Group Member: 林孟洵 (E3B) 4964102297 王瀅瀅 ( E4C ) 495410723 Joanna Linlin 林政言 (E4A) 495415189 陳含佳 (E3B) 496410629 Roy Anne.

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Presentation transcript:

Group Member: 林孟洵 (E3B) 王瀅瀅 ( E4C ) Joanna Linlin 林政言 (E4A) 陳含佳 (E3B) Roy Anne

Tips:  Teaching consonants is how detailed an analysis to present to the students.  Classifying consonants according to their features can greatly assist students.

 To present consonants in this manner, special attention should be paid to the symbols that differ from regular spelling- /ʃ/, /ʒ/, /t ʃ/,/dʒ/, /θ/,/ð/,/ ŋ /,and to sound contrasts that do not exist in the students’ first language.  All-skills classes in which there is time to focus on fluency rather than accuracy.

Manner of Articulation TABLE3.3 STUDENT WORKSHEET: CLASSIFICATION OF NAE CONSONANT PHOEMS BilabialLabiodentalDentalAlveolarPalatalVelarGlottal voiceless voiced voiceless voiced voiceless voiced voiceless voiced p.49

 The type of obstacle course the air takes, referred to as the manner of articulation, is another distinguish feature of how consonants are produced.

 Stop: The airstream is stopped or blacked completely prior to release. ex:  Fricative: Air is forced through a narrow passageway in the mouth of throat create. ex:  Affricative: The sound begins as a stop and is then released as a fricative. ex: /p/, /b/ /f/, /v/ /tʃ/, /d ʒ /

 Nasal: Continuous air is released through the nasal cavity while the speech organs assume a stoplike position. ex:  Liquids: There is some obstruction of the airstream in the mouth, but not enough to cause any real constriction or friction. ex:  Glides: They are always followed directly by a vowel. ex: /m/, /n/ /l/, /r/ /w/, /y/

Place of Articulation 1. bilabial 2. labiodental 3. dental 4. alveolar 5. (alveo)palatal 6. velar 7.uvular 8. glottal

p49. Manner of Articulation TABLE3.3 STUDENT WORKSHEET: CLASSIFICATION OF NAE CONSONANT PHOEMS BilabialLabiodentalDentalAlveolarPalatalVelarGlottal voiceless voiced voiceless voiced voiceless voiced voiceless voiced stop Fricative Affricate Nasal Liquid Glide /p/ /b / /m/ (/hw/) ＊ /w/ /f/ /v/ /θ/ /ð/ /t/ /d/ /s/ /z/ /n/ /l/ (/r/) /ʃ/ /ʒ/ /tʃ/ /dʒ/ /r/ /y/ /k/ /g/ / ŋ/ /h/

Place of Articulation 1. bilabial 2. labiodental 3. dental 4. alveolar 5. palatal 6. velar 7.uvular 8. glottal

Conclusion

 Depending on students’ language background, certain consonants will be harder for them to distinguish than others.  Which contrasts are most difficult for students, more focused exercises can be designed.

 ESL/EFL learners problematic consonant sounds can be described using a combination of drawings, visual props, and word and sentence drills.  Be aware of which individual sounds and which sound contrasts may cause students difficulty. E.g. homogeneous and heterogeneous language backgrounds.

 Celce-Murcia, D. Teaching Pronunciation, p48~51  Victoria Fromkin,Robert Rodman, An Introduction to Language, p227 References