Odisho Pronunciation is in the Brain, not in the Mouth

A Cognitive Approach to Teaching it
1. Auflage 2019
ISBN: 978-1-4632-3653-3
Verlag: De Gruyter
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 276 Seiten

This book investigates the cognitive roots of pronunciation in children and adults and the emergence of accent with adults when learning a second language (L2). Subsequently, any teaching of L2 pronunciation to adults should be premised on a multisensory and multicognitive approach covering a wide selection of teaching and learning strategies consistent with the cognitive roots.

Autoren/Hrsg.

Odisho, Edward Y.

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften

Inhaltsverzeichnis

- Table of Contents (page 5)
- Foreword (page 13)
- Acknowledgments (page 19)
- Lists of Symbols and Phonetic Lables (page 21)
- Chapter 1: My Story with Languages, Pronunciation, and Accent (page 27)
- 1.1. Prelude (page 27)
- 1.2. The Evolution of my Interest in Linguistics and Phonetics (page 28)
- 1.2.1. Natural Language Internalization: Language Acquisition (page 29)
- 1.2.2. A Major in English Language in a non-English Environment (page 30)
- 1.2.3. Full Immersion as an Adult in Two Languages (page 31)
- 1.2.4. Phonetic and Linguistic Orientation in Graduate Education (page 36)
- 1.2.5. Educational and Professional Challenges in the U.S. (page 37)
- 1.3. The Impact of my Linguistic/Professional Background on the Evolution of an Approach (page 38)
- 1.3.1. Impact of my Linguistic Background (page 38)
- 1.3.2. Impact of my Teaching Career (page 40)
- 1.4. Concluding Remarks (page 46)
- 1.4.1. Childhood Trilingualism Triggered interest in Languages (page 47)
- 1.4.2. Learning Kurdish Triggered interest in Linguistics (page 47)
- 1.4.3. Graduate Study Immersed me in Phonetics and Linguistics (page 48)
- 1.4.4. Professional Challenges in the U.S. (page 49)
- Chapter 2: The Cognitive Base of Language (page 51)
- 2.1. Language: A Species-Specific Code of Communication (page 51)
- 2.2. Language: A Cognitive-Social System Superimposed on other Systems (page 53)
- 2.2.1. Vocal Tract Modification (page 54)
- 2.2.2. Vocal Folds (Cords) Modes (page 55)
- 2.2.3. Tongue Functions and Maneuverability (page 56)
- 2.2.4. Lip Configurations (page 56)
- 2.2.5. Cavities Resonance (page 57)
- 2.3. Brain 'Speaking' via Respiratory and Digestive Systems (page 57)
- 2.4. Economy in Language (page 59)
- 2.5. Conscious and Subconscious Brains (page 63)
- 2.6. Concluding Remarks (page 66)
- Chapter 3: Language in the Brain of a Child (page 67)
- 3.1. Learning vs. Acquisition: Conceptual Differences (page 67)
- 3.2. The Brain of a Child and Language (page 68)
- 3.2.1. Child Brain Formation and Maturation (page 68)
- 3.2.2. Formative Months and Years of Mother Tongue (page 70)
- 3.3. Cognitive Transition in Sound and Perception and Production (page 72)
- 3.3.1. Transition from Phonetics to Phonology (page 74)
- 3.3.2. The Brain as the Commander-in-Chief of Language Acquisition: The Cognitive Roots of Linguistic Accent (page 76)
- 3.4. Fossilization or Psycholinguistic Insensitivity (page 78)
- 3.5. There is Room in the Human Brian for more than One Language (page 80)
- 3.6. Narrowing Down the Broad Definition of Accent (page 81)
- 3.7. Implications for Understanding the Cognitive Nature of the Accent (page 82)
- 3.8. Concluding Remarks (page 83)
- Chapter 4: Linguistic Accent: Definition, Classification, and Demonstration (page 85)
- 4.1. Introductory Remarks (page 85)
