A MODEL FOR TEACHING INTONATION EMPHASIZING SELF- LEARNING FOR - PowerPoint PPT Presentation

A MODEL FOR TEACHING INTONATION EMPHASIZING SELF- LEARNING FOR VIETNAMESE LEARNERS OF ENGLISH By Mr. Nguyen Xuan Minh

Map of the presentation Background Theories 1 Problems 2 Solutions 3 Expected outcomes 4 Page 2

1. Background theories • Intonation teaching approaches 1.1 • ICT in teaching 1.2 • Personalized learning 1.3 Page 3

1. Background theories • Intonation teaching approaches 1.1 - Gram m ar-intonation: Halliday, Bloom field Simplifies rules of basic structures - I ntonation as inform ation flow : David Brazil Com m on ground, prom inence - I ntonation in contexts Crystal, Goffm an I ndividual, social elem ents affected by linguistic patterns ( negation, interrogation…) and social habits. Page 4

1. Background theories 1.2 • ICT in teaching Liam Heaney (2003), asserted that ICT provides learners with the means to boost their understanding, knowledge and skill attainment. Raya, M. J. and Fernández, J. M. P (2002, p. 64) indicated the possibility of improving learners’ autonomy when their information searches and correspondence with the teacher are facilitated by the internet.. Page 5

1. Background theories 1.3 • Personalized learning As asserted by Raya, M. J. and Fernández, J. M. P. (2002, p. 65) the personalization of learning is realized by technology in their search for information The individualization of learning is based on the philosophy that learners know what they want and need most. Courses should be made to match personal needs Page 6

2. Problems Listen for the non-native signs of intonation of the students and teachers in 2 different classes of different levels of proficiency in their exchanges. Lower level Higher level  Higher level students have better pronunciation of individual sounds, but for intonation, there is no clear improvement. Intonation is a consistent problem that needs solving Page 7

2. Problems In long utterances, the flat tone is overused, so the speech turns monotonous and tedious  From the separate learning of words, the stress is right within the words, but problematic in sentence level. Page 8

2. Problems: Comparison - Texts Number of small fluctuations: more than 20 Figure 1: Frequency analysis of one-minute excerpt of CNN student news from minute 4:40 to 5:40 Page 9

2. Problems: Comparison - Texts Number of fluctuations: less than 20 Figure 2: Frequency analysis of one-minute excerpt of An Giang television News from minute 3:40 to 4:40. Page 10

2. Problems: Comparison-Sentences ““When that happens, one of the biggest issues could be whether or not to include a government run health insurance program” (31 syllables) Page 11

2. Problems: Comparison-Sentences Theo công ty cổ phần phát triển du lịch An Giang cho biết , cao điểm thứ bảy , chủ nhật thu hút từ hai ngàn đến ba ngàn lượt khách đi cáp treo” (32 syllables) Page 12

2. Problems: Comparison-Sentences Vietnamese people: clear-cut raise and drop of the tone for each separate syllable, English speakers: fall-rise pattern right in a single syllable. Page 13

3. Solutions: Suggested model Page 14

3. Solutions: Suggested model Step 1: Awareness raising: Write some sentences extracted from CNN student News and Rebecca’s educational clips on outube  ask students to Y read out loud the sentences  record  compare with the sentences in the news to analyze the differences. Page 15

3. Solutions: Suggested model Step 2: Lectures: on basic intonation rules in different sentence types. E.g. - S tatement s: dropping pitch at the end of the utterance. - Y es/ No questions: rising pitch at the end. - Wh- Questions: rising pitch at the Wh-words, dropping at the end. - Exclamation sentences: Rising pitch for the adv/ adj or the exclaimed information Page 16

3. Solutions: Suggested model Step 2: Lectures (cont): on basic intonation rules in different sentence types. E.g. (cont) - For listing items or mentioning ideas in a sentence: + common understanding: rising tone + new information: falling tone. https:/ / www.youtube.com/ wat ch? v=f XVoT7VMCpM. Page 17

3. Solutions: Suggested model Step 3: Practice of sentence intonation with Oddcast and, Y outube clips Page 18

3. Solutions: Suggested model Step 4: Check the recognition of pronunciation with S peech to text software https:/ / speechnotes.co/ If having problems  go back to step 3 Page 19

3. Solutions: Suggested model Step 5: Further Practice repeating after the movie characters and prepare for the discussion (more context) If having problems  go back to step 3 Page 20

3. Solutions: Suggested model Step 6: Pair discussion about the movie in class Real life simulation through random pairing, teachers’ follow-up questions, Page 21

4. Expected outcomes - Students are aware of their intonation problems  eager to learn rules - Students are confident after learning basic rules of intonation - They are exposed to native speakers’ speeches to increase familiarity with English intonation, - Their practice with Text to Speech and Speech to Text program encourages them to do self exploration in intonation training. Page 22

4. Expected outcomes - Theory - Practice - Context-free - Context-bound With the right selections of the movies students see for the practice, this model can apply to many students in a wide range of ages, and levels. Page 23

Page 24