Tag Archives: ESL

Can’t get to a language class? 5 ideas for practicing your pronunciation at home

Lirean

study1

When studying a language at home, it’s easy forget about pronunciation.

There are plenty of resources out there to help you create structured plans for grammar and vocabulary, but when it comes to studying pronunciation, it can be difficult to know where to start.

If you’d like to improve your pronunciation but you’re not sure how to go about it, try these 5 ideas:

1. Warm up: Speaking a different language requires you to use your mouth muscles in a completely new way. Try saying some tongue twisters in the language you’re learning to get your mouth ready for some pronunciation work. omniglot.com has an excellent list in a wide range of languages.

2. Listen: Find a short audio recording of a native speaker. Record yourself speaking on your phone or computer and compare it to the native speaker’s pronunciation. Note down any problematic sounds and repeat the recording several…

View original post 328 more words

Advertisements

Leave a comment

Filed under Articles

Seeing is believing

eye rf

If you’ve ever done pronunciation drilling with your hand cupped behind your ear like a demented kids TV presenter (all together now!) you’re probably of the opinion that exaggerating audio cues helps students to discriminate the sounds of a second language. But did you know that students can improve their chances of learning sounds by simply looking at a speaker’s face?

Research on how language learners use visual cues in the perception and production of sounds supports what auditory and visual sciences have known for some time: what you see has a strong impact on what you hear. This relationship is niftily illustrated through the “McGurk effect”, not the latest McDonald’s menu, but a rather compelling example of how the human sensory experience is interlinked.

More recently, with the help of fMRI scans (which basically involve sending people down a tube into a giant washing machine and having a nosy around at changes in cerebral blood flow) neuroscientists have found that the auditory cortex is active while watching silent speech (Calvert et al. 1997). In other words, the part of the brain that usually deals with sound is affected by visual information, which helps native English speakers to identify sounds in face-to-face communication. The good news is, it seems that visual cues can be interpreted by non-native speakers too.

Studies suggest that audiovisual training, in which students are shown a video of the speaker’s face, is more effective than listening practice alone in helping students to differentiate sounds (e.g. Hazan et al. 2005). Unsurprisingly, this technique has been shown to be most effective in sounds where the difference in mouth position is highly visible, such as b and v (a saving grace for Spanish students and their English bowel problems). However, audiovisual training has also produced positive results for problem areas with more subtle physical differences, for example in the differentiation of l and r for Japanese students. What’s more, these studies show a positive impact on pronunciation, indicating that increased attention to native speakers’ mouth movements enables students to reproduce the sounds more effectively themselves.

Most teachers agree that out of the big four (speaking, listening, reading and writing), it’s listening which causes students a real pain in the auricle. Given that the majority of real world listening takes place face-to-face, excluding visual components a priori is at odds with what we know about natural speech processing. In light of studies which point to the advantages of visual training, it’s time to question the dominance of audio-only files in the classroom.

  • Do you do any exercises which draw students’ attention to the speaker’s mouth?
  • How do you think this research could be applied in classrooms which don’t have video technology?
  • Can you think of any practical ways to help students to pay attention to visual cues?

Calvert, G., Bullmore, E., Brammer, M., Campbell, R., Williams, S., McGuire, P., Woodruff, P., Iversen, S and David, A. (1997) Activation of Auditory Cortex During Silent Lipreading. Science 25: 276

Hazan, V., Sennema, A., Midori, I., Faulkner, A. (2005) Effect of audiovisual perceptual training on the perception and production of consonants by Japanese learners of English. Speech Communication 47: 360

 

14 Comments

Filed under Articles

ELTons award ceremony

ELT professionals from around the globe gathered together in London last Thursday to celebrate the 11th annual ELTon awards, organised by the British Council to recognise and encourage innovation in English language teaching. Although tefl research didn’t win the prestigious Macmillan award, it was nonetheless an honour to have been nominated, and to rub shoulders with ELT royalty for an evening. Congratulations to the winner Y.L. Teresa Ting for ‘CLIL-Biology Towards IGCSE: Content and Language Integrated Learning towards International Science standards’, a  clever content based learning tool for ESL biology teachers; looking forward to seeing it in print!  Watch ths year’s ceremony and red carpet interviews at http://englishagenda.britishcouncil.org/eltons or visit http://www.britishcouncil.org/press/eltons-2013-winners for more information about this year’s winners.

