Teaching elements of English RP connected speech and CALL: Phonemic assimilation
Phonology represents an important part of the English language; however, in the course of English language acquisition, it is rarely treated with proper attention. Connected speech is one of the aspects essential for successful communication, which comprises effective auditory perception and speech production. In this paper I explored phonemic assimilation, which results in successive sounds at word boundaries influencing each other, as an element of connected speech, and studied how teaching it can be supported with computer-assisted language learning. The research conducted revealed that elements of phonemic assimilation are found frequently in all styles of speech and thus, the knowledge of it is necessary for developing proper listening and speaking skills. I advocate the use of the Internet as one of the best possible resources of listening materials for learning phonemic variations and show how various web tools and means of technology can be used for preparing, presenting and storing educational materials. I believe this article makes a contribution to the corpus of research and instruction on connected speech as part of the standard British accent and will have an impact in raising general awareness of its significant role in the process of English language learning.
KeywordsReceived pronunciation Connected speech Phonemic assimilation Teaching pronunciation Computer-assisted pronunciation training
- Acton, W., Baker, A., Burri, M., & Teaman, B. (2013). Preliminaries to haptic-integrated pronunciation instruction. In J. Levis, K. LeVelle Ed. Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference, Aug. 2012. Ames, IA: Iowa State University, pp. 234–244.Google Scholar
- Alipanahi, F. (2014). Technology and English language pronounciation. Indian Journal of Fundamental and Applied Life Sciences, 4(S3), 461–465.Google Scholar
- Batcher, C., & Lee, M. (2009). The interactive white board revolution: Teaching with IWBs. Google Scholar
- Blumenfeld, R. (2002). Accents: A manual for acting. New York: Limelight Editions.Google Scholar
- Carr, P. (2008). A glossary of phonology. Edinburgh: Edinburgh University Press Ltd.Google Scholar
- Couper, G. (2003). The value of an explicit pronunciation syllabus in ESOL teaching. Prospect, 18(3), 53–70.Google Scholar
- Craig, D. A., & Kim, J. (2011). Performance and anxiety in videoconferencing. In F. Zhang (Ed.), Computer-enhanced and mobile-assisted language learning. Hershey: Information Science Reference.Google Scholar
- Cruttenden, A. (2008). Gimson’s pronunciation of English (7th ed.). London: Hodder Education.Google Scholar
- Delmonte, R. (2011). Exploring speech technologies for language learning. In Prof. Ivo Ipsic Ed. Speech and Language Technologies. InTech.Google Scholar
- Eaton, S. E. (2012). Skype for literacy and language learning: “How To” tips and best practices for teachers. Calgary: Onate Press.Google Scholar
- Elimat, A. K., & AbuSeileek, A. F. (2014). Automatic speech recognition technology as an effective means for teaching pronunciation. The JALT CALL Journal, 10(1), 21–47.Google Scholar
- Garcia Lecumberri, M. L., & Maidment, J. A. (2000). English transcription course. London: Arnold.Google Scholar
- Gray, L. (2008). Effective practice with e-Portfolios. Retrieved from www.jisc.ac.uk.
- Hincks, R., & Edlund, J. (2009). Promoting increased pitch variation in oral presentations with transient visual feedback. Language Learning and Technology, 13(3), 32–50.Google Scholar
- Kelly, G. (2000). How to teach pronunciation. Harlow: Pearson Education Limited.Google Scholar
- Lengeris, A. (2012). Prosody and second language teaching: Lessons from L2 speech perception and production research. In J. Romero-Trillo Ed., Pragmatics and Prosody in Second Language Teaching. 25–40.Google Scholar
- Longman Dictionary of Contemporary English (4th ed.). (2003). Harlow: Pearson Education Limited.Google Scholar
- Mills, S. C. (2006). Using the internet for active teaching and learning. Upper Saddle River: Pearson Merrill Prentice Hall.Google Scholar
- Morgan, G. (2003). Faculty use of Course Management Systems (Vol. 2). Retrieved from http://educause.edu.
- Pickering, A. (2005). Facilitating reflective learning: An example of practice in TESOL teacher education. Retrieved from https://www.llas.ac.uk.
- Posner, G. J. (1996). Field experience: A guide to reflective teaching. White Plains: Longman.Google Scholar
- Reed, M., & Michaud, C. (2011). An integrated approach to pronunciation: Listening comprehension and intelligibility in theory and practice. In. J. Levis & K. LeVelle (Eds.), Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference. Ames, IA: Iowa State UniversityGoogle Scholar
- Roach, P. J. (2009). English phonetics and phonology: A practical course (4th ed.). Cambridge: Cambridge University Press.Google Scholar
- Saalfeld, A. (2011). Acquisition of L2 phonology in advanced learners: Does instruction make a difference? In. Levis, J., & LeVelle, K. (Eds.), Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference. Ames, IA: Iowa State University.Google Scholar
- Stern, D. A. (1987). Acting with an accent: Standard British. Lyndonville: Dialect Accents Specialists, Inc.Google Scholar
- Thomson, R. I. (2011). Computer assisted pronunciation training: targeting second language vowel perception improves pronunciation. CALICO Journal, 28(3), 744–765.Google Scholar
- Toth, A. (2005). What not to teach when teaching pronunciation. The CATESOL Journal, 17(1), 125–131.Google Scholar
- Zahedi, H., Sahragard, R., & Nasirizadeh, Z. (2007). The effects of phonological features on Iranian EFL learners listening comprehension. Journal of Pan-Pacific Association of Applied Linguistics, 11(2).Google Scholar