domingo, 7 de junio de 2009

Teaching sound segments

Hi, everybody!

I've been reading the latest postings (thank you, Romina and Regina!), and now I wonder...

What would teaching sound segments systematically mean in practice?

More food for thought!!

domingo, 3 de mayo de 2009

Teaching segmental and suprasegmental features

Welcome to our English Phonology blog!

We'll use it to discuss our views on different topics dealt with in the Language and Oral Expression IV syllabus. Here goes some food for thought:

Is it necessary to give similar treatment to suprasegmental and segmental features? Must both be taught either systematically or incidentally? Or might we have a different approach to each?

domingo, 12 de agosto de 2007

Thank you for your comment, Gabriela!
Girls, read Gabriela's comment under the entry 'A naughty question'.

domingo, 1 de julio de 2007

This is Romina's comment:

"Hello! Here is my comment. I think that the parameters for a comfortable intelligibility would be determined by the boss' accent. If he speaks RP English, then this variant should be the focus. Otherwise, intellegibility would be connected to all the aspects that convey meaning, includng paralinguistic features, body language and intonation as well as sounds. "

Please discuss the part of the text I highlighted.

domingo, 3 de junio de 2007

A naughty question

Hi, girls!

How do we decide whether our student will be intelligible to his/her boss?? Will we establish any parameters for 'comfortable intelligibility'?

lunes, 21 de mayo de 2007

My last entry will not allow you to post your comments (I must have have pressed the wrong key somewhere!) I hope it's OK now, so please leave your comments after this entry.

domingo, 20 de mayo de 2007

Hi, dear students!

I've been reading your comments.

The responses from the three students who did respond (shame on the other three!) had some features in common:

All of them would have this ideal student talk about himself/life/job, etc., in order to check the student's

  • fluency (Gabriela and Graciela)

  • skills (Marisa)


  • What are the pronunciation skills required of this student?

  • What importance do you attach to fluency?

Graciela speaks about “the usual way of asking and giving information”.
Is there a “usual way”?
In what sense do you think the term is used?

Two of you also suggested playing tapes recorded by native speakers of English.

  • Any native speakers?