46 Issue 84 January 2013 ENGLISH TEACHING professional www.etprofessional.

com
P R O N U N C I A T I O N
In it up to
your ears
In it up to
your ears
1
1
Mark Hancock
helps his students to
prepare for the reality of
authentic speech.
L
istening is a feared skill. There
is nothing to grab hold of
the message sweeps past in an
instant and is gone. No
wonder that coursebooks are usually
accompanied by audio texts which are
clean and tidy. The students need all the
help they can get. But authentic,
unscripted speech is usually messy full
of simplifications and reductions, and
delivered in a huge variety of voices and
accents. At some point in their learning,
students have to confront this reality
and, when they do, it often comes as a
shock. Why do they speak so fast? they
complain, as the stream of speech flows
by in a jumble of meaningless syllables.
Not like it is in the dictionary
At the root of this problem lies
pronunciation. Students often learn
and then expect to hear the citation
form of words. This is the
pronunciation given in dictionaries: the
way the word would be said in isolation,
in a standard accent such as RP
(British) or GA (American). The reality,
of course, is different, and there are
massive variations in the way that a
word is pronounced. The sources of this
variation can be classified into two
kinds: variation according to context
and variation according to speaker. The
first involves aspects of pronunciation
which fall broadly within the category
of connected speech. The second relates
principally to accent.
Awareness-raising
How can students learn to cope with
such unforeseen variations? One way is
experience: by listening to a massive
amount of authentic English, they
eventually get used to it. If they dont
give up along the way, that is. Another
approach a supplement, rather than
an alternative, to experience is to make
the variations less unforeseen. In other
words, we can help to raise the students
awareness of how pronunciation varies
in connected speech and across accents.
In this way, when students encounter
these variations in real life, they come as
less of a surprise.
In this article, I will present some
ideas for awareness-raising in the
classroom, first for connected speech
and then for accent. The follow-up
article in the next issue will deal with
ways of working with authentic
recordings in the classroom.
Preparing for connected
speech
Its very disheartening when, as a
listener, you discover that you cant even
tell where one word stops and the next
one starts. Somehow, you expect there
to be a gap, as there is in writing. The
cartoon on page 47 is intended to raise
awareness of this problem in a very
concrete way.
This way of writing the dialogue
displays how a listener can fail to
identify word boundaries. In particular,
it shows how the consonant at the end
of one word may often seem to move to
the following word, in a process John
Field calls re-syllabification. For
example, the d at the end of bruised
sounds as if is at the beginning of the
ETp84_pp40_64_ETp50_pp40-57 11/12/2012 17:13 Page 46
www.etprofessional.com ENGLISH TEACHING professional Issue 84 January 2013 47

next word, so that arms sounds like
darms. It is good for students to be
aware that this happens.
In the kitchen
The following mis-spelling is a useful
way to introduce some other features of
connected speech: sol tum pepper.
Ask the students to suggest what it
could mean (salt and pepper) and then
suggest why it has been written wrongly.
Guide them towards awareness of the
following features:
A Consonant move: The t of salt has
linked to the following and.
B Weak vowel: The vowel of and has
been reduced to schwa.
C Consonant cut: The d of and has
been elided.
D Consonant change: The n of and has
changed to /m/ under the influence of
the first p in pepper.
Having introduced these features, you
could give further practice with a
noughts and crosses game. In order to
win a square, the students must identify
what the phrase is, and then explain
why it has been wrongly written, with
reference to processes AD.
Preparing for accent
variation
Try saying this aloud, and try to work
out what it means:
Died oclock odd a budday bordig
Its nine oclock on a Monday morning, as
said by someone with a cold. We know
this because all of the nasal consonants
have been replaced by their nearest non-
nasal equivalent on account of the
speakers nose being blocked. When we
meet someone with a cold, they may
seem unintelligible to us for a couple of
moments. But as soon as we realise that
their nose is blocked, we adjust our ears
accordingly and have no further trouble.
Flexible listening
Adjusting for blocked nose speech is
an example of flexible listening, or
accommodation. Much the same kind
of adjustment may happen with accents.
Here are a couple of examples:
You are speaking to a woman from the
north east of England, and you think
you hear Ive forgotten my caught.
After a moment, you realise that she
meant coat, not caught in her accent,
words like coat, boat and cold sound
like caught, bought and called. You
adjust your ear accordingly and
accommodate to her accent.
You are speaking about music to a
man from Brazil. You are puzzled for
1 //
had bad
cat
2 /G* /
fast laugh
dance
3 /* /
walk
bought
4 /I/
hot shop
not
5 /P/
cold slowly
go
1 /r /
rare
reader
2 / h /
hear
hair
3 /t /
waiting
waiter
4 / C /
think
faith
5 //
though
mother
FIVE VULNERABLE VOWELS
FIVE VULNERABLE CONSONANTS
sol tum
pepper
a loafer
slice
bread
a napple
ana
norange
wom
potato
frozum
peas
fruik
cake
greem
beans
sick
eggs
a tinna
sweek
corn
A Consonant move B Weak vowel
C Consonant cut D Consonant change
a moment when you think he says
hock and hole. Then you realise he
said rock and roll every time you
expect an initial /r/ sound, he
produces an / h/. Again, you adjust
your expectations and accommodate.
With regard to accent, flexible listening
is your students objective. One
approach is simply exposure the more
accents a student has been exposed to,
the more flexible their listening is likely
to be. But, as with connected speech, we
may enhance experience with awareness-
raising tasks.
Vulnerable sounds
First of all, we can alert our students to
the fact that not all the sounds of
English are equally variable across
accents. In the tables below, I have
identified ten sounds which are
especially vulnerable to variation:
P
h
i
l
l
i
p