Leave a comment

Filed under Articles

Angry words

20130123-100942.jpg

“What if instead of tabbing over to the web browser in search of some nugget of gossip or news, or opening up a mindless game such as Angry Birds, we could instead scratch the itch by engaging in a meaningful activity, such as learning a foreign language?”

A man named Harry walks into a café. Eliza Doolittle, who is working in the restaurant as a waitress, greets him in her dire cockney accent, “Ari”. He orders a slice of cake with layers of sponge, cream and forest fruit: a “gateaux”. When Elisa brings over his order, Ari looks at the gateaux, and says “thank you”.

Ari-gatou – you’ve just learned how to say thank you in Japanese through mnemonics: memorisation strategies inspired by the ancient Greeks and endorsed by memory champions as the most effective way to quickly remember large amounts of information.  Memory virtuoso Joshua Foer reports on the benefits of using these techniques for  learning  vocabulary in his article “How I learned a language in 22 hours”, after setting himself the challenge of learning Lingala for his field trip to the Congo. Joshua worked on his vocabulary using memrise, a slick on-line game which draws from mnemonics to optimise memory power. It may come as no surprise that the US memory champion cruised through his vocabulary sets. But before practising these techniques, Joshua, along with many other “memory athletes”, described himself as having only an average memory. In the words of British memory champion, and co-creator of memrise Ed Cooke, “anybody can do this”. So worry not if you can’t remember where you put your keys, or your car, you can never put a name to a face and you once left your child at the supermarket: mnemonics might just work for you.

Learning vocabulary is an enormous undertaking. In their native language, college-educated English speakers are estimated to possess a whopping 60, 00 word vocabulary (Pinker 1994). Children between the ages of one and six act as “lexical vacuum cleaners”, picking up around 9 to 10 words per day (Pinker 1994; Bloom 2000). If you’ve ever set yourself this familiar target for learning a foreign language, you’ll realise what a cognitive challenge this is. Yet children do it with finesse, without dictionaries, word lists or fancy apps.  The difference between adult and child vocabulary development recalls the age-old nature vs. nurture schism which has been causing bloodthirsty brawls between meek and mild academics and sending hungover undergraduates to sleep for centuries. The nativist camp (e.g. Pinker; Markman) argue that babies are born with an innate ability to learn vocabulary which fades as the maturation process kicks in, leaving adults at a cognitive disadvantage. Alternatively, empiricists (e.g. Snow; Bates; Tomasello) emphasise social and contextual differences: adults often receive less (and different) exposure to the second language, cognition may be biased towards first language settings and adult inhibitions may hinder vocabulary development. Putting aside linguistic fisticuffs about how our brains are wired, all approaches agree that learning vocabulary is a formidable challenge: any techniques which assist in memorisation are a welcome addition to the language learner’s tool box.

The site memrise takes advantage of mnemonics by linking new vocabulary items to images, rhymes or anything memorable about the word. Learners are encouraged to visualise the details: “the stranger the imagery, the more markedly memorable it is” – think Eliza Doolittle with a blackforest gateaux in hand. To help adults overcome their fear of vocabulary lists, creators Ed Cooke and Princeton neuroscience PhD Greg Detr drew from principles of social gaming to make studying “so fun, so secure, so well directed and so mischievously effortless that it’s more like a game – something you’d want to do instead of watching TV”. What’s more, with a smartphone these games are completely mobile: time spent stuck in traffic refining your road-rage vocab could be put towards more useful linguistic prowess. In the supermarket, instead of deliberating whether to move to a shorter queue (or take out the granny at the front with a tin of beans), you could be serenely buffing up on how to order a cocktail in Spanish.

