FP005 – TEACHING PRONUNCIATION

ASSIGNMENT
General information

This assignment must be done in groups and has to fulfil the following conditions:

● Length: between 6 to 8 pages (without including cover, index or appendices –if

there are any-).
● Font type: Arial or Times New Roman.
● Font size: 11.
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The assignment has to be written in this Word document and has to follow the instructions
on quotes and references detailed in the Study Guide.

Also, the assignment has to be submitted following the procedure specified in the
document: “Subject Evaluation”. Sending it to the tutor’s e-mail is not allowed.

It is strongly recommended to read the assessment criteria, which can be found in the
document “Subject Evaluation”.

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ASSIGNMENT

Choose two problems of transfer which you consider to be obstacles to efficient

communication. Those problems need to be specific to Spanish and English (that is,
specific to Spanish speakers who are English learners). The problems can either be
segmental or suprasegmental.

FIRST, describe, as precisely as you can, the causes of the problems in phonetic or
phonological terms.

SECOND, explain and illustrate how these problems could be addressed within the usual
framework of a language course - the level, age and type of student presumably being
determined by the type of problem you have chosen. Nonetheless, you should consider
the problems in terms of the three ’E’ variables, and with reference to Brinton’s five
variables, mentioned in Chapter 9.

Important: you have to write your personal details and the subject name on the next
page (the cover). The assignment that does not fulfil these conditions will not be
corrected. You have to include the assignment index below the cover.

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FP005 – Teaching Pronunciation

Assignment

Ada Socolich

Cláudia de Souza Garcia

Dulce Olvera

Marjorie Soldatelli

Group 2022-06

June 30th, 2023.

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Contents
Introduction......................................................................................................................... 5
Brinton’s five variables........................................................................................................6
Problems of Transfer..........................................................................................................6
Problem 1: “v” and “b”.........................................................................................................7
Exposure, Exercise and Explanation...............................................................................8
Brinton`s Variables..........................................................................................................9
Problem 2: Short and long vowel sounds...........................................................................9
Exposure, Exercise and Explanation.............................................................................10
Brinton`s Variables........................................................................................................11
Conclusion........................................................................................................................ 12
Bibliography...................................................................................................................... 13

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Introduction
Effective English pronunciation is crucial for non-native English speakers as it facilitates
clear communication, provides self-confidence, and enhances their language skills.
However, many ESL students encounter phonetic problems that hinder their ability to
articulate sounds accurately. Understanding the causes of these issues is essential in
order to address them effectively in the process of teaching English pronunciation. It is a
very important part of the English class, but it is still a complex topic for most English
teachers as they lack confidence and training in the topic. Even the course books talk
about it in a very superficial way. They usually focus on repetition of sentences (drills) and
the presentation of some phonemes, but they give little attention to its connection to lexis
which is essential for the learner to succeed in pronouncing words and sentences
correctly and to be able to apply them into meaningful sentences.
Correct pronunciation is crucial for accurate and effective communication. The way a
person pronounces a word in a specific sentence conveys meaning and it also helps the
listener to understand the message. When a speaker mispronounces a word or uses the
incorrect stress it can easily produce misunderstandings and misinterpretation of the
intended message.
In order to reduce pronunciation problems in the classroom it is a good idea to state that
there are two kinds of approaches concerning the teaching of pronunciation: segmental
and suprasegmental. The former has to do with the practice of phoneme sounds in the
words while the latter refers to stress and intonation. It is correct to say that the second
one complements the first because speaking a language requires the speaker some
conscious rhythm or as it is often called by linguists “speech melody”. Using the correct
intonation is essential for good communication in any language.
In this task, we will explore the three ‘E’ variables and refer to Brinton’s five variables,
providing insights into the underlying factors that contribute to phonetic difficulties and
offering potential strategies for improvement. By considering these variables, teachers can
adopt a holistic approach to teach English pronunciation, integrating these factors into
their instructional strategies and materials.
Referring to native Spanish speakers learning English, one of the main problems that they
encounter is pronunciation in terms of phonetics and phonology, since in both languages
there are many differences and some sounds do not exist in Spanish, as well as the use
of different position of the articulatory elements when producing these sounds.
Another factor that affects the acquisition of native-like pronunciation is the lack of
teaching sentence intonation when teaching grammar structures, thus, creating a wide

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gap in the process of learning the "correct pronunciation” and generating communication
problems.

