Pronounce
Name Group
1. Ema Nur Aisyah
2. Muliyanti
3. Noor Melia
4. Rini Kinanti
Give the explanation about common pronounciation error
a.English vowels
b.English consonant
c.stress and rhytem
Answer:
a. Anybody who has attended a pronunciation class will know what a ‘schwa’ is: the most common weak vowel of English. There are, in fact, four equally weak vowels in English and they form a very important part of accurate speech. In this paragraph for example, out of 77 vowel sounds, 40 are weak.
That means that over half the vowels we pronounce in English should be unstressed and selected from just 4 vowel sounds! Another way of looking at that is if you do not use weak vowels in your speech, you are mispronouncing at least half of your vowel sounds – proof that this is one of the most important aspects of learning English pronunciation.
In order of frequency the four weak vowels are:
ə ɪ i u
Where do they occur?
All of the weak vowels appear on weak syllables of long words and when function words are weak, examples are below:
Sound / Function Word / Content Word
ə / to / about
ɪ / in / English
i / me / lovely
u / you / particular
How are they pronounced?
Importantly, all of these vowels are mid to close jaw position, shown on the vowel grid on the right. It should also be noted that each of these vowel positions appear in strong vowels (i: / ɪ / ɜ: / u:) so to produce a weak vowel, we are not using any additional areas of the mouth.
What are common pronounciation errors?
1. Ema Nur Aisyah
2. Muliyanti
3. Noor Melia
4. Rini Kinanti
Give the explanation about common pronounciation error
a.English vowels
b.English consonant
c.stress and rhytem
Answer:
a. Anybody who has attended a pronunciation class will know what a ‘schwa’ is: the most common weak vowel of English. There are, in fact, four equally weak vowels in English and they form a very important part of accurate speech. In this paragraph for example, out of 77 vowel sounds, 40 are weak.
That means that over half the vowels we pronounce in English should be unstressed and selected from just 4 vowel sounds! Another way of looking at that is if you do not use weak vowels in your speech, you are mispronouncing at least half of your vowel sounds – proof that this is one of the most important aspects of learning English pronunciation.
In order of frequency the four weak vowels are:
ə ɪ i u
Where do they occur?
All of the weak vowels appear on weak syllables of long words and when function words are weak, examples are below:
Sound / Function Word / Content Word
ə / to / about
ɪ / in / English
i / me / lovely
u / you / particular
How are they pronounced?
Importantly, all of these vowels are mid to close jaw position, shown on the vowel grid on the right. It should also be noted that each of these vowel positions appear in strong vowels (i: / ɪ / ɜ: / u:) so to produce a weak vowel, we are not using any additional areas of the mouth.
What are common pronounciation errors?
The most frequent error by learners of English is in placing and correctly producing the schwa (ə) vowel sound as it is by far the most frequent and unusual of the vowels. Then the difference between /ɪ/ and /i/ tends to cause a lot of problems – it is exactly the same pronunciation issue as with the famous ‘ship’ vs ‘sheep’ vowel pair. The key for learners is to produce two completely unique positions of the mouth. /u/ is rare and does not tend to cause many problems, it is only really found frequently in the function word ‘you’.
How can I master the vowels?
Firstly, recognise where they appear in words and sentences.
Secondly, master their pronunciation, /ə/ /ɪ/ and /i/ are challenging for most English learners.
Thirdly, adopt them naturally into speech, this takes lots of practice!
b. A speech error, commonly referred to as a slip of the tongue[1] (Latin: lapsus linguae, or occasionally self-demonstratingly, lipsus languae) or misspeaking, is a deviation (conscious or unconscious) from the apparently intended form of an utterance.[2] They can be subdivided into spontaneously and inadvertently produced speech errors and intentionally produced word-plays or puns. Another distinction can be drawn between production and comprehension errors. Errors in speech production and perception are also called performance errors.[3] Some examples of speech error include sound exchange or sound anticipation errors. In sounds exchange errors the order of two individual morphemes is reversed, while in sound anticipation errors a sound from a later syllable replaces one from and earlier syllable.[4] Slips of the tongue are a normal and common occurrence. One study shows that most people can make up to as much as 22 slips of the tongue per day.[5]
Speech errors are common among children, who have yet to refine their speech, and can frequently continue into adulthood. When errors continue past the age of 9 they are referred to as "residual speech errors" or RSEs.[6] They sometimes lead to embarrassment and betrayal of the speaker's regional or ethnic origins. However, it is also common for them to enter the popular culture as a kind of linguistic "flavoring". Speech errors may be used intentionally for humorous effect, as with Spoonerisms.
