Teaching English Phonology Flores Rojas, Diana Karen

UNIVERSIDAD NACIONAL DE EDUCACIÓN

Enrique Guzmán y Valle

Alma Máter del Magisterio Nacional

FACULTAD DE CIENCIAS SOCIALES Y HUMANIDADES Escuela Profesional de Lenguas Extranjeras

MONOGRAFÍA

Teaching english phonology

Exámen de Suficiencia Profesional Res. N° 0952-2018-D-FCSYH

Presentada por:

Flores Rojas, Diana Karen

Para optar al Título Profesional de Licenciado en Educación Especialidad: A.P. Inglés A.S. Italiano

Lima, Perú 2018 ii

iii

Dedication:

To my parents for their unconditional

support. iv

Index of contents

Cover page……………………………………………………………………………………....i

Signatures of jury ...... ii

Dedication ...... iii

Index of contents ...... iv

List of tables …………………………………………………………………………………..vii

List of figures………………………………………………………………………………... viii

Introduction ...... x

Chapter I. Basic concept of phonetic ...... 12

1.1 ¿Why pronunciation is necessary in english language? ...... 12

1.2 Difference between phonetics and phonology ...... 13

1.3 Features of pronunciation ...... 16

1.4 The speech circuit ...... 17

1.4.1 The communication process ...... 18

1.4.2 Kinds of communication ...... 19

1.5 Process of speech production ...... 20

1.6 The human vocal tract ...... 23

1.6.1 Anatomy of the vocal tract………………………………………………………. 24

1.6.2 The pharynx……………………………………………………………………… 25

1.6.3 The pharynx is divided into two parts…………………………………………… 26

1.6.4 The larynx……………………………………………………………………… ... 27

1.7 Spelling and pronunciation ...... 28

1.8 The english phonetic alphabet ...... 28 v

Chapter II. Vowel sound ...... 29

2.1 Vowel sounds ...... 29

2.2 Classification…………………………………………………………………………… 31

2.2.1 Vocalic distinctions of american english………………………………………….32

2.2.1.1 The tension of ae………………………………………………………………...32

2.2.1.2 The cot-caught fusion…………………………………………………………... 33

2.2.1.3 The retention of rotic vowels……………………………………………………33

2.3 Qualities…………………………………………………………………………………33

2.3.1 Cardinal vowels………………………………………………………………... …34

Chapter III. Consonant sounds………………………………………………………………..36

3.1 Consonants sounds ……………………………………………………………………...36

3.2 Classification ……………………………………………………………………………39

3.2.1 Expressing………………………………………………………………………... 39

3.2.2 Manners of articulation………………………………………………………… ...40

3.2.3 Places of articulation……………………………………………………………...41

3.3 Consonant sound chart…………………………………………………………………. 45

3.4 Consonant sequences……………………………………………………………………51

Chapter IV. Methodology of teaching english phonology ……………………………………53

4.1 Theories of the teaching of phonology ………………………………………………….53

4.2 Strategies for the teaching of phonology………………………………………………..54

4.2.1 Importance of phonetics and phonology in the teaching of pronunciation………. 54

4.2.2 Some strategies……………………………………………………………………56

4.2.3 Teaching tips: Implementing sound and pronunciation in the classroom………... 56 vi

4.3 English language competences according to the National Curriculum (2016) ……………..57

4.3.1 Communicates orally in english as a foreign language …………………………...57

4.3.2 Read various types of texts written in english as a foreign language……………..59

4.3.3 Write various types of texts in english as a foreign language……………………. 60

Didactic application …………………………………………………………………………..63

Synthesis………………………………………………………………………………………68

Critical appraisal and suggestions …………………………………………………………….70

References …………………………………………………………………………………….71 vii

List of tables

Table 1. Differences: Phonetics and phonology...... 15

Table 2. Pronunciation characteristics ...... 17

Table 3. Chart of english vowel sounds...... 32

Table 4. Chart of english consonant sounds...... 36

Table 5. Examples of consonant sounds...... 38

Table 6. Didactic proposal…………………………………………………………………..56

viii

List of figures

Figure 1. Phonology-phonetic relationship...... 13

Figure 2. A description of phonetics...... 14

Figure 3. The main characteristics of pronunciation...... 17

Figure 4. Saussure's general model of the speech circuit 1916-1959 ...... 18

Figure 5. The components of the speech circuit...... 19

Figure 6. The human vocal apparatus used to produce speech...... 22

Figure 7. Anatomy of the vocal tract...... 24

Figure 8. Location of pharynx...... 25

Figure 9. Location of esophagus...... 26

Figure 10. Trachea...... 26

Figure 11. Anatomy of the larynx...... 27

Figure 12. The english alphabet: 26 letters...... 28

Figure 13.Cardinal vowel...... 35

Figure 14. Bilabial sound...... 41

Figure 15. Labiodental sound...... 42

Figure 16. Dental sound...... 43

Figure 17. Alveolar sound...... 43

Figure 18. Post alveolar sound...... 44

Figure 19. Velar sound...... 45

Figure 20. Consonant classification chart...... 45 ix

Figure 21. The sound /I/...... 46

Figure 22. The sound / ɒ /...... 46

Figure 23. The sound / e /...... 47

Figure 24. The sound / æ /...... 47

Figure 25. The sound / a: /...... 48

Figure 26. The sound / t /...... 48

Figure 27. The sound / tʃ /...... 49

Figure 28. The sound / s /...... 49

Figure 29. The sound /ð/...... 50

Figure 30. The sound /m/...... 50

Introduction

The present monograph entitled Teaching English phonology develops fundamental aspects that the teacher must know to teach the correct pronunciation. The importance of the study of phonology lies in the fact that students confuse it with phonetics, so it is very important to know the differences between these two disciplines of linguistics. First, phonetics is responsible for the study of the correct pronunciation of sounds. Second, phonology is based on the study of phonemes and the variations of sounds.

Phonology is accepted as a branch of linguistics whose exponents have phonic elements as their object of study, taking into account their distinctive and functional value. Just as phonetics considers the analysis of the acoustic and physiological profile of sounds, phonology is responsible for interpreting the way in which sounds arise at an abstract or mental level.

The main characteristics of pronunciation are mentioned: suprasegmental features, intonation, stress, accent, connected and speech. These characteristics are made possible by the phonetic device, that is, for humans to produce sounds, a combination of parts of the body must work together. Let's start by identifying the main parts of the vocal tract. In humans, this means the oral cavity, nasal cavity, larynx and pharynx. Each of these four components is composed of smaller components, and we need all of these pieces to produce sound.

The sounds of English alphabet are 26 letters are taken into account, there are 21 consonants and 5 vowels. The pronunciation of the consonants implies three factors: the articulation, the modes of articulation and the point of articulation. In the pronunciation of vowels, open and closed vowels are considered. The study explains the importance of teaching the pronunciation of vowels, consonants of the English language and their respective xi

characteristics; some theories, strategies and competences of the teaching of English language phonology are also mentioned. The methodology applied to teaching English is explained, highlighting the skills of speaking and listening, reading and writing. In addition, the didactic application is presented.

The monograph is divided into 5 chapters: chapter I deals with the concepts of phonetics, which highlights the differences between phonetics and phonology, structure of the phonetic apparatus and the English alphabet; Chapter II, explains about vowel sounds, classification and qualities; Chapter III, the consonant sounds, characteristics and factors that intervene in their pronunciation; Chapter IV, develops the didactic application through a learning session, synthesis, conclusions, critical assessment and suggestions. Finally, the references and appendices are presented. 12

Chapter I

Basic concepts of phonetic

1.1 ¿Why pronunciation is necessary in the english language?

