1. Teaching Voice Quality Setting in the Pronunciation Classroom CATESOL 2015 Anaheim California Friday, November 13 Richard Robison, Azusa Pacific University Dreah Stratton, ELS Language Centers

2. Agenda Teaching Voice Quality Setting in the Pronunciation Classroom Agenda Brief history of voice quality setting (VQS) Description of North American English VQS Issues in teaching VQS Overview of teaching techniques Teaching strategies in practice Conclusion and Q&A

3. Voice Quality Setting General Definition: Overall posture of vocal organs and general features of movement that give an individual or group a distinctive sound Historical Impressions All the Eastern nations press their speech and words in their throats … All the Mediterranean nations thrust their speech to the palate… All the Western nations break their words on the teeth Isidor of Seville (560-636) The English as it were push forward the whole of their pronunciation into the front part of the mouth … The Germans … retract their pronunciation to the back of the mouth and the bottom of the throat. John Wallis (1616-1703)

4. Teaching Voice Quality Setting in the Pronunciation Classroom A Brief History of Terms Basis of articulation: the speech ready position the storage position of the tongue, constantly held throughout all vowels in the system (Sievers, 1876) the position of the tongue from which its articulatory movements start and to which it tends to return (Heffner, 1952, p. 98) Instrumental evidence for inter-speech position Perkell, 1969 Gick et al., 2004 Benítez et al., 2014

5. Teaching Voice Quality Setting in the Pronunciation Classroom A Brief History of Terms Articulatory setting the overall arrangement and monoeuvring of the speech organs necessary for the facile accomplishment of natural utterance (Honikman, 1964, p. 73)

6. Teaching Voice Quality Setting in the Pronunciation Classroom A Brief History of Terms Voice quality setting (VQS) the long-term postures of the larynx, pharynx, tongue, velopharyngeal system and lips, as well as long-term laryngeal configurations reflected in … diverse phonation types (Esling and Wong, 1983, p. 89) Note:  VQS has a communicative function.  VQS is dialect-specific: it contributes to the distinctive accent of a particular dialect community.  VQS is idiosyncratic: a “hallmark of personality.”  VQS affects accuracy.

7. Teaching Voice Quality Setting in the Pronunciation Classroom Voice Quality Setting of North American English 1.Tongue: Retracted so that tongue tip rests on alveolar ridge Tapered and concave Anchored to upper molars Relaxed Tongue tip active 2.Lips: Spread and relaxed Moderate movement 3.Jaw: Open and relaxed Moderate movement

8. Teaching Voice Quality Setting in the Pronunciation Classroom Additional Voice Quality Settings of NAE 4.Velum: Weak closure Nasalized voice 5.Pharynx Relaxed 6.Larynx: Lowered 7.Phonation: Creaky (vocal cords pressed together tightly)

9. Teaching Voice Quality Setting in the Pronunciation Classroom Issues in Teaching Voice Quality Setting 1.Difficult to teach But see: Kerr (2004) Mompeán González (2003) Echelberger (2013) 2.Connection to individual identity 3.Intelligibility vs. native-like accent (Jenkins, 2000)

10. Teaching Voice Quality Setting in the Pronunciation Classroom Taxonomy of Teaching Techniques 1.Intuitive impressions Students describe what the L2 sounds like. They imitate an L2 accent in their L1. 2.Directed noticing Students watch video without sound. They notice lip, tongue and jaw movement; facial expressions; and gestures. 3.Imitation Students lip sync video, imitating everythin g

11. Teaching Voice Quality Setting in the Pronunciation Classroom Taxonomy of Teaching Techniques 4.Changing focus of resonance (Kerr, 2000)  Kinesthetic vibratory feedback 5.Articulatory calisthenics/warm up  Lips Smile Blow through slack lips to relax: “puh puh puh”  Tongue Place sides of tongue lightly against molars Place tip on alveolar ridge Repeat: t, d, n, l  Jaw: Close then relax  Yawn to relax and lower larynx

12. Teaching Voice Quality Setting in the Pronunciation Classroom 1.Introduce VQS 2.Assign VQS Journal Project 3.Practice Techniques & Methods 4.Final Video Submission & Comparison

13. Teaching Voice Quality Setting in the Pronunciation Classroom 1.Introduce Voice Quality Setting (VQS) Heyer, S. True Stories: A beginning Reader, Second Edition, Pearson Education Company

14. Teaching Voice Quality Setting in the Pronunciation Classroom 1.Introduce Voice Quality Setting (VQS) Noticing the VQS Features through: Video comparison: Non-NAES and NAES VQS Features worksheet, e.g.: Examples: 1.When the speaker speaks, s/he has ____. a. a close jaw. b. a slightly open jaw. c. an open jaw. 2.When the speaker speaks, his/her lips are mostly ____. a. rounded b. spread c. neutral Same L1 students observe each other when speaking L1 Observe NAES speaking English

15. Teaching Voice Quality Setting in the Pronunciation Classroom 2. Assign VQS Journal Project A short dialog from a movie clip Record first reading during 1 st week Practicing in and outside class, record at least once a week. Submit final version and compare the progress

16. Teaching Voice Quality Setting in the Pronunciation Classroom 2. Assign VQS Journal Project First reading e.g.

17. Teaching Voice Quality Setting in the Pronunciation Classroom Linquist, R. English by the hour 1) Articulator Exercises Lips: An exaggerated smile & kiss. Jaw movement: stretch the tongue Tongue: L & R (initial) position Combination: “eeeee”,“aaahh”,“ooooo” Repeat 3. Practice Techniques & Methods

18. Teaching Voice Quality Setting in the Pronunciation Classroom 2) Talk to Text Smartphones Tablets Online Video Pronunciation websites 3. Practice Techniques & Methods

19. Teaching Voice Quality Setting in the Pronunciation Classroom 3) Imitation NAEs Movie Clips such as 3. Practice Techniques & Methods

20. Teaching Voice Quality Setting in the Pronunciation Classroom 4. Final Video Submission & Comparison

22. Teaching Voice Quality Setting in the Pronunciation Classroom Conclusion Since VQS is tied to individual identity, we should address it with caution. At the same time, VQS often interferes with intelligibility, so it needs to be addressed.