A MODEL FOR TEACHING INTONATION …...A MODEL FOR TEACHING INTONATION EMPHASIZING SELF-LEARNING FOR VIETNAMESE LEARNERS OF ENGLISH By Mr. Nguyen Xuan Minh Page 2 Map of the presentation

A MODEL FOR TEACHING INTONATION EMPHASIZING SELF-

LEARNING FOR VIETNAMESE LEARNERS OF ENGLISH

By Mr. Nguyen Xuan Minh

Map of the presentation

Background Theories

Problems

Solutions

Expected outcomes

1

2

3

4

1. Background theories

1.1 • Intonation teaching

approaches

1.2 • ICT in teaching

1.3 •Personalized learning

Grammar-intonation:Halliday, Bloomfield Simplifies rules of basic structures

- Intonation as information flow:

David Brazil Common ground, prominence

- Intonation in contexts Crystal, Goffman Individual, social elements affected by linguistic patterns (negation, interrogation…) and social habits.


1.1 • Intonation teaching approaches

Liam Heaney (2003), asserted that ICT provides learners with the means to boost their understanding, knowledge and skill attainment. Raya, M. J. and Fernández, J. M. P (2002, p. 64) indicated the possibility of improving learners’ autonomy when their information searches and correspondence with the teacher are facilitated by the internet..


1.2 •ICT in teaching

As asserted by Raya, M. J. and Fernández, J. M. P. (2002, p. 65) the personalization of learning is realized by technology in their search for information The individualization of learning is based on the philosophy that learners know what they want and need most.


1.3 •Personalized learning

Courses should be made to match personal needs

Listen for the non-native signs of intonation of the students and teachers in 2 different classes of different levels of proficiency in their exchanges. Lower level Higher level Higher level students have better pronunciation of individual sounds, but for intonation, there is no clear improvement.

2. Problems

Intonation is a consistent problem that needs solving

In long utterances, the flat tone is overused, so the speech turns monotonous and tedious From the separate learning of words, the stress is right within the words, but problematic in sentence level.

2. Problems

2. Problems: Comparison - Texts

Figure 1: Frequency analysis of one-minute excerpt of CNN student news from minute 4:40 to 5:40

Number of small fluctuations: more than 20

2. Problems: Comparison - Texts

Figure 2: Frequency analysis of one-minute excerpt of An Giang television News from minute 3:40 to 4:40.

Number of fluctuations: less than 20

2. Problems: Comparison-Sentences

““When that happens, one of the biggest issues could be whether or not to include a government run health insurance program” (31 syllables)


Theo công ty cổ phần phát triển du lịch An Giang cho biết, cao điểm thứ bảy, chủ nhật thu hút từ hai ngàn đến ba ngàn lượt khách đi cáp treo” (32 syllables)


Vietnamese people: clear-cut raise and drop of the tone for each separate syllable, English speakers: fall-rise pattern right in a single syllable.

3. Solutions: Suggested model


Step 1: Awareness raising: Write some sentences

extracted from CNN student News and Rebecca’s educational clips on

Youtube ask students to read out loud the sentences record compare with

the sentences in the news to analyze the differences.

3. Solutions: Suggested model Step 2: Lectures: on basic intonation rules in different sentence types. E.g. - Statements: dropping pitch at the end of the utterance. - Yes/No questions: rising pitch at the end. - Wh- Questions: rising pitch at the Wh-words, dropping at the end. - Exclamation sentences: Rising pitch for the adv/adj or the exclaimed information

3. Solutions: Suggested model Step 2: Lectures (cont): on basic intonation rules in different sentence types. E.g. (cont) - For listing items or mentioning ideas in a sentence: + common understanding: rising tone + new information: falling tone. https://www.youtube.com/watch?v=fXVoT7VMCpM.

https://www.youtube.com/watch?v=fXVoT7VMCpMhttps://www.youtube.com/watch?v=fXVoT7VMCpM


Step 3: Practice of sentence intonation with Oddcast and, Youtube clips


Step 4: Check the recognition of pronunciation with Speech to text software https://speechnotes.co/

If having problems go

back to step 3

https://speechnotes.co/


Step 5: Further Practice repeating after the movie characters and prepare for the discussion (more context)

If having problems go back to step 3


Step 6: Pair discussion about the movie in class Real life simulation through random pairing, teachers’ follow-up questions,

4. Expected outcomes

- Students are aware of their intonation problems eager to learn rules - Students are confident after learning

basic rules of intonation - They are exposed to native speakers’

speeches to increase familiarity with English intonation,

- Their practice with Text to Speech and Speech to Text program encourages them to do self exploration in intonation training.

4. Expected outcomes

- Theory - Context-free

- Practice - Context-bound

With the right selections of the movies students see for the practice, this model can apply to many students in a wide range of ages, and levels.

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A MODEL FOR TEACHING INTONATION …...A MODEL FOR TEACHING INTONATION EMPHASIZING SELF-LEARNING FOR VIETNAMESE LEARNERS OF ENGLISH By Mr. Nguyen Xuan Minh Page 2 Map of the presentation