Table of Contents ...................................................................... v
Foreword................................................................................ xiii Acknowledgments .................................................................. xix Lists of Symbols and Phonetic Labels ...................................... xxi Chapter 1: My Story with Languages, Pronunciation and Accent ............................................................................... 1 1.1. Prelude ....................................................................... 1 1.2. The Evolution of my Interest in Linguistics and Phonetics ................................................................... 2 1.2.1. Natural Language Internalization: Language Acquisition ............................................ 3 1.2.2. A Major in English Language in a non- English Environment ............................................. 4 1.2.3. Full Immersion as an Adult in Two Languages ............................................................. 5 1.2.4. Phonetic and Linguistic Orientation in Graduate Education ............................................. 10 1.2.5. Educational and Professional Challenges in the U.S. ........................................................... 11 1.3. The Impact of my Linguistic/Professional Background on the Evolution of an Approach ........... 12 1.3.1. Impact of my Linguistic Background ................. 12 1.3.2. Impact of my Teaching Career .......................... 14 1.4. Concluding Remarks ................................................. 20 1.4.1. Childhood Trilingualism Triggered Interest in Languages........................................... 21 1.4.2. Learning Kurdish Triggered Interest in Linguistics ........................................................... 21 1.4.3. Graduate Study Immersed me in Phonetics and Linguistics .................................... 22 1.4.4. Professional Challenges in the U.S. .................... 23
v vi PRONUNCIATION IS IN THE BRAIN
Chapter 2: The Cognitive Base of Language ............................. 25
2.1. Language: A Species-Specific Code of Communication ........................................................ 25 2.2. Language: A Cognitive-Social System Superimposed on other Systems ...................................................... 27 2.2.1. Vocal Tract Modification ................................... 28 2.2.2. Vocal Folds (Cords) Modes ................................ 29 2.2.3. Tongue Functions and Maneuverability ............. 30 2.2.4. Lip Configurations............................................. 30 2.2.5. Cavities Resonance............................................ 31 2.3 Brain ‘Speaking’ via Respiratory and Digestive Systems .................................................................... 31 2.4. Economy in Language ............................................... 33 2.5. Conscious and Subconscious Brains ........................... 37 2.6. Concluding Remarks ................................................. 40 Chapter 3: Language in the Brain of a Child ............................ 41 3.1. Learning vs. Acquisition: Conceptual Differences ...... 41 3.2. The Brain of a Child and Language ........................... 42 3.2.1. Child Brain Formation and Maturation .............. 42 3.2.2. Formative Months and Years of Mother Tongue ................................................................ 44 3.3. Cognitive Transition in Sound Perception and Production ............................................................... 46 3.3.1. Transition from Phonetics to Phonology ............ 48 3.3.2. The Brain as the Commander-in-Chief of Language Acquisition: The Cognitive Roots of Linguistic Accent ............................................. 50 3.4. Fossilization or Psycholinguistic Insensitivity ............ 52 3.5. There is Room in the Human Brain for more than One Language .......................................................... 54 3.6. Narrowing Down the Broad Definition of Accent....... 55 3.7. Implications for Understanding the Cognitive Nature of Accent ...................................................... 56 3.8. Concluding Remarks ................................................. 57 Chapter 4: Linguistic Accent: Definition, Classification and Demonstration ................................................................. 59 4.1. Introductory Remarks ............................................... 59 4.2. Intralanguage and Interlanguage Accents .................. 60 4.3. Phonetic and Phonological Accents ........................... 62 TABLE OF CONTENTS vii
4.4. Accent: A Normal Linguistic Phenomenon................. 64
4.5. What is Meant by Accent Acquisition, Accent Reduction and Accent Impersonation ....................... 65 4.5.1. Accent Acquisition ............................................ 66 4.5.2. Accent Reduction (Remediation) ....................... 67 4.5.3. Accent Impersonation or Faking ........................ 69 4.5.4. Intralanguage Accent Reduction and Impersonation ..................................................... 72 4.6. Cultural Accent ......................................................... 73 4.7. Transition of Accent into Orthography ...................... 74 4.8. Concluding Remarks ................................................. 76 Chapter 5: A Broad Base for Understanding the Pedagogy of Teaching Pronunciation ................................................... 79 5.1. Introductory Remarks ............................................... 79 5.1.1. Speech: A Cognitive Phenomenon ..................... 80 5.1.2. Pronunciation: Multisensory Access .................. 81 5.1.3. Pronunciation: Multicognitive Access ................ 82 5.1.4. Pronunciation: An Integrated and Holistic Process ................................................................ 83 5.1.5. Pronunciation: Top-Down & Bottom-Up Dynamics ............................................................ 84 5.1.6. Pronunciation: The Complementary Nature of Acquisition and Learning ..................... 85 5.1.7. Pronunciation: A Natural Gift for Children ........ 86 5.1.8. Pronunciation Should be Premised on a Triangular Base of Perception, Recognition and Production .................................................... 87 5.1.9. Pronunciation & Psycholinguistic Insensitivity......................................................... 89 5.1.10. Pronunciation: Understanding its Scientific Premises............................................... 90 5.1.11. Pronunciation: Its Feedback Mechanisms ........ 91 5.1.12. Pronunciation: In Light of Multiple Intelligences Theory ............................................ 91 5.1.13. Pronunciation: A Generative Skill.................... 92 5.1.14. Pronunciation: Interactive Involvement of Instructors and Learners .................................. 93 5.2. Concluding Remarks ................................................. 94 viii PRONUNCIATION IS IN THE BRAIN
Chapter 6: Ten Commandments for Teaching Effective