Exchange information, express ideas, feelings, desires, this is the process of communication through a language.

Pronunciation is how students produce and perceive sounds, intonation and accents, also how students can pronounce and perceive the speech. Pronunciation is the production of meaningful sounds as sounds have a meaning because we can talk about the distinctive sounds of

English, etc. And also it is meaningful because it is used to achieve meaning in context of use.

On the contrast, if the pronunciation is faulty, it will require permanent attention from the interlocutor or interlocutors, who could tire, lose patience or even mock the pronunciation or the speaker's efforts to make himself understood. On the other hand, a good pronunciation will mean a greater acceptance by the natives.

Apart from being basic in communication, pronunciation provides information about us 13

and also generates positive or negative attitudes or opinions, many of them the product of prejudice or stereotypes. Pronunciation provides information about the situation in which communication occurs and about our identity, geographical, social origin, style, etc. and, therefore, we can say that it is a kind of business card.

1.2 Difference between Phonetics and Phonology

language speech

phonology

phonetic s

Figure 1. Phonology-phonetic relationship. Source: Pedroni, 2000.

The word phonology comes from the Greek root meaning "sound", and "logo" which translates as "study", this means that phonology studies sounds. Phonology studies and describes sounds or allophone of a language, it is also studying how each of the articulations of speech organs should be used so that sounds can be said in an appropriate way according to their accent or intonation.

Figure 2. A description of phonetics. Source: recovered from https://conceptodefinicion.de/fonologia/

First of all, in phonology we identify the phoneme (letters) or small units lacking meaning that represent the minimum phonological units that help us differentiate a sound from another such as "can" and "leg", we should never confuse phoneme with sound, because that one is a mental image and the other is a material manifestation of the phoneme; the phonemes can be classified: the place of articulation, the nasal cavity, the oral cavity and the vocal cords.

Secondly, taking into account the point of articulation we find the following phonemes: bilabial, lip-dental, interdental, dental, and alveolar, palatal, velar. The way of articulation or way of expelling the air: occlusive, fricative, affricated, lateral and vibrating. The intervention of the vocal cords: deaf or sonorous.

phonology is the component of linguistics that studies the way in which the system works for the sounds of the language in general, and of each language in particular, including phonemes, syllables, intonation, accentuation, etc., to an abstract or mental level. This system is called the phonological level, and is complemented by the morphological levels (internal structure of words), syntactic (interaction between words) and semantic or lexical (meanings). 15

For example, a / s / may have a greater or lesser degree of loudness as it appears before deaf or voiced, as in the wait-to-wait pair, a / k / is also articulated generating an occlusion further or further back in the oral cavity according to the following vowel, as in the pair I want

- cone. Thus, although the difference between the sound / k / of removing [k̟ itaɾ] and the sound / k / of tasting [k̠ ataɾ] is not relevant, so are other differences such as the / p / of whistle and the / k / of removing. In the first case, where the difference is irrelevant for differentiation, it is said to be allophonic, while in the second case it is relevant and it is said to be phonemic. Because of this, linguists use the brackets [] to represent the phonetic

(allophonic) transcriptions of the sounds with different degrees of detail, while the / / bars are used to represent the phonemic transcription.

Finally, we can point out the fundamental differences between phonetics and phonology.

Table 1 Differences: Phonetics and phonology. PHONETICS PHONOLOGY Phonology belongs to theoretical Phonetics belong to descriptive linguistics linguistics studies different patterns of sounds studies the production, transmission, reception of sound in different languages

does not study one particular language can study one specific language brackets [ ] Bars / /

Note: According to the table we can see fundamental differences between phonetics and phonology. Source: Lin, 2016.

1.3 Features of pronunciation

Teaching of pronunciation provide special attention to the following aspects “crucial for all forms of teaching communicative language":

• Practice with meaning beyond the level of the word.

• Task-oriented learning activities.

• Development of strategies for learning outside the classroom.

• Work and correction in pairs or groups.

• Student-centered class.

As Ur. (2008) points out that teaching pronunciation is not an exception within teaching of foreign languages. Despite the oral nature of this aspect of language, the reading-writing component in the activities for its teaching it is still predominant, a situation that calls “the paradox of the communicative approach”: in this way of seeing and applying the didactics of language the objective is to teach oral communication in the foreign language through

"meaningful" and "full" communicative processes, but the language that serves as the basis for the teaching activities that such processes should generate is, paradoxically, the written language.

Therefore, it is very important for students who are learning a language, to realize how the segmental and suprasegmentally characteristics interact with each other in the production of speech. In the following figures will see the characteristics of each one.

Segmental features

Consonants vowels

Single voiced diphthongs voiceless short long

Figure 3. The main characteristics of pronunciation. Source: Ur, 2008.

Table 2 Pronunciation characteristics

Suprasegmentally Features

Intonation Stress Accent Speech

Note: This table summarizes the Suprasegmental features of pronunciation. Source: Ur, 2008.

1.4 The speech circuit

Speech, unlike language, is individual or particular. It is the way each individual manifests himself, it is the personal brand in the communication process. This feature allows more to be triggered; for example, being individual, the ordering of the discourse is unsystematic

(although not free); this means that the structuring of each message may undergo form alterations, including syntactic, but its content is maintained. Also, the speech is current. The epoch sets the tone for the type of language structures and vocabulary (and their meaning) to be used. Speech is the psychophysical part of the communication process. It is the concrete, tangible piece, through some of the senses of those involved in the communication process. 18

Language is a mental or psychic process; it is deposited in the brain, where acoustic images are associated with concepts. Speech is psychophysical, because it includes phonation.

Language is a system, like code; when speaking, the speaker selects the words that interest him to elaborate the messages that he wants to communicate.

Figure 4. Saussure's general model of the speech circuit 1916 - 1959. Source: Saussure, 1959.

1.4.1 The communication process.

The sender (agent) is the being that builds and transmits the message; however as an agent. You can also receive them, but within the process you are no longer a sender, but a receiver. The receptor (agent) is the one who receives and interprets the message; however, as an agent, if the communicating agents do not have a common code, it is impossible to complete the process.

The elements of the process do not change; the user can alternate his function.

Figure 5. The components of the speech circuit. Source: Recovered from https://elpensante.com/el-circuito-del-habla/

1.4.2 Kinds of communication.

For human being communication can be grouped into two broad categories: Verbal and non-verbal communication:

Verbal communication refers to the words we use and the inflections of our voice (voice tone).

Non-verbal communication refers to a large number of channels, including they could cite as the most important eye contact, facial gestures, movements of arms and hands or posture and body distance.

This type of communication is unique and unique to human beings. In various cases, verbal communication can be supplemented by non-verbal communication.

Oral communication.

• Oral communication must be developed with a suitable tone of voice and intonation in

order for the message to be understood correctly. 20

• Oral communication: makes use of oral words sounds, it varies from one social group to

another depending on the language spoken, therefore, not all of us share the same

linguistic signs. Examples: a conversation between friends or a cry of pain from a blow.

1.5 Process of speech production.

The production of speech sounds is generally presented in these process.

• Breathing. Breathing is an aerodynamic process. It provides the energy for the sound

through the thoracic cavity and the pressure of atmospheric in inhalation and exhalation.

• Phonation. Vibration mechanism. Phonation is the rapid opening and closing of the

vocal cords for sound; the vocal cords are the part of the human voice apparatus directly

responsible for ... that remains between the membranous edges, that does not close in

phonation, and constitutes a channel through which air passes continuously.