- 4.2. Intralanguage and Interlanguage Accents (page 86)
- 4.3. Phonetic and Phonological Accents (page 88)
- 4.4. Accent: A Normal Linguistic Phenomenon (page 90)
- 4.5. What is Meant by Accent Acquisition, Accent Reduction, and Accent Impersonation (page 91)
- 4.5.1. Accent Acquisition (page 92)
- 4.5.2. Accent Reduction (Remediation) (page 93)
- 4.5.3. Accent Impersonation or Faking (page 95)
- 4.5.4. Intralanguage Accent Reduction and Impersonation (page 98)
- 4.6. Cultural Accent (page 99)
- 4.7. Transition of Accent into Orthography (page 100)
- 4.8. Concluding Remarks (page 102)
- Chapter 5: A Broad Base for Understanding the Pedagogy of Teaching Pronuciation (page 105)
- 5.1. Introductory Remarks (page 105)
- 5.1.1. Speech: A Cognitive Phenomenon (page 106)
- 5.1.2. Pronunciation: Nultisensory Access (page 107)
- 5.1.3. Pronunciation: Multicognitive Access (page 108)
- 5.1.4. Pronunciation: An Integrated and Holistic Process (page 109)
- 5.1.5. Pronunciation: Top-Down & Bottom Up Dynamics (page 110)
- 5.1.6. Pronunciation: The Complementary Nature of Acquisition and Learning (page 111)
- 5.1.7. Pronunciation: A Natural Gift for Children (page 112)
- 5.1.9. Pronunciation Should be Premised on a Triangular Base of Perception, Recongnition, and Production (page 113)
- 5.1.9. Pronunciation & Psycholinguistic Insensitivity (page 115)
- 5.1.10. Pronunciation: Understanding its Scientific Premises (page 116)
- 5.1.11. Pronunciation: Its Feedback Mechanisms (page 117)
- 5.1.12. Pronunciation: In Light of Multiple Intelligences Theory (page 117)
- 5.1.13. Pronunciation: A Generative Skill (page 118)
- 5.1.14. Pronunciation: Interactive Involvement of Instructors and Learners (page 119)
- 5.2. Concluding Remarks (page 120)
- Chapter 6: Ten Commandments for Teaching Effective Pronunciation (page 121)
- 6.1. Introductory Remarks (page 121)
- 6.1.1. Thou Shall Teach Pronunciation as a Cognitive Undertaking (page 123)
- 6.1.2. Thou Shall Teach Children and Adults Differently (page 123)
- 6.1.3. Thou Shall be Qualified for Instruction in Pronunciation (page 124)
- 6.1.4. Thou Shall Familiarize Learners with Human Speech Production (page 125)
- 6.1.5. Thou Shall Orient Learners Psychologically (page 125)
- 6.1.6. Thou Shall Use all Sensory Modalities to Prop up Instruction (page 126)
- 6.1.7. Thou Shall Use all Cognitive Modalities to Prop up Instruction (page 127)
- 6.1.8. Thou Shall Transform Learners from Listeners to Performers (page 127)
- 6.1.9. Thou Shall Refain from Insistence on Learner (page 128)
- 6.1.10. Thou Shall Make the Classroom a Place for Learning and Fun (page 128)
- 6.2. Concluding Remarks (page 129)
- Chapter 7: Examples of Cross-Language Accent-Causing Consonants (page 131)
- 7.1. Introductory Remarks (page 131)
- 7.2. Outline of the English Consonant System (page 131)
- 7.2.1. Interdental Pair (page 132)
- 7.2.2. Approximant (page 133)
- 7.2.4. English Plosives (page 137)
- 7.2.5. Labio-Dental Fricatives (page 139)
- 7.2.6. The Affricates (page 140)
- 7.3. Concluding Remarks (page 141)
- Chapter 8: Examples of Cross-Language Accent-Causing Vowels (page 143)
- 8.1. Salient Features in General Vowel Description (page 143)
- 8.2. The Vowel System of English (page 147)
- 8.2.1. Simple Vowels of General American English (page 148)
- 8.3. Selections of Cross-Language Accent-Causing Vowels (page 150)
- 8.3.1. Hispanic Learners of Egnlish Vowels (page 151)
- 8.3.2. Arab Learners of English Vowels (page 154)
- Chapter 9: Examples of Cross-Language Accent-Causing Suprasegmentsals (page 159)
