Sunday, October 9, 2011

Application Questions

5. Each phoneme in any language is a group of sounds called phones. The phones that make up one phoneme are called allophones meaning “all the phones” (Freeman, p. 87). The phoneme /p/ has two types of allophones. One type is aspirated allophones /pʰ/ like /pʰɪn/, , where an extra puff of air is produced as the sound is released. The second allophone is non-aspirated like in /spɪn/.
Adults are good at ignoring allophonic variations as they listen to a language they speak well; they might have difficulty in perceiving the phonemes in a target language. (Freeman, p.90)

6. Dialect study is fascinating...its true. I know from first hand experience how dialect can effect how a person is accepted or not accepted by a particular group. When I first moved to Pennsylvania from Queens, New York in 1993 I had a very difficult time. I was in Junior High school, and children that age can be brutal! I was tortured by my new classmates for how I spoke. Most words that ended in -er were pronounced like -uh at the end among other differences. Words for things in Pennsylvania are a little funny too. People say "crick" instead of "creek" and "pitz" instead of "pizza". I would say pocketbook, PA people say purse. I say hero they say hoagie.  After a few years I subconciously lost most of my New York dialect and conformed to my peers. I do find my accent comes back when I am talking with my New York family members or when I get really mad. My husband teases me! My parents (God rest them both) never lost their New York dialects. My mother had a hard time at work as a nurse sometimes. Her co-workers were cruel to her and would speak badly of "the city people" right in front of her. My father never mentioned any issues at his job. I have heard of classes in dialect reduction. Some people think a twangy southern dialect sounds unintelligent. I think if a dialect is so strong that it interferes with communication then it is any private company's right to require classes to reduce dialect. I don't think there should be a standard dialect though and attempting to develop one is unrealistic, especially with people from foreign countries etc. all over the U.S.

Friday, October 7, 2011

MINIMAL PAIRS

Minimal pairs are pairs of words that differ by just one phenome.
Examples:
                                         pen and pan
                                      /pɛn/ and /pæn/
                                                or
                                        hat and had

                                  /hæt/and /hæd/


Practicing minimal pairs can help students recognize small differences in pronunciation between words. This activity can be used with any grade level or ESL students needing practice with pronunciation.

Objective: Students will practice pronouncing minimal pairs in order to improve recognition and pronunciation of words in collaborative groups.

Preparation: The teacher will create about 25 sets of minimal pair cards. The sets will be divided up on 5 differents color sheets of paper. For example 5 sets will be on blue paper, 5 on green, 5 on yellow, 5 on red, and 5 on orange paper. (Laminate the cards so they last longer)The teacher will adhere a small magnetic strip to the back of the cards so they stick to the board.

Activity:
  • The teacher will divide students into groups of three or four. Name each group. To make it simple we will call them groups A-E.
  • The teacher will write examples of minimal pairs on the board. The teacher will demonstrate the proper pronunciation of the minimal pairs written on the board by reading them aloud to the class. The teacher will encourage students to try to share other sets of their own and the teacher will write them on the board too. (One minute)
  • The teacher will give each group 10 cards, 2 of each color (but be sure there are no matches within one group.)
  • The teacher will have each group take turns putting cards on the board one group at a time. For example: Group A goes first and puts a blue card on the board. Then groups B-E must look at their blue cards and the group with the matching card will place their card next to it. Then Group B gets a turn and puts an orange card up. Then groups A, C-E must look to see if their group has the matching orange card.
  • Once all the groups have had a turn and the board is filled with the pairs, the teacher and the groups can talk about why each pair is a minimal pair, for example final consonant, initial consonant or vowel.
I think this activity is a great way to keep students' attention and get them working collaboratively in groups. The length of time for this activity can be adjusted by changing the size of the groups or number of cards.



Monday, September 12, 2011

ESL 502

This is my first blog. I have never done this before. I will use this blog to post various assignments for the  ESL 502 course.