• Resonance. The characteristic quality of the voice. The mechanism of speech is a

resonator, It is made up of three groups of differentiated organs: respiratory organs

(infraglottic cavities: lungs, bronchi and trachea); phonation organs (glottic cavities:

larynx, vocal cords and resonators -nasal, buccal and pharyngeal-).

• Articulation. It is the process by which the sound, which has been generated in the vocal

cords, is modified by the effect of the movements of the articulating organs, which alter the

resonance of the sound in the supraglottic cavities: the oral cavity and the nasal cavity.

• Places of articulation. In phonetics` field, the place of the oral cavity where a fixed and

a mobile articulating entity make contact, producing a particular articulated sound, is

known as the Articulation Point. (Keren & Rice, 2011). Articulation is the process by

which sound, which has been generated in the vocal cords, is modified by the 21

movements of the articulating organs, which alter the resonance of sound in the

supraglottic cavities: the oral cavity and the nasal cavity. . That is, once the sound has

passed through the vocal cords, the moving organs or active articulators of the mouth

modify this sound on its way out. Thus, the lips, the jaw, the veil (soft part of the

palate), the uvula (commonly bell) and the tongue move and their different positions are

responsible for generating the almost 150 different sounds that we can create in the

languages of the world (Harrison & Allen, 2011).

In general, if the air comes out without closings or obstacles, the sounds that are produced are called vowels and if a complete or partial closure of the articulating organs is interposed with the air outlet, the sounds generated are called consonants. But do not panic, there is no language that contains the 150 possible sounds, of course. The distributions of languages in the world range from Andoke in Colombia, with 10 consonants and 9 vowels, to

Abkhaz in Georgia, with 58 consonants and 2 vowels (The Worl Atlas of Language

Structure). And, therefore, languages are articulated in syllables that are alternations of closings (consonants) and openings (vowels) consecutively (Harrison & Allen, 2011).

Figure 6. The human vocal apparatus used to produce speech. Source: National Cancer Institute, 2007.

• Joint. It is the structural foundation that explains why a language lacks explicit limits on

what can be expressed in it, unlike what happens with other more restricted

communication systems (Field, 2004).

Articulatory phonetics studies the characteristics of sounds produced by air flows in the

articular cavities. The sound of speech is studied by means of certain instruments that

generally include the spectrometer that allows the construction of spectrograms that

show in which sound frequencies the emitted acoustic power is concentrated. This

distribution is specific to each allophone or segmental sound, and the pattern of each

allophone is used by the ear to recognize the different sounds of speech (Rebecca et al,

2016).

• Fluency. Fluency which is the ability to articulate, move forward and cope well when

you reach a dead end. Fluency, on the other hand, can be defined as the ability to

process (both in its reception as in its production) the language — semantic, morph

syntactic aspects, sociocultural, etc. - freely and consistently, without excessive pauses 23

or hesitation and a speed comparable to or close to that of native speakers.

• Complexity. Complexity is understood as elaborate language, which corresponds to the

maximum limit of the current development stage of the learner's interlanguage, or to the

interlanguage restructuring stage. In other words, it is the most challenging and difficult

use of language, with a broader repertoire of structures. Likewise, complexity is

considered as a function of sophistication or a function of grammatical or syntactic

complexity.

• Accuracy. Precision is defined as speech without errors, that is, the structure of the unit

of analysis of oral discourse coincides with the target language. Therefore, it is

important to determine the variant with which the sample is compared. For the purposes

of this investigation, Standard English was considered as the norm.

1.6 The human vocal tract

The vocal tract is made up of the oral, nasal, pharyngeal, and laryngeal cavities. Inside these cavities are the organs of the joint that can be divided into active and passive. The active articulatory organs are the tongue, jaw, palate, and lips, while the passive organs are the teeth, hard palate, and upper jaw. Through the modification and different positions that the articulatory organs adopt, the vocal tract will have various shapes or configurations that will act as different acoustic filters for the sound produced in the larynx. Each different configuration of the vocal tract therefore constitutes a different filter and therefore the vocal sound heard will be different. An example of this is the vowels, each vowel has a different shape in the vocal tract and therefore different formant values, a fact that allows perceptually differentiating one vowel from another (Goldstein, 1980). 24

1.6.1 Anatomy of the vocal tract.

So that humans (and nonhumans, but we will not go there in this lesson) produce sounds, a combination of body parts must work together. Let's start by identifying the main parts of the vocal tract. In humans, this means the oral cavity, nasal cavity, larynx and pharynx. Each of these four components is composed of smaller components, and we need all of these pieces to produce sound.

Figure 7. Anatomy of the vocal tract. Source: Yoshida, 2019.

Now, let's start with the easiest part of our anatomy lesson, and also the least complicated. The oral cavity is your mouth, lips, teeth and cheeks. The nasal cavity is the space behind your nose. The intricate details of these cavities are beyond the scope of this lesson, but just remember those basic concepts. Next we are going to talk about some of the most complicated pieces of anatomy.

1.6.2 The pharynx.

The pharynx is an elegant way of saying the upper part of the throat. The pharynx is a cavity that connects the nasal and oral cavities with the larynx, which we will discuss next. As you can see, the larynx is what produces the sound, in the form of vibration, but you can think that the pharynx amplifies or resonates this sound. The shape of the throat, mouth and nasal cavities transform the sounds of vibration produced by the larynx into sounds that humans understand!

Figure 8. Location of the pharynx. Source: Recovered from https://www.cancer.ca/en/cancer- information/cancer-type/oropharyngeal/oropharyngeal-cancer/the-pharynx/?region=on

Figure 9. Location of Esophagus. Source: recovered from https://sgsmn.com/condition/esophageal-disease/

1.6.3 The pharynx is divided into two parts.

The esophagus, which descends to your stomach, and the trachea, which descends to your lungs. As a result of this, the pharynx is very important in digestion and breathing.

Figure 10. Trachea Source: recovered from https://www.dreamstime.com/human-larynx-internal-pharynx- anatomy

1.6.4 The larynx.

The larynx or, as you may have heard of it, as your "voice box", is a muscular organ that holds your vocal cords. It also serves to form a passage of air to your lungs.

Figure11. Anatomy of the larynx. Source: Wislow, 2012.

The larynx is made up of bone and cartilage, and is found in the upper part of the trachea

(trachea), which connects to the lungs. Also, inside the larynx are their vocal cords, also called vocal cords because of the way they are formed. This is what is responsible for producing your voice. When these two tissue fins vibrate against each other, a sound is produced! Have you ever had trouble speaking because of laryngitis? This is caused by an inflammation of your vocal cords, which makes talking difficult and painful.

1.7 Spelling and pronunciation

Spelling is a very important element for learning a foreign language. Spelling is not only an oral production letter by letter but also a perception of the sounds of speech. Spelling is the production and perception of sounds, accent and intonation in each syllable. Spelling is, then, the materialization of the oral language and is both production and perception, hence the importance of being able to communicate successfully. If the correct pronunciation of each word in the English language is adequate, there are no obstacles in communication and it will develop smoothly.

1.8 The english phonetic alphabet

In the English language the alphabet is made up of 26 letters: 21 consonants and 5 vowels.

Figure 12. The English Alphabet: 26 Letters. Source: Own authorship.

Chapter II

Vowel sounds

2.1 Vowel sounds

The vowels are sounds that are produced with the vocal cords, so it is always of sound

sounds in which the vocal cords do not stop vibrating. The factors that determine the

quality of a vowel are mainly the way of the mouth and the position of the tongue. To

shape the mouth we use two types of movements: jaw movement (open or closed

vowels) and lip movement (stretched or rounded vowels). Refering to tongue, we can go

from positions close to the lips to others close to the uvula. In addition to the vowel

quality, the vowels may differ depending on their length, that is, the duration of the

sound (vowels short and long) or depending on the hole (nose or mouth) where the air

comes out (vowels nasal and oral) (“Consorcio de Centros Educativos Católicos”, 2015,

p.65).

