Élcio Souza
Prof. Ms. em Lingüística Aplicada pela Unicamp, graduado em Tradução, Interpretação e Licenciatura Plena pelo Unibero. Atualmente trabalha como Consultor de Pronúncia e de Ensino de Inglês, leciona no Unibero e no Centro Universitário São Camilo (São Paulo) e no curso de Especialização em Língua Inglesa do Unianchieta, Jundiaí. Élcio já apresentou palestras e cursos sobre pronúncia em vários eventos renomados no Brasil e nos EUA.
How do you say that? - Sharing patterns and pronunciation
Pronunciation has always been a neglected area in the English Language Teaching (ELT) community. For several reasons, teachers often avoid working on pronunciation. Some professionals, for example, are not confident about their own pronunciation and prefer not to take risks. Others simply do not know how to approach the topic with their students and then opt for not teaching it at all. However, treacherous as it may seem, pronunciation is actually one of the easiest elements of a language. Its dynamic characteristic can make classes livelier and more attractive, and it can also affect the rapport between learners and teachers. The more teachers work on their own and their students' pronunciation, the closer they get to their clientele. In other words, pronunciation is a key element to create a nice atmosphere in class and help students develop and improve their English.
But how to check those questions which dictionaries usually do not help to solve? One option is to ask a native speaker or a colleague who has studied pronunciation a lot. The other possibility is to state your question right here!!! This is the beginning of a new interactive resource for teachers of English who access Diálogo Idiomas frequently. This column will try and answer questions about the pronunciation patterns of English in a way that teachers can quickly understand and easily adapt the explanation for their classes. The objective is to help teachers clear questions that dictionaries usually don't. So if you have a question about English consonants, vowels, syllable stress, tricky words, connected speech, etc, here is your chance to share it with other teachers and find a way to tackle it.
Send in your question today! The column reserves the right to select questions and reorganize the sequence of the answers. Nevertheless, its intention is to try and answer all questions sent. So get your books, your pads and start it right now!
Olá, bom dia!
Estava a "xeretar" o site e percebi mais esta maravilhosa ferramenta disponibilizada pela Diálogo...Soube um pouquinho mais sobre o currículo do Pr. Ms. Élcio que (aliás) ministra excelentes palestras aqui em Taboão da Serra e podem ter certeza que em breve enviarei minhas dúvidas.
Parabéns Diálogo e obrigada Élcio!
The digraph /th/ represents in most cases one of two different phonemes: the voiced dental fricative /ð/ (as in this) and the voiceless dental fricative /θ/ (thing). Sometimes, it can stand for /t/ (Thailand) or the consonant cluster /th/ (lighthouse). Could you give me some tips, when I use dental fricative /ð/ or voiceless dental fricative /θ/? Thanks Hello Érica!!!
Thank you very much for your great question! Let´s see...There are certain patterns you can trust (though nothing is 100% in pronunciation ;-). Here are some tips that will certainly help you and your students. They are presented in hierarchical order:
1 - "THER"
You can tell your students every time they see this spelling, they can trust it to be voiced (= vibration, I would tell them :-) as in: father, mother, there, other, either, etc. There are very few exceptions (ether and therapy, among them).
2 - CONTENT WORDS
Content words are supposed to be voiceless (= no vibration, I would tell them). Actually, I use the term "important" words with my students. Of course we must remember these content words will not show "ther" in their
spelling: Moth, month, theory, thunder, thoroughly, etc. The only exception I know of is "smooth".
3 - TH IN VERBS.
3a - If the TH INITIATES the verb, it is voiceless: think, thought, thaw, thrill, throw, etc.
3b - If the verb ENDS in THE, then it is voiced: breathe, sheethe, soothe, loathe, etc.
4 - Any other pattern will be voiced. :-)
I hope I made myself clear. Please keep in touch. :-)
Best regards,
Élcio.
Hello dear Élcio
I have a doubt about the word "love". I like watching movies, sometimes the actor says "lóve" (sorry about the accent, just to emphasize it), others "luv". Which one is correct, or both?
Thanks
Erica Hello Érica!
The word "love" has only one native standard pronunciation: love = glove = some = luck = sun. All with the same vowel, which can be described as an upside-down V (some people call it the "Chinese hat", because of its format).
As you very well mention, some actors pronounce it in a "perfectly clear"
way whereas others seem to say something different. I totally agree. We must understand there are different kinds of English (British, American, Australian, etc) and there are different dialects within these varieties.
Some open their mouth a little more than others and some also round their lips a bit more than others, but the sound produced is still classified with the same phonetic symbol.
I would also like to take this chance to add two thoughts. First, we must be very suspicious of who says what. For instance, several actors and actresses will mispronounce English words slightly because they are not native speakers of the language, even when they have lived a long time in an English-speaking country. The second phenomenon is that we usually hear what we produce. That means learners of a foreign language may think they hear native speakers say certain words exactly as they say it (even though their teacher tries to correct them). This happens exactly because they will hear what they want to hear. A very good example is the word "iron", which must be pronounced as "I earn" (stress on "I"), but students swear they hear "I don´t" (as in a quick "I don´t know", similar to our Portuguese "r"). Thus, teachers really have a serious task in having their students identify the right and appropriate sounds. As you hear the expected form from some actors and deviant forms from others, I must believe the case here fits the first argument, so make sure you check actors´ English background before you consider them good models. ;-)
That´s it. I wish the best of the season to you and an even better 2009!
Kindest regards,
Élcio Souza.
Dear Élcio,
Eu tenho uma dúvida e não acho a resposta em nenhum lugar. Você poderia me ajudar, por favor?
Porque às vezes o "i" fica com som de "ai" e outras fica com som de "i"? (por exemplo: I live em São José.)
Muito Obrigada,
Aline
Hello!
The letter "i" can be pronounced in five ways: / aI /, / I /, / i /, / 3 /, and schwa (= uh).
/ aI / => in stressed syllables (primary stress and, sometimes secondary stress) in the following formation:
"i" + Consonant + vowel => like, bike, license, driver, lining, etc.
"i" + vowel => lie, die, lion, sion, etc.
"igh" => light, bright, flight, etc.
/ I / => in stressed syllables in the following formation:
"i" + double consonant =>
beginning, hitter, etc.
"i" + consonant (at the end of the syllable) => picnic, lipstick, etc.
/ 3 / => in stressed syllables before R => stir, bird, etc.
/ i / => only for some words (usually from French) => machine, Rita, liter, etc...
Schwa => for non-stressed position :-)
= responsible, etc.
That´s it. :-)
Regards,
Élcio.
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