Within the field of psycholinguistics, speech errors fall under the category of language production. Types of speech errors include: exchange errors, perseveration, anticipation, shift, substitution, blends, additions, and deletions.
How can I master the vowels?
Firstly, recognise where they appear in words and sentences.
Secondly, master their pronunciation, /ə/ /ɪ/ and /i/ are challenging for most English learners.
Thirdly, adopt them naturally into speech, this takes lots of practice!
b. A speech error, commonly referred to as a slip of the tongue[1] (Latin: lapsus linguae, or occasionally self-demonstratingly, lipsus languae) or misspeaking, is a deviation (conscious or unconscious) from the apparently intended form of an utterance.[2] They can be subdivided into spontaneously and inadvertently produced speech errors and intentionally produced word-plays or puns. Another distinction can be drawn between production and comprehension errors. Errors in speech production and perception are also called performance errors.[3] Some examples of speech error include sound exchange or sound anticipation errors. In sounds exchange errors the order of two individual morphemes is reversed, while in sound anticipation errors a sound from a later syllable replaces one from and earlier syllable.[4] Slips of the tongue are a normal and common occurrence. One study shows that most people can make up to as much as 22 slips of the tongue per day.[5]
Speech errors are common among children, who have yet to refine their speech, and can frequently continue into adulthood. When errors continue past the age of 9 they are referred to as "residual speech errors" or RSEs.[6] They sometimes lead to embarrassment and betrayal of the speaker's regional or ethnic origins. However, it is also common for them to enter the popular culture as a kind of linguistic "flavoring". Speech errors may be used intentionally for humorous effect, as with Spoonerisms.
Within the field of psycholinguistics, speech errors fall under the category of language production. Types of speech errors include: exchange errors, perseveration, anticipation, shift, substitution, blends, additions, and deletions.
| Type | Definition | Example |
|---|---|---|
| Addition | "Additions add linguistic material."[1] | Target: We Error: We and I |
| Anticipation | "A later segment takes the place of an earlier segment."[1] | Target: reading list Error: leading list |
| Blends | Blends are a subcategory of lexical selection errors.[10] More than one item is being considered during speech production. Consequently, the two intended items fuse together.[1] | Target: person/people Error: perple |
| Deletion | Deletions or omissions leave some linguistic material out.[1] | Target: unanimity of opinion Error: unamity of opinion |
| Exchange | Exchanges are double shifts. Two linguistic units change places.[1] | Target: getting your nose remodeled Error: getting your model renosed |
| Lexical selection error | The speaker has "problems with selecting the correct word".[10] | Target: tennis racquet Error: tennis bat |
| Malapropism, classical | The speaker has the wrong beliefs about the meaning of a word. Consequently, he produces the intended word, which is semantically inadequate. Therefore, this is a competence error rather than a performance error. Malapropisms are named after 'Mrs. Malaprop', a character from Richard B. Sheridan’s eighteenth-century play The Rivals.[3] | Target:The flood damage was so bad they had to evacuate the city. Error: The flood damage was so bad they had to evaporate the city. |
| Metathesis | "Switching of two sounds, each taking the place of the other."[3] | Target: pus pocket Error: pos pucket |
| Morpheme-exchange error[10] | Morphemes change places. | Target: He has already packed two trunks. Error: He has already packs two trunked. |
| Morpheme stranding | Morphemes remain in place but are attached to the wrong words.[11] | Target: He has already packed two trunks. Error: He has already trunked two packs. |
| Omission | cf. deletions | Target: She can’t tell me. Error: She can tell me. |
| Perseveration | "An earlier segment replaces a later item."[1] | Target: black boxes Error: black bloxes |
| Residual Speech Errors | "Distortions of late-developing sounds such as /s/, /l/, and /r/."[6] | Target: The box is red.
