Inteligibilidade Oral e desvios de pronúncia no ensino de inglês
34
Oral Intelligibility and Mispronunciation in Teaching and Learning English as a Foreign Language Prof. Me. Rodrigo Queiroz Federal University of Acre Campus Floresta/Cruzeiro do Sul 2013
Transcript of Inteligibilidade Oral e desvios de pronúncia no ensino de inglês
Oral Intelligibility and
Mispronunciation
in Teaching and Learning
English as a Foreign Language
Prof. Me. Rodrigo Queiroz
Federal University of Acre
Campus Floresta/Cruzeiro do Sul
2013
DISCUSSION TOPICS
1. Intelligibility in English Teaching
2. Mispronunciation in Vowel Sounds
3. Mispronunciation in Consonant Sounds
4. Phonological Rules
Whati didi you
do withi thati
siti?
Intelligibility in English Teaching
GLOBAL ENGLISH
INTERNATIONAL ENGLISH
WORLD ENGLISH
GENERAL ENGLISH
LITERATE ENGLISH
ENGLISH AS A LINGUA FRANCA
Who is a native speaker?
Global English has led to
a crisis of terminology.
The distinction between
“native speaker”,
“second-language
speaker”, and “foreign-
language user” have
become blurred.
(GRADDOL, 2006, p.110)
…L2 speakers of English
outnumber L1 speakers
three to one. English is
increasingly used to
communicate across
international boundaries,
and is not therefore tied to
one place, culture or
people.
(ERLING, 2005, p. 42-43)
EXPANDING
OUTER
INNER
320 - 380
150 - 300
100 - 1000
The ‘three circles of English’
as conceived by Kachru (1985)
Representing the community of
English speakers as including a
wide range of proficiencies
(KACHRU, 2005). In a globalized world, the
traditional definition of
„second-language user‟ (as
one who uses the language
for communication
within their own country)
no longer makes sense.
Also, there is an increasing
need to distinguish between
proficiencies in English,
rather than a speaker‟s
bilingual status.
(GRADDOL, 2006, p. 110)
INNER
500
Global English by David Crystal
A língua deve então ser
ensinada como meio de
comunicação intercultural, e
deve ter como um de seus
objetivos a
INTELIGIBILIDADE do
discurso, porém não levando ao
desencorajamento da prática de
atividades pedagógicas
relacionadas à sua melhoria
com o argumento (ou a
desculpa) de que é
“internacional”.
(BECKER, 2011, p. 2.790)
O objetivo ao se falar
inglês atualmente não é
soar como um “falante
nativo”, objetivo este
absolutamente
desnecessário e não
realístico para a grande
maioria dos aprendizes,
à exceção, talvez, de
alguns poucos altamente
motivados e/ou
talentosos para a
aprendizagem de
idiomas.
(BECKER, 2012, p. 02)
What is
INTELIGIBILITY?
Intelligibility is being
understood by a
listener at a given time
in a given situation.
(KENWORTHY, 1987,
p. 13)
Intelligibility
Comprehensibility Interpretability
Three dimensions adapted from
CRUZ (2004)
problem areas glided vowels *
/iy/ as in beet *
/I/ as in bit
/ey/ as in bait *
/E/ as in bet
// as in bat
/V/ as in but
/A/ as in father
/O/ as in bought
/ow/ as in boat *
/u/ as in book
/uw/ as in boot *
/ i / as in quilo
/ê/ as in ele
/é/ as in ela
/a/ as in bala
/ó/ as in bola
/ô/ as in bolo
/u/ as in pulo
Mispronunciation in Vowel Sounds
Problem 1
beach – bitch bead – bid
beat – bit cheap – chip
eat – it feel – fill
feet – fit heat – hit
heel – hill lead – lid
leap – lip least – list
leave – live meal – mill
neat – knit peel – pill
The English phonemes /iy/ and /I/ are
very likely to be perceived and produced
as Portuguese /i/, thus neutralizing the
contrast between words like:
reach – rich seat – sit
seek – sick sheep – ship
sheet – shit sleep – slip
steal – still wheel – will
Problem 2
The English phonemes /E/ and // will be
perceived and produced as Portuguese
/é/, which is in fact a little closer to English /E/ than //. This will neutralize
the contrast between words like:
bed – bad
beg – bag
dead – dad
end – and
flesh – flash
gem – jam
head – had
lend – land
men – man
met – mat
pen – pan
said – sad
send – sand
shell – shall
then – than
Problem 3
The English mid-central /@/, especially when
stressed, has no counterpart in Portuguese. Words like “but” /b@t/ , “does” /d@z/, “blood” /bl@d/ and “color” /k@l@r/ will easily be mispronounced.