Regarding the length of the vowels, we must highlight the existence in English of long 30

vowel phonemes compared to other short ones. Among the long vowel phonemes of

English are /i:, u:, a: ɔ:, ɜ:, /. The vowels / e, ƛ, æ, α / are classified as short vowels,

while / ɪ, Ս, Ə/, in which the duration is even shorter, are usually called weak vowels.

However, the vowel quantity in English The teaching of English vowels to Spanish

speakers is not a distinguishing factor, since in the opposition between long and short

vowels there are also differences in vowel quality, that is, no minimum long vowel pair

is distinguished exclusively by duration (e. g : / i: ɪ /) (Cruttenden, 2014, p.53).

English language has tense and short (or relaxed) vowel sounds. The tense they are / i / as in ‘peat’, / e / in as in ‘bait’, and / u / as in ‘boot’; the short sounds are / I / as in ‘pit’/ pIt/, /

E / as in 'pet' / pEt /, / U / as in put / pUt /. These short or relaxed sounds tend to occur in the middle-central part of the mouth. In sum, it can be said that the vowels relaxed / I, E, U / have their corresponding tense sound in / i, e, u / respectively. This difference of vowel sounds between both languages, you can anticipate the difficulty idea that for students such production of vowel sounds of L2 that does not exist in their L1 represents.

The American linguist Kenneth Pike (1943) In English there are 26 LETTERS: 5

vowels and 22 consonants. They are the same letters that we use in Spanish (although

we have one more letter, the “ñ”), so knowing the letters in English is not a mystery and

practically everyone feels comfortable with them. What almost no one really

understands is that people do not speak with letters, but with PHONEMES, which are

all possible sounds used when speaking (Crystal, 2005, p.494).

In English there are a total of 28 phonemes: 7 vowels and 21 consonants; 18 of them are identical to the ones we use in Spanish, such as the sounds we use to say the word “ten”, which gives us a great advantage when we start: the vast majority of English sounds are 31 already mastered; and 10 are new phonemes that do not exist in Spanish, and that we need to identify in order to pronounce correctly. These are sounds like [sh] from “show”, or [ä] from

“cat” (However, Maddieson & Emmory, 1985).

Neither in Spanish nor in English is there full correspondence between letters and

phonemes. Sometimes there is, as in "ten", a word that is written (letters) just as it is

pronounced (phonemes). But sometimes not, as for example: "face" is pronounced

[kara], that is, the "c" is pronounced [k], but "wax" is pronounced [zera], now the "c"

is pronounced [z ]. Well, that correspondence, which in Spanish is 97% (that is,

almost total), in English is 20% (Ladefoged & Maddieson, 1996, p. 323).

VOCAL LETTERS (5): a - e - i - o - u. They are the letters of the alphabet, and are written the same as in Spanish.

VOCAL PHONES (7): a - e - i - o - u - ä - ë. The first five are pronounced the same as in

Spanish, and the other two phonemes do not exist in Spanish, we have to add them to our repertoire.

2.2 Classification

Short vowels: /i/, /e/, /æ/, /ʌ /, /ɒ/, /ʊ/, /e/. Long vowels: /i:/, /ɜ:/, /aː/, /ɔː/, /uː/.

Table 3 Chart of English vowel sounds.

Frontness or Front (anterior) Central Back (posterior) backness

Tense Relaxed Relaxed Relaxed Tense Height

High i: ᶦ ʊ uː

Mind E ə ɜ: ɔː

Low Æ ʌ aː ɒ

Lips Spread (sp) Slightly sp. Neutral Slightly rd. Rounded (rd)

Note: English vowel sounds. Source: Marcks, 2007.

2.2.1 Vocalic distinctions of american english.

2.2.1.1 The tension of æ.

The tension of æ is a phenomenon that is found in most varieties of American English, and many varieties of the Canadian, for which the vowel / æ / has a longer, closed and usually diphthong pronunciation in some cases in general something similar a [ɛə] or [eə], particularly before / m / o / n /. Therefore, the word man (/ mæn / in British English) is [meən] in the

North American. Another notable variation in this vowel sound occurs when this sound comes before the consonant sound / ŋ /; In American English it becomes the long sound / eɪ / as in the word cake / keɪk /. So words like bang, fang, hang, sang, tank, language that would be pronounced with the sound /æ/ in British English eg: hang / hæŋ / would / heɪŋ / in American

English.

2.2.1.2 The cot-caught fusion.

As mentioned by Yoshida (2013):

One change that is happening now in American English involves the vowel sound /ɔ/.

For many speakers, the vowel /ɔ/ is merging with /ɑ/. This means that these speakers

pronounce words that are listed in most dictionaries with the vowel /ɔ/, like caught, saw,

and walk, with an /ɑ/ sound instead (p. 57)

This mutation is occurring in the western of United stated of America and some states of

Canada.

2.2.1.3 The retention of rotic vowels.

In non-rythmic accents (PR of England) the postvocal [ɹ] was omitted, for exampee leaving [bɪə, pʰʊə, faɪə, bɑːn] for beer, poor, fire, and barn, respectively; in the rhythmic accents (GA of the United States and the extremely similar accent of Canada) the phoneme [ɹ] is maintained (and commonly the complete sequence [əɹ], fused in a simple sound, the non- syllabic r-colored [ɚ]) , giving [biɚ, pʰʊɚ, faɪɚ, bɑɹn]. Other rhythmic accents are those of

Ireland and Scotland, but not those of Australia and New Zealand. Some accents are randomly variable ("variably rhotic"), as in the city of New York or the Caribbean.

2.3 Qualities

The vowels are sounds that are produced with the vocal cords, so it is always of sound sounds in which the vocal cords do not stop vibrating. The factors that determine the quality of a vowel are mainly the way of the mouth and the position of the tongue. To shape the mouth we use two types of movements: jaw movement (open or closed vowels) and lip movement 34

(stretched or rounded vowels). Refering to tongue, we can go from positions close to the lips to others close to the uvula (anterior or posterior vowels). In addition to the vowel quality, the vowels may differ depending on their length, that is, the duration of the sound (vowels short and long) or depending on the whole (nose or mouth) where the air comes out (vowels nasal and oral).

2.3.1 Cardinal vowels.

The classification of vowel sounds in forwards and for back is linked to the position that the tongue has when producing a vowel. Thus, when the tongue is directed forward (as in the e and i of the word comes from Spanish) the sounds are classified as previous; to the contrary, when the root of the tongue contracts slightly and goes towards the back of the oral tract, sounds are classified as posterior (as in the o and u of the word of the Spanish put).

On the other hand, and as the terms suggest, the classification of sounds in closed, semi- closed, open and semi-open is linked to the degree of opening of the oral tract. So a sound like a Spanish is open, while one like u is closed. Although it does not appear explicit in this scheme, but will be used here in after, there is a third fundamental parameter for the classification of the vowels. This parameter is the degree of rounding of the lips, and according to him, the vowels are classified into rounded and non-rounded. The sounds represented by the letters o and u in Spanish are rounded vowels, the other vowels are not rounded. We should point out that what has been mentioned so far regarding the vowels of

Spanish It is expressed in very general terms, which is why the note of a warning addressed to Spanish speakers in this regard.

Figure 13. Cardinal vowel. Source: Jones, 1972. 36

Chapter III

Consonant sounds

3.1 Consonant sounds

A consonant is a sound in which the air in the lungs cannot pass through the mouth without something interrupting it. To the ways in which this can be done we will call, how sound is made (see the form of articulation).

