Weber State University
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English As A Second LanguageResults of Assessment 2007-2008 (submitted 05/09/08) English as a Second Language (ESL) Student Pronunciation Problems: Weber State University ESL Department’s Proposed Intervention. The English as a Second Language (ESL) Program at Weber State University provides intensive language training for students who are in the process of learning English as a second language or as an additional language. The short term goal of the programme is for students to graduate from the ESL programme, the long-term goals are to prepare students to join mainstream academic classes where English is the medium of instruction to facilitate their graduation from an English speaking university. The goals of the programme are based on second language acquisition theory which suggests that students can learn to speak a second language proficiently with appropriate instruction in the four main linguistic areas: speaking, listening, reading, and writing. One major problem that students face is lack of realization that their accents can hinder intelligibility. New students do not understand the frustration which will be caused in academic and social settings as they become more proficient in the structure and vocabulary of English, if they cannot be understood. Other factors, which are not intuitive, but of great importance in communication in a foreign language are factors such as body language, pausing, hierarchical perceptions, and permissibility of joining a conversation. To facilitate maximum success for these students, WSU’s ESL program has added classes in pronunciation to help students achieve working intelligibility. An important facet of the mission of the program is to socialize international students in American culture, and to prepare them to participate in the dynamics of the American classroom and the academic processes of the American university. Many scholars have shown that due to the lack of early use of English phonemes, ESL students’ biggest challenge tends to be intelligible pronunciation. Teaching pronunciation is an important part of instruction, as it builds "communicative comprehension" (Fei), the basis of true listening comprehension, which has a profound effect on students’ abilities in the other three main areas of language: reading, writing, and speaking. Research also shows that students may never achieve intelligibility without dedicated, specific instruction on a phonemic level accompanied by the strenuous and frequent repetition of the correct component sounds, (Gillette et al, Lin et al, Hall, Fei, Dalton) instruction on how English speakers run those sounds together and manifest them in regular speech (Wei, 2006, Morely, 1991), and in the areas of stress, rhythm, and intonation (Hsiang, Cheun and Chi). While empirical evidence does not provide positive and inconclusive support for one particular strategy over another, and some scholars argue that there is no need to teach pronunciation (Fei), most agree it is not whether, but how pronunciation should be taught. WSU’s ESL students come from diverse linguistic backgrounds. Each linguistic group has a range of problems largely particular to itself, and all students struggle to perceive the differences in sounds and intonation which determine understanding of spoken English. Teaching pronunciation has long been the "Cinderella" (Dalton) of second language teaching, often because the teacher lacks the training and skills, however, WSU’s ESL department has 3 instructors who have undergone specific training in teaching pronunciation, so this department is well prepared to fulfill the pronunciation needs the ESL students have. Treatment/Classes Pronunciation instruction is divided into two parts per weeks and takes the form of video instruction supported by the instructor. The professional video content consists of four English L1 presenters articulating phonemes, supported by diagrams of where those sounds originate in the throat and mouth. The students then repeat the phonemes with the video instructors. On day one of each week, the classroom instructor plays 3 consonant and 3 vowel phonemes. While the students are engaged with the video, the classroom instructor writes those phonemes on the chalkboard. Each sound is presented individually. After the six phonemes have been played and practiced, the classroom instructor pauses the video and provides more direct and individual practice of those phonemes. The instructors avoids choral recitation and calls on individuals to repeat the new phonemes. On day two of each week the same phonemes are the subject of instruction. The instructor provides index cards with the six phonemes for that week presented in context of a number of common words. On the reverse of each card is the isolated sound presented in the form the student practiced on day one. If time permits, the students will work from the workbook which accompanies the video. Supplemental work provided by the instructor takes the form of tongue-twisters containing the phonemes from that week. The students are introduced to the sentence and repeat it in chorus for the instructor. Homework includes