Brinton’s five variables

Brinton`s five variables are a framework used for analysing and understanding teaching
and learning of English pronunciation. They help identify and categorize different factors
that influence the teaching and learning process.
The variables referring to individual characteristics of learners include age, first language
(L1), location, language learning aptitude, motivation, prior learning experience and
phonetic background. All these factors have an important impact on the students’ ability to
acquire and improve their English pronunciation skills.
Setting variables refers to the specific context in which the teaching and learning take
place, including the size and composition of the class, which can affect the amount of
individualized attention and feedback learners receive during pronunciation practice. The
availability of resources, the duration and frequency of instruction, and physical
environment are also elements to consider in this variable.
Institutional variables include the philosophy and goals of each educational organization,
the curriculum and syllabus design, the availability of trained teachers and the resources
& support given by the institution. It is important to emphasize the importance the
curriculum and syllabus design have on the achievement of the goals. They are the
framework that includes the content, objectives and strategies adopted by each institution.
All the mentioned factors will influence the teaching and learning outcomes.
The linguistic variables are important characteristics of the English language that are
relevant to pronunciation instruction. These characteristics include phonetic features like
the different sounds of vowels and consonants, these are called segmental features as
they focus on segments of the language. They also need to include elements as stress,
rhythm, and intonation and which are the suprasegmental features. These previous
features along with connected speech elements like assimilation and elision, which can be
very different from the native language, can become a difficult task for the students.
Therefore, receiving the necessary instruction from the teachers in order to develop this
skill and improve their proficiency in the language is essential for the development of the
learner.
The methodological variables are closely connected to the curriculum and syllabus
design. They refer to teaching approaches, techniques and strategies used in English
pronunciation, such as phonetic symbols, practice of sounds, use of visual and auditory
aids, drilling, corrective feedback, and opportunities for communicative practice. All these

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activities can have a great impact on a learner's engagement, comprehension, and ability
to communicate in the real world.

Problems of Transfer
When it comes to teaching English pronunciation to Spanish-speaking students, at first
glance one could say that it is not so difficult since both languages share a similar
alphabet, with some exceptions such as the "ch", and the "ñ", some grammatical
structures are similar, and some words are written the same way. However, it can be
difficult regardless of the similarities as the sounds are very different and the stress of
words is also very different. This makes the pronunciation of words complex even if the
word is written in the same way in both languages. There are many differences or
problems when it comes to this issue, but we have considered two that we believe are
common to Spanish speakers and that have important influence in the communication
skills of the speaker.

Problem 1: “v” and “b”

One of the problems that can be identified, and which is visible, is the difference between
the "v" and the "b" sound. In Spanish this difference in terms of phonetics is not visible
and does not affect understanding of the message. However, in English, not pronouncing
these letters correctly affects understanding and meaning of the intended message, as not
pronouncing them correctly could confuse the listener because of the different meaning
they have.
The letter "v" and the letter "b" are known as voiced stops which are directly related to the
voiced fricatives [β, ð, ɣ], these two groups of sounds are parallel related since the places
of articulation of the stops match exactly those of the fricatives.

The following table illustrates this:

Table 1 Voiced stops and fricatives in Spanish

Stop Fricative

Bilabial [b] [β]

Dental [d] [ð]

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 Velar [g] [ɣ]

(https://www.staff.ncl.ac.uk/i.e.mackenzie/allophonr.htm)

As can be seen in the table, there is no difference between voiced stops and its
corresponding voiced fricative. A voiced stop and its corresponding fricative can be
regarded as contextual variants or allophones of the same phoneme. In other words [b]
and [β] are allophones of a single phoneme (conventionally represented as /b/).

Spanish has one sound that corresponds to /v/ and /b/. There is no difference in the
pronunciation of these consonants. This makes it very difficult for Spanish speakers to
understand and even to perceive the difference between these two sounds. Another
difficulty they encounter is the articulation of these sounds. The /v/ requires the upper
teeth and the lower lip to create a frictionless airflow, it is a voiced labiodental fricative. On
the other hand, the articulation of the /b/ requires the use of the upper and lower lips to
create a complete closure and build up pressure behind the lips followed by a sudden
release to produce the sound.

Exposure, Exercise and Explanation

Exposure to the language is of vital importance so that students can practice and improve
the mistake or error mentioned above. Many students are only exposed to English during
classes as they are in an EFL environment. This lack of exposure affects the student’s
accent, pronunciation, listening comprehension, vocabulary development and fluency.
Increasing their exposure to the language and providing them with adequate input will
improve their oral skills in L2.

