How an Adult English Language Learner Develops Native-like Pronunciation essay

Pronunciation plays a significant role in the process of speech. Pronunciation should be worked from the beginning of language instruction. The term pronunciation can be defined as “the production of significant sound in two senses” (Dalton & Seidlhofer, 1994, p. 3). First of all, sound is of great importance as it is used as part of a code of a language. In this sense, pronunciation stands for the production and reception of sounds used in speech. Secondly, sound is of great importance as it helps to achieve meaning in the context of use. In this sense, pronunciation refers to the act of speaking. The major problems in pronunciation may refer to consonants, vowels, word stress and intonation (Collins & Mees, 2013).

Today many adult English language learners face serious problems in developing native-like pronunciation. According to Marianne Celce-Murcia (1996), the teaching of pronunciation “is not exclusively a linguistic matter”(p. 14). Today it is necessary to take into consideration a variety of factors that affect the process of developing native-like pronunciation, including the age of English language learners, their exposure to the language they learn, the type of prior pronunciation instruction, learners’ attitude toward the target language and their motivation to use intelligible speech patterns in the second language. These factors play a vital role in determining the proper performance in speaking English. Learning to pronounce words correctly can be viewed as a process in which learners should study the rules of pronunciation and apply these rules automatically. Therefore phonological and phonemic awareness are crucial for learners. Besides, cultural awareness is significant for developing good pronunciation.

The major goal of this paper is to discuss how an adult English language learner can develop native-like pronunciation. Special attention is paid to the effective methods to improve pronunciation, to the importance of cultural awareness, phonological and phonemic awareness for good pronunciation and some effective techniques for teaching pronunciation.

Why is English very difficult to pronounce?

It is not a secret that English is rather difficult to pronounce. There are several reasons provided by the researchers, which give clear explanation of the fact that English spelling and pronunciation are not well coordinated for English language learners, as there are more sounds than letters in English, and one letter can give several sounds. Moreover, English language does not provide the usage of accent marks to identify stress in words. However, stress is of great importance in spoken English (Celce-Murcia, 1996). Therefore, it is necessary to understand the rules of syllable stress.

In addition, English is considered to be an orthographically conservative language. This fact means that when a word is borrowed into English, its spelling is often kept, while its pronunciation is adapted to the English sound structure. Nicholas Dima (2010) states that “foreigners who learn English as adults come across some unexpected obstacles” (p. 109). In general, they should learn two languages: spoken English and written English. It is known that many Indo-European languages have very simple rules of pronunciation, while “English appears to have almost none” (Dima, 2010, p. 109). For example, there is no difference in pronunciation between two different words “tail” and “tale” [teil], or “knight” and “night” [nait]. The meaning of the word can be understood from the context.
Some effective methods to improve pronunciation

Today there are many different methods to improve pronunciation. Some of these methods are effective, while others require more time and efforts to practice pronunciation skills. The most effective and widely used methods to improve pronunciation involve audiovisual tools, the use of problem-solving strategy for improving pronunciation and the method for improving pronunciation in a voice control system.

Audiovisual tools

The use of audio technology helps to improve pronunciation in the learning of English as a second language. As a rule, audio technology provides effective support in identifying pronunciation errors, especially with the application of peer collaboration methods. Undoubtedly, it is rather difficult to identify pronunciation errors because it requires “good self-observation, evaluation and reflection skills” (Dettori & Lupi, 2013, p. 615). Adult English language learners often have problems in learning phonetic segmental features of speech sounds. Audiovisual tools help to improve pronunciation and detect all phonetic errors made by learners in the process of speech.

The primary goal of the use of audiovisual tools is not only the improvement of the phonetic competence, but also the elimination of the foreign accent. It is recommended to use different types of computer-aided English language learning environments. For example, American English Pronunciation Patterns Network Edition 7.0 + Lifetime Online Content (Based on Phonics) is an effective software that can help to improve pronunciation and reduce accent. The program includes speech sounds with video explanation (20 vowel sounds and 24 consonant sounds), 100 widely-used pronunciation patterns, the basic phonics rules, and over 4,000 words grouped by patterns and rules (Dettori & Lupi, 2013). One more example is the use of pronunciation patterns websites which can help to better understand the basic phonetic rules, to identify differences between consonants and vowels, practice speech online, use video player to practice pronunciation skills (Dettori & Lupi, 2013).

