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

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Map of the presentation

Background Theories Problems Solutions Expected outcomes

1 2 3 4

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• 1. Background theories

1.1

• Intonation teaching

approaches

1.2

• ICT in teaching

1.3

• Personalized learning

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• Gram m ar-intonation:Halliday, Bloom field

Simplifies rules

• f 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.

• 1. Background theories

1.1

• Intonation teaching approaches

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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..

• 1. Background theories

1.2 • ICT in teaching

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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.

• 1. Background theories

1.3 • Personalized learning

Courses should be made to match personal needs

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Listen for the non-native signs of intonation of the students and teachers in 2 different classes of different levels

• f 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.

• 2. Problems

Intonation is a consistent problem that needs solving

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In long utterances, the flat tone is

• verused, 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.

• 2. Problems

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• 2. Problems: Comparison - Texts

Figure 1: Frequency analysis of one-minute excerpt of CNN student news from minute 4:40 to 5:40

Number of small fluctuations: more than 20

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• 2. Problems: Comparison - Texts

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

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• 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)

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• 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)

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• 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.

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• 3. Solutions: Suggested model

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• 3. Solutions: Suggested model

Step 1: Awareness raising: Write some sentences extracted from CNN student News and Rebecca’s educational clips on Y

• utube ask students to

read out loud the sentences

 record  compare with

the sentences in the news to analyze the differences.

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• 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

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• 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.

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• 3. Solutions: Suggested model

Step 3: Practice of sentence intonation with Oddcast and, Y

• utube clips

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• 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

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• 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

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• 3. Solutions: Suggested model

Step 6: Pair discussion about the movie in class Real life simulation through random pairing, teachers’ follow-up questions,

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• 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.

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• 4. Expected outcomes
• Theory
• Context-free
• Practice
• 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.

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