Another aspect that can interfere with developing the correct pronunciation is the regional
accent, a bottom-up approach is recommended so that students in small groups can work
on pronunciation and pronunciation transcripts in a safe environment and without feeling
overwhelmed with the symbols. Bottom-up strategies play an important role when it
comes to teaching pronunciation.
As said before, the difficulties in pronunciation are also related to articulatory factors.
English pronunciation requires different tongue and lip positions which are unfamiliar or
difficult to Spanish speakers. A possible solution for this would be to have students look at
themselves in a mirror or their mobile phone. Have them exaggerate the difference in
articulation between /b/, which requires you to close your lips, and /v/, where you put your
upper teeth on your lower lip. Then students are asked to write dialogues using a
minimum number of words containing /v/ and read them aloud to the class. Another idea
is to have students dictate sentences containing /v/ to each other. If students feel

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uncomfortable doing this in class, they can be asked to repeat the dialogue they wrote
and record themselves at home, then listen to the recording again, so they can identify
where their mistakes are and practice, as well as ask the teacher for help.
Even though exposure and exercise promote ways to achieve success in the target
language, explanation is key for the comprehension and communication in the language
and hence completes the set of the three variables.
Explanation is necessary as it gives students a better understanding of the sounds in
English. It is important in the development of the learner`s phonemic awareness. As
students hypothesize about the reasons for the pronunciation of certain words, an
explanation will clarify the concepts and help them understand why there are certain rules
and also have the opportunity to compare what they are learning with their first language.
(Gilmara, ELT).
Brinton`s Variables
Based on Brinton`s 5 variables as a guideline to help students with the problems in
pronunciation we can implement some strategies.
Taking into account the Learner variables, we can provide target practice for the /v/ and
/b/ sounds considering the native language and also regional accent. When implementing
these activities, we need to account for the age and level of the students and consider
some physical limitations such as their dental development (young students might not
have the front teeth as they are changing them).
When considering the Setting variables, a way of helping students to overcome their
problems with pronunciation could be to incorporate technological resources. This will
help students to increase their exposure to the target language. It is also important to
foster a friendly environment in class and promote opportunities for students to practice
the language. We also need to consider the available resources based on the teaching
location. Developed areas will have more access to technology and resources to
implement these strategies.
The Institutional variables also have a defining role in the improvement of the
pronunciation and speaking skills of students. The curriculum needs to include
pronunciation at a segmental and suprasegmental level. It also has to see that the
adopted curriculum can be implemented. The institution must provide opportunities for
students and teachers to improve the pronunciation in the L2.
To apply Linguistic variables and help students overcome the problem with the /v/ and /b/
we can implement the use of minimal pair practice, make students notice the differences
in lip and teeth positions, include discrimination exercises so students can learn to
differentiate between both sounds, as well as practice tongue twisters and implement the
use of authentic material which will also help students to develop correct pronunciation.

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Lastly, considering the Methodological variables, it is important to implement a variety of
methods and techniques. Including authentic listening materials (videos, recordings) will
expose students to correct pronunciation.

Problem 2: Short and long vowel sounds

A segmental problem that Spanish learners of English encounter when studying English is
learning and understanding the vowel system. Spanish has five vowel sounds, and the
pronunciation is clear and consistent. There could be some variations due to different
Spanish accents but in general the sounds are clear. On the other hand, English is
considered to have 20 vowel sounds (FUNIBER, 2022, p8) and even this number could
vary depending on regional accents and dialects. To make this difficulty even more
demanding for Spanish learners of English, the pronunciation of English vowels can be
modified depending on the stress and even surrounding consonants.
When Spanish speakers start to learn the language, they tend to substitute the vowel
sounds with the equivalent sounds in Spanish. This makes it a transfer problem. There is
also an articulatory factor involved, as the physical movements that the articulatory organs
have to make are different in both languages making it even more difficult for students to
identify and recognize the different sounds of the vowels. In phonetic terms we can say
that the students have difficulties recognizing and using individual units of words (sounds
and phonemes). If we consider this problem from a phonological point of view, we can say
that students present problems in productive contexts as they do not recognize the
variations in length that the vowels can have and the change in meaning that it produces.
Some examples to illustrate this difficulty and how the meaning will change accordingly to
the pronunciation are:

· bit (a small piece of something) vs. beat (to hit)

· hat (a head covering) vs. hate (to dislike)

· cot (a type of bed) vs. caught (to capture)

· bitten (past tense of "bite") vs. beaten (past tense of "beat")

· hit (to strike) vs. heat (high temperature)

· mud (wet dirt) vs. mood (emotional state)

