The Physicality of Pronunciation

In preparation for our next ELT Hackathon, we look at how pronunciation is different to every other aspect of language teaching and learning, and some strategies we can use to help learners produce individual sounds.
Mar 3

How is pronunciation different to other aspects of language teaching and learning?

Most parts of language learning are conceptual.

When someone learns grammar, vocabulary or strategies to read, listen or write texts in another language, they are drawing on their knowledge of mental concepts.

But pronunciation is physical.

When we focus on how to make a sound, there are two main considerations:

Place of articulation: this describes where the sound is made in your mouth.  It  describes the position of your tongue, your jaw and your lips.

Manner of articulation: this describes how the sound is made.  It describes how the airflow is affected as it travels from your lungs and out of the mouth and nose. 
Let's try:

Think about the sound /p/ as in pen.

Say it out loud a few times. 
Where are your lips? (pursed forward and closed, like a kiss)
Where is your tongue? (forward, resting behind your teeth)
How is the air released? (it is released suddenly, in a sharp burst)
Can you feel your vocal chords move if you touch your throat? (no)

There is technical terminology that relates to this - /p/ is a bilabial lenis plosive sound - but that isn't really the important part. 

Identifying where and how the sounds are made is more important than the terminology.

Why is this important for teachers?

When we understand how and where individual sounds are made, we can incorporate strategies into our teaching that help students produce the sounds.

Just saying' repeat after me' and modelling the sound over and over again does not actually help a student make a challenging sound.

Instead we can use strategies such as:

Showing students how the sound is made

For example: make the sound and hold your mouth in position so the learner can see.

Telling students how to make the sound

For example: "spread your lips"; "drop your jaw"; "use your voice"; "create a stream of air"; "make the sound longer".

Contrasting between two sounds

For example: if a learner can make /p/ but not /b/, ask them to put their finger on their throat, add their voice and feel the vibration.

Using transitional sounds

For example: if a learner can make /r/ but not /l/, use the transitional sound /n/.  Ask them to notice where their tongue is when they say /r/, then move it forward to /n/, then move the tongue behind the teeth for /l/.
Want to know more (including how we can use the Phonemic Chart as a map to guide us)?

Try our course The Physicality of Pronunciation

Or join our next ELT Hackathon on this topic.  Registration below.
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