Designed to be played in short bursts, the game is based on time-honoured principles of human cognition: studies show that the most effective way to commit something to memory is through “spaced repetition”, where information is encountered in short repeated sessions spaced out over a relatively long period of time. True to form, Joshua learned the 1000 most common words in Lingala in short 5 minute bursts, totalling 22 hours over a space of 10 weeks. Amazingly, upon arriving in the Congo, Joshua was able to converse with the natives in a simple exchange about family and friends. Not a bad result from playing the linguistic equivalent to angry birds for a few minutes a day. Admittedly, when it came to communicating more complex information, he was lost for words. So can mnemonics help you learn a language in 22 hours? Probably not. But they can do wonders for your word power.

  • Do you use any mnemonic techniques in your teaching?
  • Can you think of any activities to encourage students to use mnemonics, either in the classroom or at home?

http://www.memrise.com/

http://www.mindsnacks.com/

http://www.guardian.co.uk/education/2012/nov/09/learn-language-in-three-months

http://www.ted.com/talks/joshua_foer_feats_of_memory_anyone_can_do.html

Bates, E., Bretherton, I., Beeghly-Smith, M., McNew, S. (1982) Social bases of language development: A reassessment. In Reese, W., and Lipsitt, L. P. (Eds) Advances in Child Development and Behaviour (16) 

Bloom, P. (2000) How children learn the meaning of words, MIT Press: Cambridge, Massachusetts

Markman, E (1991) Categorization and Naming in Children, MIT Press: Cambridge, Massachusetts

Pinker, S. (1994) The language instinct Penguin Books: London

Snow, C.E. (1999) Social perspectives on the emergence of language. In B. MacWhinney (Ed.), The emergence of language (pp.257-276). Lawrence Erlbaum: Mahwah, New Jersey

Tomasello, M. (2003) Constructing a Language: A Usage-Based Theory of Language Acquisition, Harvard University Press, Cambridge, Massachusetts

Oxford, R. L., Scarcella, R. C., (1994) Second language vocabulary learning among adults: State of the art in vocabulary instruction. System 2:22 (231–243)

21 Comments

Filed under Articles

Time for research?

teachers and reasearch

“What is the place of research-based theory in the knowledge base underlying ELT?”

A recent Guardian article addresses an oft-overlooked concern of the ELT profession: the lack of interaction between academic research and teaching practice. In tefl heaven (where celestial teachers write CCQs on their lesson plans, check instructions and keep reflective diaries) researchers would investigate issues directly relevant to the classroom. And teachers would have time to read it.

Teaching business English, lunch often involves scoffing down a sandwich in the lift then spending the next hour across the desk from a finance bigwig, stealthily removing crumbs from your suit jacket every time he looks down to do a gap fill. Teaching kids, lunch often involves stealing stray cola bottles from next class’s pass the parcel game in-between mopping up little Phillipo’s wee and turning the classroom into a magical castle. It’s no wonder teachers are loath to wade through empirical research independently.

Let’s go back to tefl heaven for a moment and imagine a place where business men no longer request lunch time lessons and little Phillipo has better bladder control. Even if teachers had more time to engage with academic research, would it really benefit their teaching? Isn’t it all just a load of intellectual thumb twiddling anyway?

The Guardian article recognises that teachers fail to see the value of research which is all too often based on the personal agenda of academics instead of addressing real classroom concerns. While the field would certainly benefit from coaxing more academics out of the ivory tower and into the classroom (better not tell them about the crumbs and the wee) there is already a significant body of research with clear practical implications for teachers. The key issue, then, is how to make the jump from journal to classroom.

The article calls for employers to set aside time and funding as part of the job description to permit teachers to study professional literature and attend conferences. Another option would be to provide in-house training aimed at making research more accessible to teachers. Encouraging teachers to critically assess empirical research would allow them to make informed decisions about their own teaching. Academic research could be an extremely valuable resource if only it addressed practical classroom concerns and if only teachers had the time and opportunities to engage with it. Tefl gods, if you’re listening, please give us a sign.


http://www.guardian.co.uk/education/2012/oct/16/teacher-tesol-academic-research-useful

18 Comments

Filed under Articles