What are suprasegmentals? What is syllable stress? What is rhythm (=sentential stress)? What is intonation? What communication problems do errors in syllable stress, rhythm and intonation create? What similarities are there between task-based teaching and communicative teaching? How do you try to integrate the teaching of stress, rhythm and intonation into your class? Mike_Tiittanen@hotmail.com

What is syllable stress? At least three levels of syllable stress in English Primary stress – syllable is loudest, longest + highest pitch Secondary stress – syllable is 2nd-loudest, 2nd- longest and 2nd highest pitch Unstressed – least amount of stress Example – ,trans.por.’ta.tion Wrong stress – a) listener may not understand Wrong stress – b) listener may need effort to figure out the intended word Mike_Tiittanen@hotmail.com

How can syllable stress be taught? Both CLT and TBLT share some things. Focus on meaningful communication Focus on real-life tasks Explicit instruction in the introduction of new words Use of suffixes to predict which syllable is stressed e.g. – “-ic” – stress on syllable before suffix; e.ner.’ge.tic Mike_Tiittanen@hotmail.com

How can syllable stress be taught? Questionnaires are useful Based on your task/topic, see which words with suffixes are related to this E.g. – topic: personal description (e.g. – energetic, optimistic, pessimistic) How ________ are you? E.g. – task: describe yourself for a job interview (e.g. – educational background, personality) Mike_Tiittanen@hotmail.com

What is rhythm (sentential stress)? Not all words are equally stressed. Stressed syllables in content words louder than other syllables in a sentence. Content words – nouns, main verbs, negative helping verbs, adjectives, adverbs, question words etc. Function words – prepositions, conjunctions, articles, pronouns, positive helping verbs Poor rhythm – listener needs to listen carefully to the speaker Mike_Tiittanen@hotmail.com

How can rhythm be taught? Teach sentence focus. Sentence focus – most important part of a sentence. e.g. – How much experience do you have? Get students to identify the focus of questions in a questionnaire (e.g. – job interview questions) Students ask and answer the questions. Get students to do self-introductions. Mike_Tiittanen@hotmail.com

rhythm + chunking Teach chunking Chunking – “chunks” of sentences e.g. – (How much experience) [do you have]? Intonational contours – rising, level and falling pitch Sentential stress – stressed words within sentences Underline the stressed words and draw the intonational contours in questions on board. Model the chunking of the questions. Students practice the questions in pairs/groups. Mike_Tiittanen@hotmail.com

rhythm + task-based classes For a task-based class, make the questions and answers correspond to a real-life activity. Listening task (a customer ordering food in a restaurant); waiter takes notes on customer’s order; dictation Customer – “I’ll have the spaghetti and a cup of coffee.” Point out the reduced forms of the function words. Point out the linking (cup of -> cu. pa) Mike_Tiittanen@hotmail.com

Linking Consonant-vowel linking: last consonant in the first word becomes the first sound in the second word with a vowel. E.g. – did it? -> di dit? cup of-> cu pa Make up listening and speaking exercises based on a task or topic e.g. – (listening) locations of places – The coffee shop’s across from the pharmacy; It’s in the mall. e.g. – (speaking) ask about the p.m. – Where was he born? Is he bilingual? Have you ever met him? Mike_Tiittanen@hotmail.com

can vs. can’t “can” – unstressed + reduced vowel in context e.g. – I can work overtime. “can’t” – stressed + full vowel e.g. – I can’t work overtime. Listening exercises – circle “can” vs. “can’t” Relevant for many job-related tasks; e.g. – I can work weekends; I can’t work weekends. Questions based on ability (e.g. – Can you work nights? Can you speak another language?) Note reduction of “you” Mike_Tiittanen@hotmail.com

do you vs. did you ESL students often have trouble hearing the difference between “do you” and “did you” Topic/task – regular action : What time do you normally go to bed? Topic/task – past action: What time did you get up today? Reduced vowels – “do you” Reduced vowels and <j> assimilation – “did you” Listening exercises to hear the difference Speaking activities – e.g. – your daily routine; past actions (e.g. – your past education, last vacation) etc. Mike_Tiittanen@hotmail.com

What is intonation? Pitch patterns used in utterances e.g.1– He’s coming. (rising-falling intonation) e.g.2 – He’s coming. (falling intonation) e.g.3 – He’s coming. (rising intonation) What communication problems can poor ESL speaker intonation create? The listener can have problems understanding the attitude/feelings of the ESL speaker. ESL listeners may have problems understanding the attitudes/feelings of English speakers. Mike_Tiittanen@hotmail.com

Intonation and feelings/attitudes default intonation vs. intonation with a higher pitch higher intonation used to sound professional and polite listening task: label an employee’s intonation as being “default” or “polite and professional” speaking task: students role-play a workplace service encounter (e.g. – a restaurant server, bank employee) Similar listening discrimination tasks for different feelings Mike_Tiittanen@hotmail.com

Intonation and feelings/attitude Default intonation vs. flat intonation (interpretation – bored / tired / indifferent) Default intonation vs. falling intonation (interpretation – miffed / angry / in a hurry) Rising and falling intonation, louder than normal (interpretation - excited) Intonation associated with surprise – rising intonation on what is surprising; what is surprising is louder e.g. – You’re friends with Justin Trudeau? (rising) Activity – student A: says something very surprising; student B: sounds surprised (e.g. – really?) Mike_Tiittanen@hotmail.com

Intonation and questions different types of intonation – different types of sentence structures Information questions – typically rising-falling intonation at the end e.g. – How much is the rent? example task – looking for an apartment Falling intonation – sound brusque Yes-no questions – rising-falling or rising (polite) “Would you like more coffee?” (use rising intonation to sound more polite if working as a restaurant server); role-play activities Mike_Tiittanen@hotmail.com

Intonation and statements statements: typically rising-falling at the end e.g. – “I’d like to apply for the accounting position.” (rising-falling) possible problem: students use falling intonation; sound abrupt activities: self-introductions; answers to job interview questions other structures: choice questions e.g. – Would you like coffee (rising) or tea (rising- falling)? Practice activities: work-related scenarios (e.g. – bank employee / salesperson / server) Mike_Tiittanen@hotmail.com