Example:
The word “photographer” may well be pronounced /fô´tógrafêr/ instead of the correct /f@´tAgr@f@r/.
Portuguese native speakers will also experience difficulty distinguishing between English /A/ and /O/. Most of the
times /A/ will be perceived as Portuguese /ó/. This will
cause foreign accent, with the possibility of
misunderstandings in minimal pairs like:
collar /´kAl@r/ – caller /´kOl@r/ cot /kAt/ – caught /kOt/
are /Ar/ – or /Or/
Problem 4
The Portuguese /u/ falls right between English /U/ and
/Uw/. As a result, perception and production of these
phonemes will follow the single pattern of Portuguese /u/,
neutralizing the contrast between words like:
full /fUl/ – fool /fUwl/
look /lUk/ – Luke /lUwk/
pull /pUl/ – pool /pUwl/
should /Sud/ – shoed /Suwd/
Problem 5
problem areas
/s/ sapo /z/ zelo /S/ chave /Z/ jato /m/ mala /n/ nenê /n~/ ninho
/x/ or /r~/ rato /l/ lado /l~/ olho /r~/ para
/p/ pill
/b/ bill
/t/ till
/d/ day
/k/ kill
/g/ goal
/tS/ cheap
/dZ/ Joe
/f/ fan
/v/ van
/T/ think
/D/ this
/s/ sink /z/ zink /S/ ship /Z/ casual /m/ make /n/ night /l/ long /h/ house /r/ red /l/ late /w/ wine /y/ yes
/p/ para /b/ bala
/t/ tatu
/d/ dado
/k/ coco /g/ gato
/f/ faca
/v/ vaca
Mispronunciation in Consonant Sounds
Problem 1
The aspiration of the English voiceless stops /p/, /t/ and
/k/, when occurring word-initially or at the beginning of
stressed syllables, has no equivalent in Portuguese.
pay [pey] – bay [bey]
pull [pUl] – bull [bUl]
tie [tAy] – die [day]
try [trAy] – dry [drAy]
came [keym] – game [geym]
cold [kowld] – gold [gowld]
Problem 2
Learners of EFL will experience difficulty when the alveolar stops /t/ and /d/ occur before /iy/ or /I/.
till [tIl] – chill [tSIl]
tip [tIp] – chip [tSIp]
dim [dIm] – Jim [dZIm]
dean [diyn] – jean [dZiyn]
deep [diyp] – jeep [dZiyp]
Problem 3
All the stops, /p/, /t/, /b/, /d/, /k/ and /g/, the affricates
/tS/ and /dZ/, and the fricatives /f/, /v/, /T/, /D/, /S/ and
/Z/, occur in word-final position in English, while in
Portuguese the corresponding phonemes never do.
cat [kt] – catch [ktS]
eat [iyt] – each [iytS]
hat [ht] – hatch [htS]
pit [pIt] – pitch [pItS]
rent [rEnt] – wrench [rEntS]
Problem 4
The interdental fricatives /T/ and
/D/ have no close counterparts in
Portuguese.
