introduction - IS MU

masaryk university
faculty of education
department of english language and literature The use of music in teaching pronunciation with a focus on processes
happenning in connected speech
Bachelor work Brno 2006
Supervisor: Written by:
Mgr.Gabriela Oaklandová Petra Kocáková I declare that I worked on the following thesis on my own and that I
used all the sources mentioned in the bibliography.
Acknowledgements
I would like to thank Mgr. Gabriela Oaklandová for her comments on my
work, for her kind help and valuable advice that she provided me. Table of contents
Introduction..................................................................
.............................6
I. THEORETICAL PART
1) The use of music in teaching foreign
language.................................................7
1.1 Benefits of integrating music into teaching pronunciation
......................... ...8
2) Processes happening in connected speech
.......................................................8
2.1 Sounds and simplifications in connected
speech.........................................9
2.1.1 Assimilation and
elision............................................................9
2.1.1.1
Assimilation..............................................................10 2.1.1.2
Elision....................................................................1
1
2.1.2 Strong and weak
forms..............................................................11
2.1.2.1 Vowel
reduction.........................................................14
2.1.3
Contractions..................................................................
........14
2.1.4
Liason........................................................................
.........15
2.1.4.1 Linking
´r´.................................................................15
2.1.4.2 Intrusive
´r´...............................................................16
2.1.4.3 Intrusive´w´ and ´j
´.....................................................16
2.1.4.4
Juncture....................................................................
17
2.2 Rhytm in connected
speech.................................................................18
2.2.1 Accent and
prominence............................................................18
2.2.2 A role of lexical and grammatical
words.........................................19
2.2.3 Stress
timing........................................................................
..20
2.3
Intonation..................................................................
......................20
3) The effective usage of music in teaching pronunciation in
classroom.......................22
3.1 A preparation for a
lesson...................................................................22
3.2 Pronunciation
goals........................................................................
...23
3.3 Careful and Rapid colloquial
speech......................................................23
3.4 Organization scheme of listening
activities...............................................24
3.4.1 Pre-listening
activities..............................................................24
3.4.2 While-listening
activities...........................................................25
3.4.3 Post-listening
activities.............................................................25 II. PRACTICAL PART
1) Introduction of materials used for
activities.....................................................26
4.1 Notes at the very
beginning.................................................................27 2) Workshop - exercises focused on features of connected
speech.............................28
2.1 Section 1: Practising weak and strong
forms.............................................28
2.2 Section 2: Practising linking and
juncture................................................30
2.3 Section 3: Practising English rhytm, stress and
intonation..............................32
2.3.1 Variation 1: Stress and
intonation.................................................33
2.3.2 Variation 2: Rhytm of English language
.........................................35
2.3.3 Variation 3: Stress
timing..........................................................36
3) A project of a virtual class
........................................................................38
3.1
Introduction..................................................................
..................38
3.2
Questionnaire...............................................................
..................38
3.3 The main
aims........................................................................
.........39
3.4 Scheme of the
pages........................................................................
.39
3.5 Connection of class work with virtual classroom
project...............................41 CONCLUSION..................................................................
.........................43
RÉSUMÉ.......................................................................
...........................44
BIBLIOGRAPHY..................................................................
......................45
APPENDICES..................................................................
..........................47 INTRODUCTION
This thesis is aimed at the use of music in teaching pronunciation
with a view to a detailed explanation of typical features of connected
speech. Songs represent one of the most abundant source of authentic
material for pronunciation study. The main aim of this paper is to
foreshadow the set of ideas how to:
1. teach English pronunciation in natural and entertaining way
2. acquire foreign language pronunciation rules and structures
3. understand foreign language pronunciation rules and structures
4. train foreign language pronunciation rules and structures
5. master foreign language pronunciation rules and structures
; then it deals with reasons supporting using this kind of material with
students either in the classroom or outside the school environment and
teacher´s sight. Each song scheme is determined by its length, rhytm, vocabulary and
level of difficultness for foreign learners. We need to count with all
aspects of its scheme and according to its features choose an appropriate
material to fit into our requirements and students expectations and needs. The paper is organized into two parts, theoretical and practical. In
the theoretical part of this work I explain a prominence of teaching
pronunciation and importance of learning it in as natural ways as possible.
Further I will summarize what is reduced speech and why it should be
taught with a music support. I will concentrate on symplifications,
linking, stress, rhytm and intonation, as those are crutial features of
connected speech. Moreover, I will point out several useful ideas that are
essential for the succesful integration of songs in a classroom. In the practical part I suggest several exercises with my own
comments. Even though songs as a learning device can be used on all levels
of language study, I would like to use them for pronunciation practice
appropriate for the intermediate students. A project of a virtual class
connected with scheme of its own internet pages is my idea of how to
improve a cooperation of classroom activities with homework and parents and
I present it as a good way of encouraging, entertaining and motivating
students out of a classroom.
I. THEORETICAL PART 1 The use of music in teaching foreign language Music is one of the most inspirative and motivational factors in
acquireing foreign language and songs especially are very important for
creating a comfortable atmosphere in class. I call that ´EEES´ goals. The
Es stand for environment and entartainment as those two are essential for
another two goals which are effective and successful flow of a lesson.
Music has also curative effects and we can change student´s mood under
its influence. It is very helpful if we need to cope with students who
acqu