Error: The box is wed.
|
| Shift | "One speech segment disappears from its appropriate location and appears somewhere else."[1] | Target: She decides to hit it. Error: She decide to hits it. |
| Sound-exchange error | Two sounds switch places.[10] | Target: Night life [nait laif] Error: Knife light [naif lait] |
| Spoonerism | A spoonerism is a kind of metathesis. Switching of initial sounds of two separate words.[3] They are named after Reverend William Archibald Spooner, who probably invented most of his famous spoonerisms.[10] | Target: I saw you light a fire. Error: I saw you fight a liar. |
| Substitution | One segment is replaced by an intruder. The source of the intrusion is not in the sentence.[1] | Target: Where is my tennis racquet? Error: Where is my tennis bat? |
| Word-exchange error | A word-exchange error is a subcategory of lexical selection errors.[10] Two words are switched. | Target: I must let the cat out of the house. Error: I must let the house out of the cat. |
Speech errors can affect different kinds of segments or linguistic units:
| Segment | Example |
|---|---|
| Distinctive or phonetic features | Target: clear blue sky Error: glear plue sky (voicing) |
| Phonemes or sounds | Target: ad hoc Error: odd hack |
| Sequences of sounds | Target:spoon feeding Error: foon speeding |
| Morphemes | Target: sure Error: unsure |
| Words | Target: I hereby deputize you. Error: I hereby jeopardize you. |
| Phrases | Target: The sun is shining./The sky is blue. Error: The sky is shining. |
c. Most of the time, students who have trouble using the right
stress and intonation speak native languages with very different rules. English is a stressed language, and this means that more attention should be paid to where you put the stress in a word or sentence, rather than the number of syllables. Check out these very common stress and intonation mistakes and what you can do to help your ESL students kick the robot to the curb.
Most Common Mistakes: Stress
1. Stress on the Wrong Syllable
The student says hó-tel instead of ho-tél. This type of mistake may lead to misunderstandings, and the speaker’s meaning or intention may not be at all clear. An added complication is that there are plenty of words that have a different meaning when they are stressed differently. This is case of ré-beland re-bél. Or désert and dessért. Finally, if there are too many mistakes with word stress, the listener may become impatient or confused, and this is not good for communication.
2. Stress on the Wrong Word
Just like placing the stress on the wrong syllable within a word, placing stress on the wrong word in a sentence may lead to confusion or the speaker’s inability to convey exactly what he/she means. Let’s see an example.
A sentence like, “John got a new job” can be stressed in different ways (stress can be placed on John, new or job), all of which convey different meanings. If you ask students, “Who got a new job?” they should respond placing the stress on John. But if you ask them, “What did John get?” they should place the stress on job.
How You Can Help
Draw your students’ attention to the matter of stress. Explain that English is a stressed language and that word and/or sentence stress is important to convey the right meaning. Use clapping or tapping to indicate where the stress goes.
Go over some basic rules of word stress. For example, when the same word can be both a noun and a verb (rebel, insult, suspect), explain that the first syllable is stressed in the noun and the second syllable is stressed in the verb.
Indicate stress visually. You can mark the stress the way dictionaries do (/hoʊˈtɛl/ for hotel), use bigger or smaller circles as seen above (ho-tél) or use Cuisenaire rods. These are also useful to show where the stress goes in a sentence.
Contrast. If it’s hard for students to hear the right word stress, say it different ways – put the stress in different syllables so they can hear the difference and hear the right stress.
Be sure to contrast the difference between placing stress on different words: I want to learn English vs. I want to learn English. Can your students tell the difference in meaning?
Most Common Mistakes: Intonation
3. No Rising Pitch
This is the intonation mistake I encounter most often. Yes/No questionstypically have a rising pitch towards the end, and lots of students end their sentences flat so they don’t sound like questions at all: Do you like chocolate. They sound like statements. Students often have more trouble imitating the rising than the falling intonation.
4. Use the wrong pitch
Students often don’t use the right pitch to convey feelings. A single word like really can express completely different feelings: “Really” said with a falling intonation expresses disbelief, while “Really?” with a rising pitch expresses surprise.
How You Can Help
Exaggerate. Even though it may not sound “natural”, it’s the best way to get the point across and students have a better chance of hearing the differences. Make the rising pitch as high as you can, and the flat intonation sound monotone. Make sure your face also shows the right feeling.
