group member: 林孟洵 (e3b) 4964102297 王瀅瀅 ( e4c ) 495410723 joanna linlin 林政言 (e4a)...

Group Member:林孟洵 (E3B) 4964102297 王瀅瀅 (E4C ) 495410723Joanna Linlin林政言 (E4A) 495415189 陳含佳 (E3B) 496410629Roy Anne

Tips:

Teaching consonants is how detailed an analysis to present to the students.

Classifying consonants according to their features can greatly assist students.

To present consonants in this manner, special attention should be paid to the symbols that differ from regular spelling-

/ʃ/, /ʒ/, /t ʃ/,/dʒ/, /θ/,/ð/,/ ŋ / ,and to sound contrasts that do not exist in the students’ first language.

All-skills classes in which there is time to focus on fluency rather than accuracy.

Manner of Articulation

TABLE3.3 STUDENT WORKSHEET: CLASSIFICATION OF NAE CONSONANT PHOEMS

Bilabial Labiodental Dental Alveolar Palatal Velar Glottal

voiceless

voiced

voiceless

voiced

voiceless

voiced

voiced

voiced

voiceless

voiced

p.49

The type of obstacle course the air takes, referred to as the manner of articulation, is another distinguish feature of how consonants are produced.

Stop: The airstream is stopped or blacked completely prior to release.

ex:

Fricative: Air is forced through a narrow passageway in the mouth of throat create.

ex:

Affricative: The sound begins as a stop and is then released as a fricative.

ex:

/p/ , /b/

/f/ , /v/

/tʃ/ , /d ʒ /

Nasal: Continuous air is released through the nasal cavity while the speech organs assume a stoplike position.

ex: Liquids: There is some obstruction of the

airstream in the mouth, but not enough to cause any real constriction or friction.

ex: Glides: They are always followed directly

by a vowel.ex:

/m/ , /n/

/l/ , /r/

/w/ , /y/

Place of Articulation

1. bilabial

2. labiodental

3. dental

4. alveolar

5. (alveo)palatal

6. velar

7.uvular

8. glottal

p49.

Manner of Articulation

TABLE3.3 STUDENT WORKSHEET: CLASSIFICATION OF NAE CONSONANT PHOEMS

Bilabial Labiodental Dental Alveolar Palatal Velar Glottal

voiceless

voiced

voiceless

voiced

voiceless

voiced

voiced

voiced

voiceless

voiced

stop

Fricative

Affricate

Nasal

Liquid

Glide

/p/

/b/

/m/

(/hw/) ＊

/w/

/f/

/v/

/ /θ

/ð/

/t/

/d/

/s//z/

/n/

/l/

(/r/)

/ /ʃ

/ /ʒ

/t /ʃ

/d /ʒ

/r/

/y/

/k//g/

/ ŋ/

/h/

Place of Articulation

1. bilabial

2. labiodental

3. dental

4. alveolar

5. palatal

6. velar

7.uvular

8. glottal

Conclusion

Depending on students’ language background, certain consonants will be harder for them to distinguish than others.

Which contrasts are most difficult for students, more focused exercises can be designed.

ESL/EFL learners problematic consonant sounds can be described using a combination of drawings, visual props, and word and sentence drills.

Be aware of which individual sounds and which sound contrasts may cause students difficulty. E.g. homogeneous and heterogeneous language backgrounds.

Celce-Murcia, D. Teaching Pronunciation, p48~51

Victoria Fromkin ,Robert Rodman, An Introduction to Language, p227