The inventory of consonantal allophones of English, present in most dialects, is as follows:

Table 4 Chart of English consonant sounds.

Bilabial Labio- dental alveolar post palatal velar Glottal dental alveolar Nasal M n ŋ Occlusive P b t d k g affricate tʃ dʒ fricative f v θ ð s z ʃ ʒ (x)3 H aproximant r1, 2, 5 j w4 lateral l1, 6 Note: Chart of English consonant sounds. Source: Bowen, 2019.

In the previous table the pairs of consonants differ in that the allophone on the left is fortis (aspirated or deaf), while the allophone on the right is lenis (i.e., sonorous).

• The deaf / p, t, k / stops are aspirated at the beginning of the word and at the beginning

of the tonic syllable; for example: cat [kʰæt], presentation [ˌpʰɹɛzɛntʰeɪʃən], temple

[tʰɛmp ɫ].

• Postalveolar consonants usually undergo labialization (e.g., [ʃʷ]), in the initial word

position or pretonic / r / (i.e., [ɹʷ]), although this aspect is often ignored.

• The velar fricative deaf / x / appears only dialectically, for example in Scottish English.

In other dialects, this phoneme has been confused with / k /.

• The sequence / hw /, a deaf labiovelar approximant [hw̥ ]

• Depending on the dialect, / r / can be an alveolar approximate [ɹ], a postalveolar

approximant.

• Many dialects have two allophones of / l /

The phonological analysis of how these allophones are interpreted in terms of consonantal phonemes is much less controversial than the possible phonological analyzes of the vowels of English.

Table 5 Examples of consonant sounds.

Phoneme Keyword Description the English consonant sounds /p/ Pen sStop, bilabial, voiced, aggressive

/b/ Big stop, alveolar, voiceless, aggressive air STOPS /t/ Two stop, alveolar, voiceless, egressive air /d/ Do stop, alveolar, voiced, egressive air /k/ Cup stop, vela, viceless, egressive air /g/ Get stop, vela, voiced, egressive air /f/ Fall fricative, labiodental, voiceless, egressive air

/v/ very fricative, labiodental, voiced, egressive air

/θ/ think fricative, dental, voiceless, egressive air

/ð/ they fricative, dental, voiced, egressive air FRICATIVAS /s/ See fricative, alveolar, voiceless, egressive air /z/ Zoo fricative, alveolar, voiced, egressive air /ʃ/ shoe fricative, palatoalveolar, voiceless, egressive

air /ʒ/ pleasure fricative, palatoalveolar, voiced, egressive /h/ how fricative, glottal, voiceless, egressive air / tʃ / China africate, palatoalveolar, voiceless, egressive

AFF air / dʒ / Japan africate, palatoalveolar, voiced, egressive air / m / meet nasals, bilabial, voiced, egressive air

NASALS / n / No nasals, alveolar, voiced, egressive air / ŋ / sing nasals, velar, voiced, egressive air / l / long lateral, alveolar, voiced, egressive air

LATERAL

/w/ will velar, voiced

SEMIVOWELS / r / right Alveolar / j / Yet palatal, Voiced

Note: Some examples of consonant sounds. Source: Own authorship.

3.2 Classification

As we defined primarily, a consonant is a sound in which the air in the lungs cannot pass through the mouth without something interrupting it. And the classification depends where the constriction is in the vocal tract and how narrow it is. It also depends on some other things, such as if the vocal cords are vibrating and if the air is flowing through the nose.

Phonologists classify consonants in three categories: Expressing, place of articulation, manners of articulation.

3.2.1 Expressing.

As noted by Yoshida (2013):

When the vocal cords are stretched tight so that they vibrate during the pronunciation of

a sound, we say that the sound is voiced. Sounds that are produced without vibration of

the vocal cords are called voiceless. To tell if a sound is voiced or voiceless, touch your

throat gently as you say it. When you say a voiced sound, you can feel a vibration or

buzzing in your throat. For a voiceless sound, you can’t. You can also feel the voicing of

sounds by putting your fingers in your ears. When you say a voiced sound, it will seem

louder. When you say a voiceless sound, it won’t (p. 34).

But there is an exception in this one pair, the voiceless sound /θ/and the voiced sound

/ð/. both spelled with the same two letters in normal spelling: th.

The voiceless sounds are: /p/, /t/, /k/, /f/, /θ/, /s/, /ʃ/ and /tʃ/.

The voiced sounds are: /b/, /d/, /g/, /v/, /ð/, /z/, /ʒ/ and /dʒ/.

The voiced sounds /m/, /n/, /ŋ/, /l/, /r/, /w/, and /y/ have no voiceless counterparts, and the voiceless sound /h/ has no voiced counterpart. 40

3.2.2 Manners of articulation.

According to Yoshida (2013):

There is often more than one sound that is pronounced in the same part of the mouth,

that is, with the same place of articulation. To distinguish between these similar sounds,

we can describe their manner of articulation. This tells how we produce a particular

consonant sound (p. 35).

The consonants and their manners of articulation in English are:

Stop: The air stream is hindered totally some place in the mouth, air pressure grows, and afterward it's delivered, similar to a small blast. The stops in English are

/p/, /b/, /t/, /d/, /k/, and /g/.

Fricatives: Close approximation of articulators – turbulent airflow. The air is never completely blocked in some part of vocal track. The fricatives are /f/, /v/, /θ/, /ð/, /s/, /z/, /∫/,

/ᴣ/, and /h/.

Affricates: A combination of a stop followed by a fricative—an explosion with a slow release. The affricates are /ʧ/ and /ʤ/.

Nasals: In these sounds, the tongue or lips block " the vocal lot so air can't go out

through the mouth.. The sounds in the nasal group are /m/, /n/, and /ŋ/.

Liquids: These are sounds that are articulated easily, similar to water swing in a stream.

The air stream moves around the tongue in a generally unhampered way. The liquid

sounds in English are /l/ and /r/ (Yoshida, 2013, p.36).

Glides: A glide is like a very quick vowel. This is why they’re sometimes called semivowel. The glides in English are /w/ and /y/.

3.2.3 Places of articulation.

As you can see the different articulatory organs used in the articulation of a phoneme give it one of its distinctive features: the articulation point. In English the following types of consonants exist:

• Bilabial. “bilabial is when both lips touch or almost touch, the sounds in this group are /p/

/b/ /m/” (Yoshida, 2013, p. 35)

The figure below shows the vocal tract during a typical /p/ or /b/. (One /m/ would look the same, but with the veil down to let out the nostrils.

Figure 14. Bilabial sound. Source: Recovered from https://home.cc.umanitoba.ca/~krussll/phonetics/ipa/bilabials.html

The sound /w/ has two constrictions of the vocal tract simultaneously. Rounding of lips, which can be considered as a bilabial approximation.

• Labiodental. “The upper incisors are placed on the lower lip. Do you see the difference

between the two labio - dental consonants? The sound in this group are /f/ or /v.”

(Yoshida, 2013, p. 35)

The diagram below shows the state of the vocal tract during a typical /f/ or /v/.

Figure 15. Labiodental sound. Source: Recovered from https://home.cc.umanitoba.ca/~krussll/phonetics/ipa/bilabials.html

• Dental. In a dental consonant, the tip of the tongue contacts slightly with the upper

incisors. The two dental consonants only differ in terms of loudness.

Yoshida (2013) wrote:

The leaf of the tongue can touch the lower part of the upper teeth, with the tip of the

tongue protruding between the teeth, leaving still enough space for a current of turbulent

air to escape. The sound in this group are /θ/ and /ð/ (p.43).