Pronunciation .................................................................. 95 6.1. Introductory Remarks ............................................... 95 6.1.1. Thou Shall Teach Pronunciation as a Cognitive Undertaking ........................................ 97 6.1.2. Thou Shall Teach Children and Adults Differently ........................................................... 97 6.1.3. Thou Shall be Qualified for Instruction in Pronunciation...................................................... 98 6.1.4. Thou Shall Familiarize Learners with Human Speech Production .................................. 99 6.1.5. Thou Shall Orient Learners Psychologically ................................................... 99 6.1.6. Thou Shall Use all Sensory Modalities to Prop up Instruction ........................................... 100 6.1.7. Thou Shall Use all Cognitive Modalities to Prop up Instruction ........................................... 101 6.1.8. Thou Shall Transform Learners from Listeners into Performers ................................... 101 6.1.9. Thou Shall Refrain from Insistence on a Learner.............................................................. 102 6.1.10. Thou Shall Make the Classroom a Place for Learning and Fun ......................................... 102 6.2. Concluding Remarks ............................................... 103 Chapter 7: Examples of Cross-Language Accent-Causing Consonants .................................................................... 105 7.1. Introductory Remarks ............................................. 105 7.2. Outline of the English Consonant System ................ 105 7.2.1. Interdental Pair /, / ..................................... 106 7.2.2. Approximant /r/ ............................................. 107 7.2.3. Voiceless and Voiced Alveolar Fricatives /s/ and /z/ ........................................................ 110 7.2.4. English Plosives: /p b, t d, k g/ ....................... 111 7.2.5. Labio-Dental Fricatives /f, v/ .......................... 113 7.2.6. The Affricates /ʧ ʤ/ ....................................... 114 7.3. Concluding Remarks ............................................... 115 Chapter 8: Examples of Cross-Language Accent-Causing Vowels ........................................................................... 117 8.1. Salient Features in General Vowel Description ........ 117 TABLE OF CONTENTS ix
8.2. The Vowel System of English .................................. 121
8.2.1. Simple Vowels of General American English .............................................................. 122 8.3. Selections of Cross-Language Accent-Causing Vowels ................................................................... 124 8.3.1. Hispanic Learners of English Vowels ............... 125 8.3.2. Arab Learners of English Vowels ..................... 128 8.4. Concluding Remarks ............................................... 131 Chapter 9: Examples of Cross-Language Accent-Causing Suprasegmentals ............................................................ 133 9.1. A Description of the Most Salient Features of Suprasegmentals..................................................... 133 9.2. Stress and Rhythm .................................................. 136 9.3. Tone and Intonation................................................ 140 9.4. Basic Pitch Patterns................................................. 140 9.5. Consonant Clusters.................................................. 141 9.6. Concluding Remarks ............................................... 145 Chapter 10: The Role of Articulatory Settings in Pronunciation and Accent .............................................. 147 10.1. Introductory Remarks ........................................... 147 10.2. Salient Features of Articulatory Settings of Selected Languages................................................. 150 10.2.1. English Articulatory Settings ......................... 150 10.2.2. Spanish Articulatory Settings ........................ 155 10.2.3. Arabic Articulatory Settings .......................... 162 10.3. Concluding Remarks ............................................. 165 Chapter 11: Principles of a Multicognitive Approach to Teaching Pronunciation ................................................. 167 11.1. Introductory Remarks ........................................... 167 11.2. Multicognitive Principles for Teaching Pronunciation......................................................... 169 11.2.1. Think about L2 Speech Sounds ...................... 170 11.2.2. Transition from Hearing to Listening............. 171 11.2.3. Learn Something about Speech Production ........................................................ 171 11.2.4. Mechanical Repetition Hardly Works with Adults L2 Learning .................................... 172 11.2.5. Follow the ‘Perceive, Recognize and Produce’ Procedure ........................................... 173 x PRONUNCIATION IS IN THE BRAIN
11.2.6. Instructor’s Academic and Professional
Qualifications .................................................... 176 11.2.7. Plan Instructional Connection with Learners ............................................................ 177 11.2.8. Explain, Demonstrate and Demonstrate Multisensorily ................................................... 177 11.2.9. Deal with Pronunciation in a Holistic Fashion ............................................................. 178 11.2.10. Consider both Top-Down and Bottom- Up Perspectives ................................................. 179 11.2.11. Do not Confuse Memorization with Retention .......................................................... 179 11.2.12. Deal with Pronunciation as a Generative Skill ................................................. 181 11.3. Concluding Remarks ............................................. 181 Chapter 12: Principles of Multisensory Approach to Teaching Pronunciation ................................................................ 183 12.1. Introductory Remarks ........................................... 183 12.2. Multisensory Principles for Teaching Pronunciation......................................................... 184 12.2.1. Auditory Modality......................................... 184 12.2.2. Visual Modality ............................................. 186 12.2.3. Tactile, Kinesthetic, Proprioceptive Modalities ......................................................... 188 12.3. Developing Teaching and Learning Strategies ....... 189 12.3.1. Developing Teaching Strategies ..................... 189 12.3.2. Developing Learning Strategies ..................... 192 12.4. Concluding Remarks ............................................. 194 Chapter 13: Exemplary Applications of Accent Remediation Techniques .................................................................... 197 13.1. Introductory Remarks ........................................... 197 13.2. Techniques for Teaching Selected Consonants ....... 197 13.3. Techniques for Teaching Labial-Dental Sounds...... 198 13.4. Techniques for Teaching Interdental Fricatives / / ........................................................................... 202 13.5. Techniques for Teaching Tense (Long) vs. Lax (Short) Vowels ....................................................... 207 13.6. Techniques for Teaching Vowel Reduction ............ 212 13.7. Techniques for Teaching Accentuation (Stress) ..... 217 TABLE OF CONTENTS xi