1. Whaddaya Say? Using Yourself as a Reference for Teaching Pronunciation MELL Conference, 2010 Cheryl Eason University of Central Missouri

2. Participants will be able to: 1. Identify why we speak as we do. 2. Describe how we articulate sounds, morphemes and sentences that are difficult for learners.

3. Participants will be able to: 3. Use what we discover and a few simple tools to help learners.

4. “ Grandma’s Going to the Grocery Store” from Carolyn Graham’s Jazz Chants for Children

5. P&R’s metaphor

6. Many syllables between strong stresses: drop sounds, syllables reduce vowels blend sounds

7. Strong stresses close together: pause elongate vowels

8. Tools/Process Existing knowledge Mirror, cork/stopper, mouth Thoughtful reflection Informed decision making

9. Target: Phonemes /l/ and /r/ Articulatory descriptions: /l/ alveolar lateral liquid /r/ alveopalatal retroflex liquid (approximants)

10. Sagittal drawings Avery & Ehrlich (1992)

11. Positional variations of /l/ Celce-Murcia, Brinton, & Goodwin (1996)

12. /l/ articulations Syllable initial: lie, low –(Assimilation!) Syllable final: lid versus dill Initial clusters: blue, sly, clean, glass Final clusters: sells, build, field

13. /r/ articulations Syllable initial: reed, rule –(Assimilation!) Syllable final: reed versus deer Initial clusters: try, cry, prince

14. Listening to /l/ & /r/ This isn’t a good lime/rhyme. Collect/correct the papers. It was lost in the file/fire. Nilsen & Nilsen (2010)

15. Target: Phoneme /t/ Articulatory description: Voiceless alveolar stop

16. Sagittal drawing Avery & Ehrlich (1992)

17. /t/ articulations Syllable initial: tea, tool –(Assimilation!) Syllable final: eat, oat Initial clusters: steam, tree Mid-word: little, button, eat it Final clusters: fist, fits, cents

18. Allophones of /t/ Parker & Riley (1994)

19. Target: Past tense morphemes

20. What we teach--citation forms: Looked, packed, pushed (voiceless) Clogged, pleased (voiced) Potted or kidded (/d/ or /t/)

21. What do we say--in context? He packed the bag. –Affricate. The clogged drain is in the kitchen. His response pleased John. –Disappeared? Merged? Elongated? They pushed some tables together.

22. Same with the plural morpheme? Rules we teach: cats, bags, buses, badges The cats are under the bed. The bags take up the whole trunk. Those buses don’t stop here.

23. Numbers Listening & speaking confusion

24. Fifteen or fifty? Ten-fifteen or ten-fifty? Fifteen dollars of fifty dollars? What do we say? Context: –Fourteen, fifteen, sixteen (Stress?) –Fifty or fifteen? (Stress? /t/ in fifty)

25. Ordinal numbers Tenth Avenue Sixth Street Fifth Street The fifth time

26. Listening to Numbers You owe me seventeen/seventy cents. Be there at ten fifteen/fifty. Thirteen/thirty percent of the students speak Spanish.

27. Target: Vowels in Unstressed Syllables

28. Now you see ‘em... Camera, chocolate, restaurant, interesting, family, every, comparable eCamera, chocolate, restaurant, interesting, family, every, comparable –Unstressed, middle of multisyllabic word, preceding syllable stressed

29. Target: Vowels in front of /l/ and /r/

30. Coloring--vowels + /r/ or /l/ Compare: knee & near, ow & hour/our Put & pull, eye and aisle/isle Coloring = + schwa /l/ or schwa /r/ (hire & higher)

31. Coloring--vowels + /r/ or /l/ knee & near: /niy/ & /niər/ ow & hour/our: /aw/ & /awər/ put & pull: /pʊt/ & /pʊl/ eye and aisle: /ay/ & /ayəl/

32. Fun & fern-- /ə/ & /ər/ Modisett & Luter (1988)

33. Target: Questions-- Whaddaya say?

34. Whaddaya say? What’s your name? –Whuh cher name? Where are you going? –Where ya goin’?

35. Whaddaya say? What did you do with it? –Whuh juh do wi--it? What do you need? –Whuh duh ya need? –Whuh chuh need?

36. Whaddaya say? You had it first, didn’t you? –Din--cha? Di--n--ya? It’s there, isn’t it? –I--ni--?

37. The greatest tools at our disposal

38. Problems your students have?

39. References Avery, P. & Ehrlich, S. (1992). Teaching American English. Oxford: Oxford. Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge: Cambridge. (2nd ed.--2010)

40. References Graham, C. (1979). Jazz chants for children. New York: Oxford. Modisett, N. F., & Luter, J. G., Jr. (1988). Speaking clearly: The basics of voice and articulation (3rd ed.) Edina, MN: Burgess. Nilsen, D. L. F., & Nilsen, A. P. (2010). Pronunciation contrasts in English (2nd ed.) Long Grove, IL: Waveland Press.

41. References Parker, F., & Riley, K. (1994). Linguistics for non-linguists: A primer with exercises (2nd ed.) Boston: Allyn & Bacon. Prator, C. H., & Robinett, B. W. (1985). Manual of American English pronunciation (4th ed.) Fort Worth: Holt.

42. References Temperly, M. S. (1987). “Linking and deletion in final consonant clusters.” In J. Morley (Ed.), Current perspectives on pronunciation (pp. 59-82). Washington, D.C.: TESOL. Weinstein, N. (2001). Whaddaya say? Guided practice in relaxed speech (2nd ed.). White Plains, NY: Longman.