Contrastive Grammar Contrastive Grammar and Pronunciationand PronunciationBethany ZornekCLIU December 15, 2008

On a piece of paper….On a piece of paper….Do you teach grammar?

How do you teach it?

What kinds of practices do you do?

What grammar points are most difficult to teach? Why do you think that is?

Grammar DifferencesGrammar Differences

Omissions

Additions

Differences◦Order◦Meaning / Use

Grammar ObservationsGrammar ObservationsTokyo ni ikimasu ka? Hai, Tokyo ni ikimasu. Iie, Tokyo ni ikimasen.

Kyoto kara kimasu ka? Hai, Kyoto kara kimasu. Iie, Kyoto kara kimasen.

Eigo wakarimasu ka? Hai, eigo wakarimasu. Iie, eigo wakarimasen.

Look Again:Look Again:Tokyo ni ikimasu ka? (Are you going to Tokyo?)

Hai, Tokyo ni ikimasu. (Yes, I am going to Tokyo.)

Iie, Tokyo ni ikimasen. (No, I’m not going to Tokyo.)

Kyoto kara kimasu ka? (Are you from Kyoto?)

Hai, Kyoto kara kimasu. (Yes, I’m from Kyoto.)

Iie, Kyoto kara kimasen. (No, I’m not from Kyoto.)

Eigo wakarimasu ka? (Do you understand English?)

Hai, eigo wakarimasu. (Yes, I undestand English.)

Iie, eigo wakarimasen. (No, I don’t understand English.)

How well do you know the How well do you know the grammar rules?grammar rules?

The vapy koob desacked a muskant molently.The vapy koobs desacked a muskant molently.The vapy koobs desacked muskants molently.The vapy koobs molently desacked muskants.The vapy koobs are molently desacking muskants.The vapy koob is molently desacking muskants.The vapy koob molently desacks musktants.Muskants are molently desacked by the vapy koob.A muskant is molently desacked by the vapy koob.

Using Sentence StripsUsing Sentence StripsWord order

◦Word by word◦Phrases

Exploring possibilitesSpecific grammar points

◦Examples: “s” endings, noun clauses

A word about grammar in A word about grammar in contextcontextTeaching grammar in context helps

◦to make comprehensible input for students

◦to make grammar more relevant (and easier to remember)

◦to make grammar more interesting (so that students are more motivated)

◦to support content material

Reflection – Think-Pair-Reflection – Think-Pair-ShareShareThink back to what you wrote at

the beginning of this presentation.

Can you think of a way to address one of your challenging grammar points with sentence strips in any way? How?

Is there a grammar activity that you do that works very well? What?

On a piece of paper….On a piece of paper….Do you teach pronunciation?

How do you teach it?

What kinds of practices do you do?

What pronunciation points are most difficult to teach? Why do you think that is?

Possible Pronunciation Possible Pronunciation DifferencesDifferencesRhythm and Stress

Intonation

Individual sounds◦Vowels◦Consonants

Rhythm and StressRhythm and StressSyllable-timed language – all

individual syllables receive equal time

Stress-timed language – emphasis is put on certain syllables (in content words), so there are long and short syllables mixed together

Syllable-timedSyllable-timed

Stress-timedStress-timed

Example of Stress Patterns Example of Stress Patterns in Englishin English

The book on the table belongs to my father.

Example of Stress Patterns Example of Stress Patterns in Englishin English

The book on the table belongs to my father.

IntonationIntonationRising and Falling

◦Statements◦Questions

Yes/No Wh-

Tonal Languages

Individual Sounds - VowelsIndividual Sounds - Vowels

Placement in mouth◦Front-back◦High-low

Lip shape

Tense / Lax

Tense and Lax VowelsTense and Lax Vowels

Tense

beatbaitbootboat

Lax

bitbetbookbought

Individual Sounds - Individual Sounds - ConsonantsConsonantsPlace of articulation

◦Tongue position◦Lip position

Manner of articulation◦How the air is obstructed

Stops, fricatives, affricatives, nasal

Voicing

Voiced and Voiceless Voiced and Voiceless SoundsSoundsVoiced

bdgvzth (that)jsu (measure)

m, n, ngl, r, w, y

Voicelessptkfsth (think)chsh

h

Teaching Techniques – Teaching Techniques – Individual SoundsIndividual SoundsListening and recognition

Mouth Awareness◦Mirrors◦Physical “feelings”

Minimal Pairs◦Story Squares

Phillip Knowles

Reflection – Think-Pair-Reflection – Think-Pair-ShareShareThink back to what you wrote at the

beginning of this par to the presentation.

Can you think of a way to address one of your challenging pronunciation points with one of the techniques suggested? How?

Is there a pronunciation activity that you do that works very well? What?