Commonly, students resort to the clusters /ts/ or /dz/ as substitutes, which neutralize the contrast between
words like:
math [mT] – mats [mts]
breathe [briyD] – breeds [briydz]
tenth [tEnT] – tents [tEnts]
Other students might use /s/ and /z/ as substitutes:
thin [TIn] – sin [sIn]
thick [TIk] – sick [sIk]
faith [feyT] – face [feys]
breathe [briyD] – breeze [briyz]
clothing [klowDIN] – closing [klowzIN]
Problem 5
The English retroflex /r/ in
word-initial position is easily
misinterpreted as the Portuguese velar fricative /x/.
On the other hand, the English glottal fricative /h/ is
close and similar to the Portuguese velar fricative /x/.
hat [ht] – rat [rt] head [hEd] – red [rEd]
height [hayt] – right [rayt] heal [hiyl] – real [riyl]
Problem 6
The alveolar fricative /s, z/ before /m/, /n/ or /l/ in
English occurs predominantly in word-initial position, and then it is always voiceless [s].
In Portuguese, however, it only occurs in middle position and is always voiced [z].
Students may therefore articulate words like smoke [smowk], snake [sneyk] and sleep [sliyp] as [zmowk], [zneyk] and [zliyp], producing an obvious foreign accent.
Problem 7
Particularly difficult will be the clusters occurring in
word-final position, with an even higher degree of
difficulty being experienced by students in the
realization of English consonantal clusters which include the interdentals /T/ or /D/, as in the following
examples:
asked [skt]
advanced [@dvnst]
twelfth [twElfT]
depth [dEpT]
Phonological Rules
1. Stop Aspiration
Voiceless stops /p/, /t/ and /k/ :
• lightly aspirated when occurring word-initially and
strongly aspirated at the beginning of stressed syllables.
pet [pEt]
take [teyk]
cat [kt]
peculiar [p@kyUwly@r]
2. Regular Plural
If the noun ends in the following unvoiced consonant sounds: /f/, /k/, /p/, /t/, /T/, pronounce the "s" as /s/.
proof [prUwfs]
coats [kowts]
cups [k@ps]
paths [pTs]
If the noun ends in a voiced consonant sound, /b/, /d/, /g/, /l/, /m/, /n/, /N/, /r/, /y/ or in a vowel
sound, pronounce the "s" as /z/.
jobs [dzAbz]
beds [bEdz]
dogs [dOgz]
dolls [dAlz]
gems [dzEmz]
pans [pnz]
things [TINz]
cars [kArz]
days [deyz]
If the noun ends with a fricative or affricate consonant - /s/, /z/, /S/, /Z/, /tS/, /dZ/ pronounce
the plural suffixes "s" or "-es" as /Iz/.
kisses [kIsIz]
quizzes [kwIzIz]
wishes [wISIz]
garages [g@rAZIz]
benches [bEntSIz]
pages [peydZIZ]
3. Regular Past
When the pronunciation of the infinitive ends in a
vowel or voiced consonant, the pronunciation of the _ed suffix will be /d/.
play [pley] - played [pleyd]
grab [grb]- grabbed [grbd]
live [lIv] - lived [lIvd]
blame [bleym] - blamed [bleymd]
listen [lIs@n] - listened [lIs@nd]
When the pronunciation of the infinitive ends with a
voiceless consonant, the pronunciation of the _ed suffix will be /t/.
stop [stAp] - stopped [stApt]
work [w@rk] - worked [w@rkt]
laugh [lf] – laughed [lft]
miss [mIs]- missed [mIst]
cash [kS] – cashed [kSt]
When the pronunciation of the infinitive ends with an alveolar stop consonant – /t/ or /d/, – the
pronunciation of the _ed suffix will be /@d/.
need [nIyd] - needed [nIyd@d]
attend [@tEnd] - attended [@tEnd@d]
visit [vIz@t] - visited [vIz@t@d]
want [wOnt] - wanted [wOnt@d]