The diagram on the right shows a typical interdental /θ/ or /ð/.

Figure 16. Dental sound. Source: recovered from https://home.cc.umanitoba.ca/~krussll/phonetics/ipa/bilabials.html

• Alveolar. In an alveolar consonant, the tip of the tongue approaches or touches the

alveolar ridge(tooth ridge), the sound are: /d/, /t/, /s/, /z/, /n/ and /l/.

Figure 17. Alveolar sound. Source: recovered from https://home.cc.umanitoba.ca/~krussll/phonetics/ipa/bilabials.html

• Post-alveolar (also called palatal). Yoshida (2013) says this kind of articulation takes

place when “the blade of the tongue touches or almost touch the hard palete. They are

/ʃ/, / ʒ /, /tʃ/, / dʒ/ and /r/” (p. 35).

The diagram to the right shows the state of the vocal tract during the first half (stop half) of an affricate /tʃ/ or /dʒ/.

Figure 18. Postalveolar sound. Source: Recovered from https://home.cc.umanitoba.ca/~krussll/phonetics/ipa/bilabials.html

• Velar. In a velar consonant, the back of the togue touches the soft palate. The sounds are

/k/, /ɡ/ and /ŋ/.

The diagram to the right shows the state of the vocal tract during articulation of /k/, /ɡ/ and /ŋ/.

Figure 19. Velar sound. Source: recovered from https://home.cc.umanitoba.ca/~krussll/phonetics/ipa/bilabials.html

• Glottal. Happens when there is friction in glottis, only /h/ is in this group.

3.3 Consonant sound chart

Recall the sound table:

Figure 20. Consonants classification chart. Source: Bowen, 2019.

Now let's see some examples of how the diagrams are appreciated when pronouncing vowels or consonants:

Figure 21. The sound /I/. Source: Recovered from https://soundsofspeech.uiowa.edu/main/english

Figure 22. The sound / ɒ / Source: Recovered from https://soundsofspeech.uiowa.edu/main/english 47

Figure 23. The sound / e/ Source: Recovered from https://soundsofspeech.uiowa.edu/main/english

Figure 24. The sound / æ / Source: Recovered from https://soundsofspeech.uiowa.edu/main/english 48

Figure 25. The sound / aː /. Source: Recovered from https://soundsofspeech.uiowa.edu/main/english

Figure 26. The sound / t /. Source: Recovered from https://soundsofspeech.uiowa.edu/main/english 49

Figure 27. The sound / tʃ /. Source: Recovered from https://soundsofspeech.uiowa.edu/main/english

Figure 28. The sound / s /. Source: Recovered from https://soundsofspeech.uiowa.edu/main/english 50

Figure 29. The sound /ð/. Source: Recovered from https://soundsofspeech.uiowa.edu/main/english

Figure 30. The sound / m /. Source: Recovered from https://soundsofspeech.uiowa.edu/main/english

3.4 Consonant sequences

It is a sequence of two or more consonants. Consonant groups can appear at the beginning of a word (an initial group), at the end of a word (a final group), or within a word (a medial group). For example, in English:

Initial group: / spl / as in / splæ / splash Final cluster: / st / a without / test / test Medial group: / str / an in / 'plstrl / pastry

In English there are more than 100 clusters, let's see some examples:

• /sl/ slow, sleep, slip, slice.

• /sw/ sweet, swallow, swim, Sweden.

• /st/ steak, student, star, stand.

• /sts/ lasts, rests, tastes, and tests.

• /sk/ skin, sky, school, skate, skip.

• /sks/ desks, risks, asks.

• /skr/ desks, risks, asks.

• /sm/ smoke, Smith, smile, small, smell.

• /sn/ sniff, snow, snake, snip, snack.

• /kl/ class, clean, club, closet, close.

• /bl/ black, blue, blow blank, blood.

• /gl/ glad, glass, globe, glue, glove.

• /tr/ tree, true, try, train.

• /dr/ dry, drive, drink, dress, drop.

• /rs/ person, worse, nurse, horse.

• /rl/ girl, curl, early, Arlington. 52

• /pt/ stopped, hoped, slept, and kept.

• /kt/ talked, liked, walked, and looked.

• /lz/ walls, smiles, schools, pencils.

• /md/ seemed, dreamed, named, and warmed.

Chapter IV

Methodology of teaching english phonology

4.1 Theories of the teaching of phonology

Like all languages, English has many variations in its pronunciations in different countries where its spoken. The countries as: United Stated, England, New Zeeland, Australia, Canada and other countries use English as a first language. In addition. Now a day the people around the world use English for business. English spoken in different countries can be difficult to understand for regional dialects or accents.

Actually, teachers use the International Phonetic Alphabet to tech phonetic. But this has a vast history, first was stablished as international phonetic association in 1886 by French and

British language teachers led by Paul Passy. Originally for pedagogical purpose. They proposed 23 consonants and 19 vowels for English. In the passage of time, the alphabet has had a number of revisions during its history. For example, in 1925 linguistics led by Otto

Jespensen proposed specifications for a standardized system of phonetic notation. The last 54

revision was in 2016 were we can see 107 letters represent consonants and vowels. Actually in

English is stablished 24 consonants and 20 vowels.

4.2 Strategies for the teaching of phonology

4.2.1 Importance of phonetics and phonology in the teaching of pronunciation.

Regarding the importance of intonation, Dalton & Seidlhofer (1994) affirm that

“intonation is a crucial element in verbal interaction and given its importance Communicative should be reflected in the attention it acquires in teaching” (p.75). For his part, Underhill

(1994) warns that “the incorrect use of intonation can lead to in misunderstandings in the transmission of the message” ( p.75). Furthermore, Celce-Murcia, Brinton and Goodwin

(1996) explain that "... with the advent of the communicative approach, a renewed emphasis should be placed on teaching aspects of pronunciation and especially suprasegmentals (accent, rhythm and intonation), given that are in the context of the discourse” (p.7).

In relation to the degree of precision in pronunciation in foreign language, it should be mentioned that this aspect is closely related to other factors, such as the place of origin of the students, their age, the amount of time of exposure to the language, among others. . On the other hand, there is consensus in favoring a pronunciation that allows mutual intelligibility between the interlocutors, instead of a 'perfect' competence or close to that of the native speaker, which is, having as a model a competent speaker instead of the unattainable ideal of perfect native speaker. With reference to the possible difficulties that students usually find in the pronunciation of a LE Ur (1994) he affirms that the reasons derive from various causes, among which we mention:

• When a sound does not exist in the mother tongue (LM), the student replaces it with 55

the closest equivalent they know in their LM (for example, the sound / z / in English

by / s / in Spanish).

• When the student has not acquired the stress patterns in the LE or uses the intonation

of the LM. (p. 53).

Regarding the difficulties that students can find from Spanish to English in the pronunciation of consonant sounds specifically, Finch & Ortiz (1982) establish three areas of possible difficulty: length, voice and aspiration. Of the three, aspiration is considered the easiest to improve. They also note that consonants in Spanish articulate with generally weaker muscle tension and, in addition, are shorter than those in English. Regarding the role of teaching pronunciation Kelly (2000) suggests that "... the aspects of pronunciation should be considered as integral to the analysis of language and class planning" (p. 13). That is, suggests a selective and integrated approach to the other elements of the language to work in the classroom. For his part, Lewis affirms that "Ultimately, language is not about right or wrong but about successful or unsuccessful communication" (Lewis, 1993, p.167). Insisting on the objective of teaching SL aimed at achieving successful communication in the verbal interactions of the students, for which the approach to aspects of phonology acquires an important role.