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An effective way of addressing this problem and finding effective solutions for the students
is following the three “E” variables. We need to consider that students in an EFL
environment have limited exposure to the target language.
Exposure, Exercise and Explanation
Regarding Exposure, students need to be constantly exposed to examples of short and
long vowel sounds. In a classroom environment this can be done by using authentic
material, listening to songs, watching movies or programs in English. Give students
enough opportunities to practice (Exercise) the different sounds, use listening exercises
with minimal pairs, contrasting words, imitate the sounds, drills, repetition exercises,
tongue twisters, pronunciation games and others.
The Explanation stage will depend on the age of the students. For young students to use
modelling, ask them to imitate the movements the teacher is doing with the mouth, lips,
and tongue. Older students can benefit from explicit instruction and explanation of the
articulatory features including tongue placement and airflow. To find viable solutions to
this problem we need to consider several variables that affect the students.
Brinton`s Variables
Learner variables, we have reached to the conclusion that this problem is more related to
the time the student has been receiving instruction in the language, as it is common at
beginner level. It is predictable that Spanish speakers will present difficulties in
recognizing short and long vowel sounds as they do not exist in Spanish. Age is certainly
an important factor to consider when looking for solutions to the problem. The teacher will
choose different activities depending on the age of the students. When working with very
young and young learners the activities have to focus more on practice, repetition and
exposure to the language. As the students’ age increases the explanation can be more
formal and the teacher could consider using the International Phonetic Alphabet Chart to
explain the difference between the vowel and consonant sounds. Other factors such as
learning style and attitude towards English are also very important to consider when using
the three “E” variables for pronunciation teaching.
Setting variables will have a great impact on the learning process. Most students learning
under EFL conditions will receive a specific number of English classes and these could
easily be the only exposure they have to the target language. Other aspects to consider
are classroom setting, number of students per class and language and cultural
background. The teacher has to consider them in order to implement activities that can
help students develop their language skills.
Each institution will implement their own set of Institutional variables as they have a
curriculum to develop, a methodology to use in classes and an assessment procedure.
They will also have a scope and sequence in which the different contents will be taught.

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Teachers need to consider the importance of teaching pronunciation in each stage of
development and include activities according to the level even if it has not been
considered in the syllabus. In order to have teachers qualified in teaching pronunciation,
teacher training should be considered.
Linguistic variables are related to the first language of the learners. In this case we are
talking about Spanish speakers learning English. Due to the differences in the vowel
system, they present problems learning short and long vowel sounds in English. The
attention should be put on teaching the English phonemes using different activities
according to the level and age of the student.
Methodological variables are dependent upon the age and level of the students; therefore,
teachers should consider adopting an explicit or implicit instruction, modelling, giving clear
explanations and demonstrations of correct pronunciation. It is also very important to
consider giving constant feedback and monitoring the progress of the students.

Conclusion

In order to teach pronunciation more effectively, it is vital that teachers know their students
so that they can create lessons that meet the needs of the students and make the lessons
more meaningful. It is also important to recognise each learner's abilities and areas of
opportunity so that the motivational factor is not lost, and the learner is aware of what they
can do and where they need to pay extra attention. It is tricky to tackle the four skills as
well as grammar and vocabulary in one lesson, but teachers also need to make time in
their lesson to teach pronunciation in a creative way, so that students can little by little get
acquainted with the phonetic charts and the proper pronunciation of words.
Krashen & Terrel (1983) believed that the more students practiced the new sounds, the
more confident they would become without the need of immediate phonetic immersion.
Teachers should make students aware of the importance of using the correct
pronunciation in the classroom by explaining that if they mispronounce a word there, they
will probably repeat the mistake outside the classroom and get frustrated as they may not
be understood and consequently unable to convey a message in English. Therefore, the
importance of continuous improvement on pronunciation should be emphasized in a more
natural way by creating a supportive learning environment and managing learner’s
expectations rather than expecting immediate mastery of phonetic skills.
In conclusion, to improve pronunciation skills in English, we need to apply a multifaceted
approach. The combination of the three “E” s (Exposure, Exercise and Explanation) and

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Brinton`s five variables will offer an integral framework that will help the pronunciation
development of the students as well as their communication skills.

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Bibliography

Avery, Peter, and Susan Ehrlich (2012) Teaching American English Pronunciation.
Oxford: Oxford University Press.

Brinton, D. (August 1995). Speak Out in IATEFL SIG 16.

IH World. (n.d.). Pronunciation for Spanish speakers. IH Journal, (48). Retrieved from
https://ihworld.com/ih-journal/issues/issue-48/pronunciation-for-spanish-speakers/

Krashen, S & Terrel, R. (1983). The Natural Approach - Language Acquisition in the
Classroom. Oxford: Pergamon Institute. 90-91

Lewis, M. (1996). Pedagogical implications of the lexical approach. In J. Coady & T.

Huckin (Eds.), Second Language Vocabulary Acquisition: A Rationale for Pedagogy
(Cambridge Applied Linguistics, pp. 255-270). Cambridge: Cambridge University Press.
doi:10.1017/CBO9781139524643.018

Mackenzie, I. E. (n.d.). The allophonic rules of Spanish. Retrieved from

https://www.staff.ncl.ac.uk/i.e.mackenzie/allophonr.htm

Swan, Michael, and Bernard Smith (2001) Learner English. 2nd ed., Cambridge:
Cambridge University Press.

Teaching Pronunciation (2022) Fundación Universitaria Iberoamericana. FUNIBER.

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