Problem-Solving Strategy for Improving Pronunciation

Craig Rusbult, Ph.D. states that it is possible to improve pronunciation by means of problem-solving strategy. His ideas help to learn a new language through the increased motivation. If an adult English language learner is motivated to learn language and speak it properly with a minimum “foreign accent”, this strategy can help him/her to improve pronunciation skills in a short period of time. In this case, a problem can be viewed as “an opportunity to make things better” (Rusbult, 2011). During the process of problem-solving, learners may transform the actual NOW-situation into the desired GOAL-situation. The major conversation skills include:
speaking to slowly to say each sound clearly and distinctly;
stressing the correct syllables within a word;
placing special emphasis on the appropriate words within a sentence (Rusbult, 2011).

Craig Rusbult suggests that the 3-Step Method for Improving Pronunciation includes mainly Design method as it is focused on the proper Quality Checks. Problem-solving strategy for improving pronunciation provides effective method that can be used by adult English language learners. Step 1 involves defining a goal, Step 2 – planning a strategy, evaluating a strategy, experimenting by using a strategy, and Step 3 – application of Design Method (Rusbult, 2011).

Method for improving pronunciation in a voice control system

There is a special voice enunciation method that offers a learner to sound out text files. When the text files are audibly played and the learner is not satisfied with his/her pronunciation of a particular word or a group of words, the system allows the learner to replace the mispronounced word with his/her own particular pronunciation. Moreover, the system allows storing the preferred pronunciation of a particular word in a special dictionary so that the learner could pronounce the particular word correctly if he/she encounters it in future (Li, 2010).

The importance of cultural awareness for good pronunciation

Many experts consider that “learning to pronounce effectively is usually viewed as a process in which rules are learned by heart and automated,” but improving pronunciation also involves metacognition (Dettori & Lupi, 2013, p. 616). This fact means that learners should have the highest degree of awareness of their own utterances, as well as the ability to evaluate their pronunciation in comparison with that of others. Cultural awareness can shape learners’ attitude toward language. If learners have negative attitude toward the native speakers of a language they learn, or unaware of its cultural value, “they are unlikely to be motivated to learn it” (Barton, 2006, p. 15). Therefore, it is recommended to incorporate cultural awareness into learning process.

In addition, cultural awareness is included in the sections of the National Curriculum Program of Study for MFL. As a rule, learners of different age demonstrate great interest in cultural background information. To develop native-like pronunciation, those teachers who instruct adult English language learners should put the language in its cultural context, making it more alive and interesting. According to Yuanyuan Gao and Dawei Zhang (2010), “attitude has infinite power to help learners improve their oral English quickly effectively” (p. 72). In general, their positive attitude toward the culture of native speakers can help to figure out proper time practicing native-like pronunciation.

The importance of phonological and phonemic awareness for good pronunciation

Phonological awareness in general and phonemic awareness in particular are very important for good pronunciation. According to the research, “the finding of the importance of phonological awareness is consistent with the design principle of sound-based alphabetic writing systems in which each grapheme typically represents one phoneme”(Li, 2010, p. 37). This fact means that graphemes are converted into phonemes by means of rule application, and the word meaning can be derived via phonology. In general, phonological awareness and phonemic awareness play a vital role in the process of word recognition, providing learners an opportunity to better understand the relationship between a printed word and its sound representation. Actually, awareness that words are divided into syllables, and that syllables are comprised of phonemes provide the proper knowledge to improve pronunciation (Dalton & Seidlhofer, 1994). Phonological awareness is of great importance when it is necessary to access the meaning of the word through division of the word into smaller parts (e. g. cor-po-ra-tion). Besides, phonological awareness affects the ability to process words at the single word level.