Finally, in reference to the didactic approach, there is a consensus in anchoring the teaching of aspects of phonology from a given context (Bradford, 1997; Dalton & Seidlhofer,

1994; Ur, 2012), within a communicative situation, that is, not in isolation. Then, depending on the degree of awareness / knowledge of the students, move to a phonological awareness / discovery phase to focus on trying to identify the differences and characteristics of the sounds,

Bradford (1997) he calls it sensitization. Then, continue with a phase of imitation and practice, 56

supported by specific instructions from the teacher, explaining what should be done and what to modify in terms of the way of articulation, for example. Next, the practice phase is accentuated to move on to spontaneous production in communicative situations.

4.2.2 Some strategies.

Below are some didactic proposals designed by the students of the 2014 UNSAM

Teaching and Diction course on Phonology, belonging to its Final works, focused on the selection of aspects of phonology to be addressed in the contexts of their practices: primary, secondary and a Language Institute. They describe three different phonological aspects and the actions designed and developed are illustrated in the projects, taking into account the didactic guidelines suggested in the chair.

4.2.3 Teaching tips: Implementing sounds and pronunciation in the classroom.

Table 6 Didactic proposal DIDACTIC PROPOSAL GROUP WORKING

1. Two troublesome sounds for Spanish learners of English: the palate- alveolar de Azevedo, Mariela, Urrutia affricate sounds bustillo, Analia 2. Introducing young learners to rising Carrizo, silvina Laura intonation in yes/no question Martinez, Graciela Maria Balbi, Adriana. Bardaro, 3. The -ed inflectional ending Natalia. Costes, Andrea Nota: A tip of didactic proposal. Source: Ur, 2012.

The first work addressed the teaching of a phoneme that is not found in the Spanish phonological system, the post alveolar fricative / ʤ / and also focused on the discrimination of the two post alveolar fricative sounds / ʤ / and / ʧ /, taking into account note that students tend to use the Spanish fricative / ʧ / when using the English specific / ʤ /, for example: they 57

pronounce the word just / ʃʌst /, instead of / ʤʌst /. The teachers worked on the contextualization of the selected items from two tongue twisters, the first including the phoneme / ʤ / and the second / ʧ /:

John Johnson joined jealous Jenny Jerry making apple-jelly.

Charles is a cheerful chicken-farmer

4.3 English language competences according to the National Curriculum (2016). “The application of the communicative approach seeks to develop the following competences” (Ministerio de Educación MINEDU, 2016, p.54).

4.3.1 Communicates orally in english as a foreign language.

It is defined as a dynamic interaction between one or more interlocutors to communicate their ideas and emotions. It is an effective understanding and production because it involves an active process of constructing the meaning of the different types of texts that it expresses or listens to, in order to achieve its purposes. In this process, the student puts into play skills, knowledge and attitudes from oral language and the world around him.

This competence also implies the adequate use of different conversational strategies considering the modes of courtesy according to the sociocultural context, how to take the opportune turn, enrich and contribute to the topic of a conversation and maintain the thematic thread in order to negotiate, persuade, cooperate , among others.

To build the meaning of oral texts, it is essential to assume orality as a social activity where the student interacts with different groups or sociocultural communities. By doing so, 58

you have the possibility to use oral language creatively and responsibly, taking into account the repercussions of what has been said.

This competence involves the combination of the following capabilities:

• Obtains information from the texts he hears in English: it consists in recovering and

extracting explicit information expressed by the interlocutors.

• Infers information from the text: the student constructs the meaning of the text by

relating explicit and implicit information to deduce new information or fill in the gaps

in the oral text. From these inferences, the student interprets the meaning of the text, the

verbal, non-verbal and gestural resources, the aesthetic use of language and the

intentions of the interlocutors with whom it is related in a specific sociocultural context.

• Express orally various types of texts in English: consists of developing ideas adapting

them to the purpose, recipient, characteristics of the type of text, register and context,

considering the rules and modes of courtesy. Organize the information around a topic

and use various cohesive resources to relate the ideas of the oral text.

• Reflect on the oral use of the foreign language: the processes of reflection and

evaluation are related because both suppose that the student distances himself from the

oral texts in which he participates. To do this, he compares and contrasts the formal and

content aspects with his experience, the context where he is and various sources of

information. Likewise, it issues a personal opinion on the formal aspects, the content,

and the intentions of the interlocutors with whom it interacts, in relation to the

sociocultural context where they are located.

• Interact with other people to exchange information in English: it involves participating

in conversations, discussions and debates, contributing relevant information to the topic. 59

4.3.2 Read various types of texts written in english as a foreign language.

It is defined as a dynamic interaction between the reader, the text and the sociocultural contexts that frame reading. It is a critical understanding because it involves an active process of construction of the meaning of the different types of texts that it reads through processes of literal and inferential comprehension, interpretation and reflection. In such processes, the student puts into play skills, knowledge and attitudes from his reading experience and the world around him, becoming aware of the possibilities and limitations offered by language, communication and meaning.

This competence also implies that the student is aware that reading texts fulfills specific purposes, such as enjoying, solving a problem or a doubt, following instructions, investigating, defending a position, among others.

Also, the competition considers the reading of different types of texts, that is, these texts belong to different genres, times and authors, and are located in specific spaces and times. This textual diversity is presented in different formats and supports, such as printed, digital and multimodal, each with its characteristics and particularities.

In order to build the meaning of the texts they read, it is essential that the student participate in social practices of reading in English that are presented in different groups or sociocultural communities. By participating in such reading practices, the student contributes to their integral development, as well as that of their own community, in addition to knowing and interacting with sociocultural contexts different from their own.

This competence involves the combination of the following capabilities:

• Obtains information from the written text: the student locates and selects explicit 60

information in written texts with a specific purpose.

• Infers and interprets information from the text: the student constructs the meaning of the

text. To do this, it establishes relationships between the explicit and implicit information

of the latter in order to deduce new information or fill in the gaps of the written text.

From these deductions, the student interprets the relationship between the implicit

information and the explicit information, as well as the textual resources, to construct

the global and profound meaning of the text, and explain the purpose, the aesthetic use

of the language, the intentions of the author, as well as the relationship with the

sociocultural context of the reader and the text.

• Reflect and evaluate the form, content and context of the text: the processes of

reflection and evaluation are related because both suppose that the student distances

himself from the written texts located in different times and places, and that they are

presented in different supports and formats. To do this, it compares and contrasts

formal and content aspects of the text with the experience, the formal knowledge of the

reader and various sources of information. It also issues a personal opinion on formal,

aesthetic aspects, content of the texts considering the effects they produce, the

relationship with other texts, and the sociocultural context of the text and the reader.

4.3.3 Write various types of texts in english as a foreign language.

This competence is defined as the use of written language to construct meanings in the text and communicate them to others. It is a reflective process because it involves the adaptation and organization of the texts considering the contexts and the communicative purpose, as well as the permanent revision of the written text in order to improve it. 61

The student brings into play different kinds of knowledge and resources from his experience with written language and the world around him. He uses the alphabetic system and a set of conventions of writing, as well as different strategies to broaden ideas, emphasize or clarify meanings in the texts he writes. With this, he becomes aware of the possibilities and limitations offered by language, communication and meaning. This is crucial in an era dominated by new technologies that have transformed the nature of written communication.

To construct the meaning of the texts he writes, it is essential to assume writing as a social practice that allows participating in different groups or sociocultural communities. In addition to participating in social life, this competence supposes other purposes, such as the construction of knowledge or the aesthetic use of language. By getting involved with writing, we offer the possibility of interacting with other people using written language creatively and responsibly, taking into account its impact on others.