B
u
r
r
o
w
s
ETp84_pp40_64_ETp50_pp40-57 11/12/2012 17:13 Page 47

48 Issue 84 January 2013 ENGLISH TEACHING professional www.etprofessional.com
[email protected]
Mark Hancock has been
an English teacher since
1984, working in Turkey,
Brazil, the UK and now
in Spain. He has an
MSc in teaching English
from Aston University,
UK. His books on
pronunciation include
English Pronunciation
in Use Intermediate and
Pronunciation Games,
both published by CUP.
He also regularly
uploads pronunciation
material and articles
onto his website: http://
hancockmcdonald.com.
Listeners need to be flexible in their
expectations of these sounds. Here are
some examples of accents with variations
on these sounds:
Vulnerable vowels
1 had, bad and cat may sound like head,
bed and ket in New Zealand English.
2 This vowel sound is long in RP, but
short in many other accents, such as
that common in the north of England.
3 This vowel sound is significantly
different in RP and American English.
For example, walk sounds a little like
wok in American.
4 This vowel is different in RP and
American. For example, hot said by an
American sounds like heart spoken by
an RP speaker.
5 This vowel sound is not a diphthong
in north-east English and Scottish. For
example, cold sounds like called.
Vulnerable consonants
1 In RP, /r/ is only pronounced before a
vowel. In other accents, such as Scottish
and American, it is pronounced in all
positions.
2 /h/ is dropped in informal speech in
many native and non-native accents.
3 / t/ between vowels sounds like a /d/ in
American. For example, waiting sounds
like wading.
4 and 5 These sounds are absent from
the speech of many English speakers,
both native and non-native. They are
replaced by alternative sounds. For
example, think may sound like tink in
Irish, fink in cockney and sink in
French-accented English.
Accent limericks
Accents are of course something you
hear, not read. However, it is possible to
raise awareness through the written
medium. The following limericks are
written in four different accents. Give
your students the vulnerable sound tables
on page 47 and ask them to work out
what the limericks mean and then to
identify why they were wrongly written.
In each case, one of the ten vulnerable
sounds above has mutated. The double
take you get on first reading these
limericks is similar to the sensation you
get on hearing an unfamiliar accent,
and the subsequent adjustment is
similar, too.
I head a good friend called Pet
Whose ket set on the met
Pet was said
When yer clumsy old dead
Set on the ket on the met
(Clue: vulnerable vowel 1)
I met a fat lady called Reader
Who drank her milk by the leader
She said, Ill get fadder
But what does it madder
My belt is already a meader
(Clue: vulnerable consonant 3)
I once had a friend called Jaw
Who slept in a hall in the snore
His caught was alld
And his feet were saw called
That he walk with a frawzen tour
(Clue: vulnerable vowel 5)
Field, J Listening in the Language
Classroom CUP 2008
I once had a friend called Fred
Ooo wore is at in bed
When ee took off is at
They said, Look at that
Ee asnt an air on is ed!
(Clue: vulnerable consonant 2)
Task 1
Patient: Doctor, doctor, Ive got a
toothache, an earache, sore eyes,
bruised arms, a stomach ache, and I
fart all the time!
Doctor: I see. Perhaps youd like to
wait in the corridor.
Task 2
1 salt and pepper (see the explanation
in the article)
2 a loaf of sliced bread (weak form of
of, consonant cut from end of sliced)
3 an apple and an orange (linking of
an to the following word)
4 one potato (consonant changed to
/m/ at the end of one)
5 frozen peas (consonant changed to
/m/ at the end of frozen)
6 fruit cake (consonant changed to / k/
at the end of fruit)
7 green beans (consonant changed to
/m/ at the end of green)
8 six eggs (linking of final consonant
of six to the following word)
9 a tin of sweet corn (weak form of of,
consonant change at the end of
sweet)
Task 4
I had a good friend called Pat
Whose cat sat on the mat
Pat was sad
When her clumsy old dad
Sat on the cat on the mat
(eg New Zealand accent)
I met a fat lady called Rita
Who drank her milk by the litre
She said, Ill get fatter
But what does it matter
My belt is already a metre.
(eg American accent)
I once had a friend called Joe
Who slept in a hole in the snow
His coat was old
And his feet were so cold
That he woke with a frozen toe
(eg North-east England accent)
I once had a friend called Fred
Who wore his hat in bed
When he took off his hat
They said, Look at that
He hasnt a hair on his head!
(eg Cockney accent)
Answer key
In it up to
your ears
In it up to
your ears 1 1
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