- 9.1. A Description of the Most Salient Features of Suprasegmentals (page 159)
- 9.2. Stress and Rhythm (page 162)
- 9.3. Tone and Intonation (page 166)
- 9.4. Basic Pitch and Patterns (page 166)
- 9.5. Consonant Clusters (page 167)
- 9.6. Concluding Remarks (page 171)
- Chapter 10: The Rolse of Articulatory Settings in Pronunciation and Accent (page 173)
- 10.1. Introductory Remarks (page 173)
- 10.2. Salient Features of Articulatory Settings of Selected Languages (page 176)
- 10.2.1. English Articulatory Settings (page 176)
- 10.2.2. Spanish Articulatory Settings (page 181)
- 10.2.3. Arabic Articulatory Settings (page 188)
- 10.3. Concluding Remarks (page 191)
- Chapter 11: Principles of Multicognitive Approach to Teaching Pronunciation (page 193)
- 11.1. Introductory Remarks (page 193)
- 11.2. Multicognitive Principles for Teaching Pronunciation (page 195)
- 11.2.1. Think about L2 Speech Sounds (page 196)
- 11.2.2. Transition from Hearing to Listening (page 197)
- 11.2.3. Learn Something about Speech Production (page 197)
- 11.2.4. Mechanical Repetition Hardly Works with Adults L2 Learning (page 198)
- 11.2.5. Follow the 'Perceived, Recognize, and Produce' Procedure (page 199)
- 11.2.6. Instructor's Academic and Professional Qualifications (page 202)
- 11.2.7. Plan Instructional Connection with Learners (page 203)
- 11.2.8. Explain, Demostrate, and Demonstrate Multisensorily (page 203)
- 11.2.9. Deal with Pronunciation in a Holistic Fashion (page 204)
- 11.2.10 Consider both Top-Down and Bottom-Up Perspectives (page 205)
- 11.2.11. Do not Confuse Memorization with Retention (page 205)
- 11.2.12. Deal with Pronuncition as a Generative Skill (page 207)
- 11.3. Concluding Remarks (page 207)
- Chapter 12: Principles of Multisensory Approach to Teaching Pronunciation (page 209)
- 12.1 Introductory Remarks (page 209)
- 12.2. Multisensory Principles for Teaching Pronunciation (page 210)
- 12.2.1. Auditory Modality (page 210)
- 12.2.2. Visual Modality (page 212)
- 12.2.3. Tactile, Kinesthetic, Proprioceptive Modalities (page 214)
- 12.3. Developing Teaching and Learning Strategies (page 215)
- 12.3.1. Developing Teaching Strategies (page 215)
- 12.3.2. Developing Learning Strategies (page 218)
- 12.4. Concluding Remarks (page 220)
- Chapter 13: Exemplary Applications of Accent Remediation Techniques (page 223)
- 13.1. Introductory Remarks (page 223)
- 13.2. Techniques for Teaching Selected Consonants (page 223)
- 13.3. Techiques for Teaching Labial-Dental Sounds (page 224)
- 13.4. Techniques for Teaching Interdental Friactives (page 228)
- 13.5. Techniques for Teaching Tense (Long) vs. Lax (Short) Vowels (page 233)
- 13.6. Techniques for Teaching Vowel Reduction (page 239)
- 13.7. Techniques for Teaching Accentuation (Stress) (page 244)
- 13.8. Concluding Remarks (page 250)
- Chapter 14: Tips for Accent Reduction and Accent Detection (page 253)
- 14.1. Introductory Remarks (page 253)
- 14.2. Tips for Accent Reduction (page 254)
- 14.2.1. Tackle the most Salient Phonologial Problems (page 254)
- 14.2.2. Tackle the most Salient Phonetic Problems (page 257)
- 14.2.3. Improve other Linguistic Skills (page 258)
- 14.3. Accent Detection (page 258)
- 14.3.1. Accent Detection by Ordinary Individuals (page 259)
- 14.3.2. Accent Detection by Professionals (page 259)
- 14.3.3. Telling the Linguistic Background of a Speaker through Accent (page 260)
- 14.3.4. Hiding an Agent through Hiding an Accent (page 263)
- 14.4. Concluding Remarks (page 267)
- References (page 269)