter corresponding to a number 1-26. There are half of the minimal pair words on cards in a box and the other half on the board. A student will come up, draw a card from the box, and

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Heidi Roundy, LPA1 task 2 read the word on the card. The other students will write the word that they heard on their worksheet, assign the correct number to the letters in their word and perform a math operation on the numbers. One day might be adding the numbers and on another it might be multiplication of the numbers. They share their math total answers. The student will put the word card on the board next to the matching minimal pair and the class will read both words. The student who drew and read the card will choose one of the other students (who has not already been the reader) to be the next reader. The students would be listening, reproducing by writing what they heard and showing recognition by matching it with a word on the board. This is a way I could have students practice math and pronunciation at the same time.

Heidi Roundy, LPA1 task 2 References Case, A. (n.d.). Minimal pairs games | EnglishClub . Www.englishclub.com. https://www.englishclub.com/efl/tefl/pronunciation/minimal-pairs-games/ Essential Strategies for Teaching Phonemic Awareness . (2011). https://www.sagepub.com/sites/default/files/upm-binaries/40626_1.pdf Fromkin, V., Rodman, R., & Hyams, N. (2019). Introduction to Language with 2021 MLA updates . Cengage. https://ebooks.cenreader.com/#!/reader/5d00ebf4-17f4-464b-9a35-786edb74a203/ page/758a39896cdf87baf7a6aadddffd418f Newton, J. M., & I.S.P. NATION. (2020). Teaching English to second language learners in academic contexts: reading, writing, listening, and speaking . Taylor & Francis Group. https://ebookcentral.proquest.com/lib/westerngovernors-ebooks/detail.action?docID=6319882# Wright, W. E. (2019). Foundations for teaching English language learners: research, theory, policy, and practice (3rd ed.). Brookes Publishing.

HRoundy LPA1 Task 2

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