This competence involves the combination of the following capabilities:

• It adapts the text to the communicative situation: the student considers the purpose,

addressee, type of text, discursive genre and register that will be used when writing the

texts, as well as the sociocultural contexts that frame written communication.

• Organizes and develops the ideas in a coherent and coherent way: the student

organizes the ideas logically around a topic, expanding and complementing them,

establishing cohesion relations between them and using a relevant vocabulary.

• Uses conventions of written language in a relevant way: the student uses appropriate

textual resources to ensure clarity, the aesthetic use of language and the meaning of the

written text. 62

• Reflect and evaluate the form, content and context of the written text: the student

distances himself from the text he has written to permanently review the content,

coherence, cohesion and adaptation to the communicative situation in order to improve

it. It also involves analyzing, comparing and contrasting the characteristics of the uses

of written language and its possibilities, as well as its impact on other people or their

relationship with other texts according to the sociocultural context. 63

Didactic application

LESSON PLAN

C. E. PARROQUIAL MARCELINO CHAMPAGNAT H.H. MARISTAS

LESSON PLAN Nº 1

I. GENERAL DATA: 1.1. DREL/ UGEL : Lima Provincias / 15 Huarochirí 1.2. RED 6 1.3. GRADE/ SECTION : 2° 1.4. WEEKLY HOURS : 5 hours 1.5. DIRECTOR : Raúl CÓNDOR 1.6. SUBDIRECTORA : Elizabeth POMATAY 1.7. TEACHER : Diana Karen FLORES 1.8. ENFOQUE : Intercultural, reconocimiento del valor de las diversas identidades culturales y relaciones de pertenencia de los estudiantes. 1.9. Date : 06 – 11 -2018

II. TITLE OF THE SESSION: The English Alphabet and the Human Tract.

Purpose of the learning session: Learn to pronounce correctly the vowel and consonant sounds of the English language.

III. EXPECTED LEARNING:

Evaluation Evidences Competence Capacity Contents Indicators instrument

Reflect on the Know the English alphabet through an oral use of the image. A paper foreign Communicates with the language Use the phonetic device to produce vowel English orally in and consonant sounds in English. The English alphabet is English as a Alphabet Observation shown foreign Interact with He is organized as a team with his language other people to classmates to practice and pronounce the and the sheet exchange English alphabet correctly and singing a human tract song. information in English. Cooperates, in their interactions, in a courteous and empathetic manner, providing adequate information on the subject.

IV. DIDACTIC SEQUENCE:

Materials and/ or Time Moment Teaching strategies resources

-The teacher enters the classroom and greets the students saying

Good morning / Good afternoon as the case may be. START Board Organization and -The teacher remembers the norms of coexistence. recovery of Markers or pieces knowledge The teacher places a sheet of English alphabet on the board and of chalk asks the students if they know the English alphabet, if it is the 10 Minutes Cognitive conflict same or similar to the Spanish alphabet and that other observations notice.

Then, we proceed to put a musical audio of the English alphabet Board

where the students sing to know and listen to the sounds of the Radio and Cds DEVELOPMENT pronunciation of consonants and vowels.

Wallpapers 30 Minutes Construction of Next, the teacher explains the English alphabet class, Markers previous mentioning why pronunciation is important and, through images Laptop knowledge of the human speech device, they will learn the proper (didactic). pronunciation of the sound production of consonants and vowels. Worksheets Didactic contract (formalization). After a worksheet is applied, the students organize themselves to develop it in a group way. (select the consonants and vowels Evaluation sheet Application of with the help of the English alphabet and in the same way the knowledge pronunciation) (problematic and didactic)

FEEDBACK Metacognition Cards 5 Minutes

EN -The students answer the following questions: D What did we learn today? Metacognition Application to Did you understand today’s lesson? other sciences (problematic) Why is necessary to learn the pronunciation of the English alphabet?

EVALUATION

-The teacher asks the students to work in pairs.

-The students fill out the Evaluation Card about the partner with whom they worked the previous activity.

HOMEWORK Finally, they will develop a recording of their voices about the English alphabet class.

V. EVALUATION:

Evaluation criterial Indicators Instrument

Reflect on the oral use Know the English alphabet through an image. of the foreign language Use the phonetic device to produce vowel and consonant sounds in English. Sheet Observation Interact with other He is organized as a team with his classmates to practice and people to exchange pronounce the English alphabet correctly and singing a song.

information in English. Cooperates, in their interactions, in a courteous and empathetic manner, providing adequate information on the subject.

VI. REFERENCES:

Consorcio de Centros Educativos Católicos. (2015). Advanced Teaching Pronunciation for

Language Teachers. Lima: CCEC.

Ministerio de Educación. (2010). Orientaciones para el trabajo pedagógico del área de inglés. Lima:

Navarrete.

5.2 O

10 N°

d. r

9 8 7 6 5 4 3 2 1

FLORES Teache Date: Gr

er SURNAM

vation sh vation

Engli d

º AN Communicates orally in English as a foreign

h a h

10/

D language

NAM

To O

ic:

Know the English alphabet through an image. SERVA

(0-5Pts.) T

E ng

Use the phonetic device to produce vowel and consonant sounds li

h in English O

N SHE

(0-5 Pts.) lp

h a b

E He is organized as a team with his classmates to practice and

pronounce the English alphabet correctly and singing a song. n T

(0-5 Pts.) t

hu m

Cooperates, in their interactions, in a courteous and empathetic a

manner, providing adequate information on the subject. tract. (0-5 Pts.)

TOTAL (20)

Worksheets 01: Activities

Rhyming pairs

Cut up into individual cards and place face dow.

House Mouse Die Cry

Cook Book

Wheat Sheet

Town Noun

Turn Earn

Though Low

Square Air

Paw Store

Some Thumb

Lake Through

So Sew

Pair Pear

Right write 68

Synthesis

Pronunciation incorporates the segmental qualities of discourse creation or phonemes that can be considered as the individual hints of a language that separate single word from another. Additionally, elocution incorporates suprasegmental highlights, for example, emphasize, inflection and how sounds change in associated discourse. In learning a subsequent language or an unknown dialect, individuals not just need to realize how to create phonemes and segmental components accurately, yet in addition ace the suprasegmental attributes to accomplish powerful oral communication.

Parameters to definesounds:

• The articulators: lips, mouth (upper and lower), teeth (upper and lower), alveolar ridge,

hard palate, soft palate (velum), tongue, nose uvula, etc.

• The manner of articulation: plosive, fricative, affricate, nasal, lateral and semivowels.

• The point of articulation: bilabial, labiodental, dental, alveolar, palate-alveolar, palatal,

velar and glottal.

• State of vocal cords: a) Voiced, with vibration of the vocal cords, which is represented

by this line: ʌʌʌʌʌʌʌʌ on the facial profile. b) Voiceless, without vibration of the vocal

cords and which is represented by this line: ------on the facial profile.

• State of velum: open or closed. 69

• Mechanism of air: buccal glottal or pulmonary.

• Direction of air: ingressive, egressive.

• Obtruction of air: Highly obstructed English sounds: eg. stops; semi obstructed English

sounds: eg. fricatives, affricates, nasals, lateral and semivowels; sounds with no

obstruction: ed. vowels. 70

Critical appraisal and suggestions

The study of the sounds that occur when pronouncing the consonants and vowels should be made taking into account the differences between phonetics and phonology.

People who want to learn a foreign language such as English, not only have to study the basic, intermediate and advanced levels as is usually taught, but they must also take the English phonetics and phonology course to enrich and give a correct pronunciation the consonants and vowels of the language.

To verify the learning of the pronunciation, you can perform exercises recording your voice to show your pronunciation errors. 71

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