Go over patterns, such as:
Yes/No questions have the rising pitch towards the end.
Questions that begin with wh-words have a falling intonation.
Statements have a falling intonation.
Question tags may have either depending on the intention of the speaker. Questions tags that are comments or observations have a falling intonation while questions tags used to check information or express uncertainty have a rising intonation.
Use rising intonation to express surprise.
Use falling intonation to express sarcasm or disbelief.
In the ESL classroom, showing is better than telling.
Skip the explanations regarding theory or linguistics. Show them how to place stress to convey meaning. Exaggerate surprise or looks of disbelief so students get the full effect of the intonation. Stick to it and give it time.
stress and intonation speak native languages with very different rules. English is a stressed language, and this means that more attention should be paid to where you put the stress in a word or sentence, rather than the number of syllables. Check out these very common stress and intonation mistakes and what you can do to help your ESL students kick the robot to the curb.
Most Common Mistakes: Stress
1. Stress on the Wrong Syllable
The student says hó-tel instead of ho-tél. This type of mistake may lead to misunderstandings, and the speaker’s meaning or intention may not be at all clear. An added complication is that there are plenty of words that have a different meaning when they are stressed differently. This is case of ré-beland re-bél. Or désert and dessért. Finally, if there are too many mistakes with word stress, the listener may become impatient or confused, and this is not good for communication.
2. Stress on the Wrong Word
Just like placing the stress on the wrong syllable within a word, placing stress on the wrong word in a sentence may lead to confusion or the speaker’s inability to convey exactly what he/she means. Let’s see an example.
A sentence like, “John got a new job” can be stressed in different ways (stress can be placed on John, new or job), all of which convey different meanings. If you ask students, “Who got a new job?” they should respond placing the stress on John. But if you ask them, “What did John get?” they should place the stress on job.
How You Can Help
Draw your students’ attention to the matter of stress. Explain that English is a stressed language and that word and/or sentence stress is important to convey the right meaning. Use clapping or tapping to indicate where the stress goes.
Go over some basic rules of word stress. For example, when the same word can be both a noun and a verb (rebel, insult, suspect), explain that the first syllable is stressed in the noun and the second syllable is stressed in the verb.
Indicate stress visually. You can mark the stress the way dictionaries do (/hoʊˈtɛl/ for hotel), use bigger or smaller circles as seen above (ho-tél) or use Cuisenaire rods. These are also useful to show where the stress goes in a sentence.
Contrast. If it’s hard for students to hear the right word stress, say it different ways – put the stress in different syllables so they can hear the difference and hear the right stress.
Be sure to contrast the difference between placing stress on different words: I want to learn English vs. I want to learn English. Can your students tell the difference in meaning?
Most Common Mistakes: Intonation
3. No Rising Pitch
This is the intonation mistake I encounter most often. Yes/No questionstypically have a rising pitch towards the end, and lots of students end their sentences flat so they don’t sound like questions at all: Do you like chocolate. They sound like statements. Students often have more trouble imitating the rising than the falling intonation.
4. Use the wrong pitch
Students often don’t use the right pitch to convey feelings. A single word like really can express completely different feelings: “Really” said with a falling intonation expresses disbelief, while “Really?” with a rising pitch expresses surprise.
How You Can Help
Exaggerate. Even though it may not sound “natural”, it’s the best way to get the point across and students have a better chance of hearing the differences. Make the rising pitch as high as you can, and the flat intonation sound monotone. Make sure your face also shows the right feeling.
Go over patterns, such as:
Yes/No questions have the rising pitch towards the end.
Questions that begin with wh-words have a falling intonation.
Statements have a falling intonation.
Question tags may have either depending on the intention of the speaker. Questions tags that are comments or observations have a falling intonation while questions tags used to check information or express uncertainty have a rising intonation.
Use rising intonation to express surprise.
Use falling intonation to express sarcasm or disbelief.
In the ESL classroom, showing is better than telling.
Skip the explanations regarding theory or linguistics. Show them how to place stress to convey meaning. Exaggerate surprise or looks of disbelief so students get the full effect of the intonation. Stick to it and give it time.
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