Some effective techniques for teaching pronunciation

According to Beverley S. Collins and Inger M. Mees (2013), the major purpose of teaching native-like pronunciation is to “eradicate all traces of a foreign accent” through effective pronunciation drilling (p. 43). Actually, many experts consider that it is useless to teach good pronunciation after a certain age because of “the decreasing ability among learners to develop native-like pronunciation in a second language” (Collins & Mees, 2013, p. 43). Nevertheless, there are some effective techniques for teaching good pronunciation which can be used to significantly improve pronunciation of adult English language learners.

Teaching phonetics

Teaching phonetics is necessary to develop good pronunciation. Phonetics training helps to explain the way sound is produced when the air passes through the vocal track. In fact, teaching phonetics is considered to be the preliminary strategy for teaching native-like pronunciation (Dalton & Seidlhofer, 1994). Learners should understand the various sounds that each letter can produce and apply the existing phonetic rules of how to effectively use the lips and the tongue, the throat and air stream to make the sounds of each letter in the English alphabet (Barton, 2006). Learners should use phonetic symbols from the International Phonetic Alphabet. The model for developing good pronunciation is a Received (Standard) Pronunciation.

Rhyming technique

In many cases, English words that are spelled the same way can have the same sounds. Adult English language learners can practice pronunciation skills by using a rhyming technique (e.g nest-rest-best-test). In other words, they should read rhyming words. In order to practice the use of the rhyming words technique, learners can read the lyrics to songs, pieces of poetry or special rhyming books. It is necessary to select the content that is interesting and familiar to learners. This technique will help learners to explore the rhyme patterns and improve pronunciation. In addition, tongue twisters can be effectively useful to practice specific target sounds and pronunciation skills (Dalton & Seidlhofer, 1994). One of the most popular tongue twisters is the following:
Betty Batter had some butter
“But”, she said “this butter’s bitter”,
If I bake this bitter butter
It would make my batter bitter.

Teaching syllables

Teaching syllables is one of the most important pronunciation techniques. It helps adult English language to divide words into sounds. In this case, learners will be able to dissect words into syllables by means of clapping. The term “syllable” can be defined as “a combination of letters with only one vowel sound” (Carver & Pantoja, 2009, p. 3). In English, there are six major forms of syllables: “CVC, CV, Cle, R-control, CVCe, and CVVC” (Carver & Pantoja, p. 3). C stands for a consonant, V- vowel, e- is a syllable that has a letter at the end, R-control is “r” that follows the vowel. Learners are clapping when they say each section of the word. The experts also recommend demonstrating syllable stress by clapping two ways: softly and loudly, corresponding to the syllables of a word (e. g. the word “wonderful” – loud-soft-soft). This technique will help learners to hear the distinct sections of words and effectively practice pronunciation.

Intonation technique

Intonation is a pattern by which parts of words and sentences can be pronounced in speech. Intonation technique can be used to teach pronunciation as some sounds are stressed, while others are soft (e. g. the word “hello” – hell-o, in which –o is stressed, while the first syllable is soft). It is recommended to teach pronunciation skills through intonation by focusing learners’ attention on sounds (both soft and stressed ones) (Dalton & Seidlhofer, 1994). As a rule, adult English language learners use this technique to say each sound of the word correctly and to better understand the difference between the sounds in the words they use in speech. In general, intonation is significant in communication as it can add some extra meaning to the content of speech.

Conclusion

Thus, it is necessary to conclude that pronunciation plays a significant role in the speech process. It depends on a variety of factors, including learners’ cultural, phonological and phonemic awareness, e.g. word stress, intonation, sentence stress, word linking. At the same time, English pronunciation involves the degree of complexity for learners who strive for a complete elimination of accent in their speech. Undoubtedly, improving pronunciation will have positive effect on an individual, boosting his/her self-esteem, facilitating his/her communication skills, and even leading to better interpersonal relationships in the workplace.