practicing the tongue twister individually and recording it on tapes provided by the instructor before the end of the week. If day two class-time permits, the students will work from the workbook which accompanies the video. Findings and Recommendations The success of the treatment provided in the pronunciation classes is dependent on the participation of the students, and the out-of-class practice they were willing to undertake. The classes are twice weekly for 50 minutes each class. In this assessment the students of the level 1 pronunciation class were administered a read-aloud pre-test and post-test. The words read per minute (wpm) were recorded and the words per error (wpe) calculated as an indication of intelligibility. Overall the wpm remained the same, but the wpe was reduced, in some cases significantly. The students who took part in this study were all level one students, that is, their English was at a very rudimentary level. It could be expected that over the eight weeks that the study took place, there could be some improvement in pronunciation as students interacted with English first language (L1) speakers, but as they are largely reticent to speak with people they do not know that influence can be minimal. They do however have four other classes to attend where the instructors can be described as English L1. Those interactions will have some influence on the students’ pronunciation skills. Table 1
* indicates students who did not take part in the treatment. The treatment provided in present pronunciation classes is thorough, but relies heavily on the dedication of the students to complete homework and understand the importance to competent communication of clear pronunciation. It also relies on the short period of instruction being sufficient to cement the pronunciation and supplant any previous incorrect learning of those phonemes in English, while also replacing the complicating native L1 pronunciation. As most studies show only short term results, it is fair to argue that pronunciation instruction should be provided as often as possible and should be supported with labs and/or tutoring. At present specific pronunciation instruction is available for the first two of five levels on only two days, which this reviewer feels is insufficient. The significance of practice and homework is most obviously reflected in the achievement scores of students D and E. These students are firm friends, who can be seen everywhere together. They attend the same classes and spend time together doing their homework. They achieved the second and third highest improvement scores and substantiate the idea that more supported after-class groups and labs would be beneficial to the time spent in classes. If the ESL department is going to be able to fulfill the stated long-term goals to prepare students to join mainstream academic classes where English is the medium of instruction to facilitate their graduation from an English speaking university, then pronunciation must be added to the curriculum at all levels of the program. To maixmize the efficacy of the instruction available at present there should be lab sessions on the days when formal classes do not take place, where the students can continue to practice the new phonemes with a native English L1 speaker in controlled conditions. At a higher level (level three and upwards) students should be provided with guided conversation practice in the non-intuitive factors of effective communication in a foreign language such as body language, pausing, hierarchical perceptions, and permissibility of joining a conversation. All these are factors should be taught, practiced, and reinforced. Ada Rivera Debi Sheridan Bibliography Celce-Muria, M., Brinton, D., Goodwin, J. Teaching Pronunciation: Reference for Teachers of English to Speakers of Other Languages.
Fei, Michael. (2006) A Literature Review on Strategies for Teaching Pronunciation. University of Maryland at College Park.
Gillette, Gloria., Chen, Chia-Min., Williams, Mary Ann., Olsen, Jeanne., Huggins, Jill., Siebert, Ann., McKay, Nancy., Pasquale, Mary., (1994). On
Graham, J. Four Strategies to Improve the Speech of Adult earners. TESOL Journal, 3,3. 26-28. 1994. Jordan, J., helping ESOL Students to Improve Their Pronunciation. London: Adult Literacy and Basic Skills Unit. ED359837. 1992. Lin, Hsiang-Pao., Fan, Chuen-Yn., Chen, Chi Fen. (1995). Teaching Pronunciation in the Learner-Centered Classroom.
Morley, Joan. Trippingly on the Tongue: Putting Serious Speech/Pronunciation Instruction Back in the TESOL Equation. ESL Magazine
Morley, Joan. (1991). The Pronunciation Component in Teaching English to Speakers of Other Languages. TESOL Quarterly 25, 3, 481-520. Parish, Charles (1977) A Practical Philosophy of Pronunciation. TESOL Quarterly, 11, 3, 311-317. Pennington, M. "Recent Research in L2 Phonology: Implications for Practice." In J.Morley, (Ed.) Pronunciation Pedagogy and Theory, New
Alexandria, VA: Teachers of English to Speakers of Other Languages. ED 388061. Mission Statement / Student Learning Outcomes / Curriculum Grid / Assessment Plan / Contact Person | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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