Pronunciation Tutor Project - SOOKMYUNG TESOL MA

Pronunciation Tutor Project

Graduate School of TESOL

Sookmyung Women’s University

Kim Hyewon

Kim Hyewon Pronunciation Tutor Project

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Table of Contents

1. Introduction .......................................................................................................................................... 5

2. Participants ........................................................................................................................................................................... 8

3. Diagnostic Test ................................................................................................................................................................. 10

3.1 Overview ........................................................................................................................................... 10

3.2 Two Types of Diagnostic Tests ................................................................................................................................. 11

3.2.1 Needs Analyze Questionnaire ............................................................................................................................. 11

3.2.2 Diagnostic Test ......................................................................................................................................................... 11

3.3 Subject A’s Test Sheets ................................................................................................................................................ 12

3.4 Subject B’s Test Sheets ................................................................................................................................................ 21

4. Analysis of the Test Results .......................................................................................................................................... 30

4.1 Subject A ........................................................................................................................................................................... 30

4.1.1 Test Results ............................................................................................................................................................... 30

4.1.2 Analysis of the Test Results ................................................................................................................................. 33

4.2 Subject B ........................................................................................................................................................................... 35

4.2.1 Test Results ............................................................................................................................................................... 35

4.2.2 Analysis of the Test Results ................................................................................................................................. 38

5. Goals and Objectives ....................................................................................................................................................... 40

6. Action Plans ....................................................................................................................................................................... 42

6.1 Lesson Plan 1 .................................................................................................................................................................. 42

6.2 Lesson Plan 2 .................................................................................................................................................................. 43

6.3 Lesson Plan 3 .................................................................................................................................................................. 44

6.4 Lesson Plan 4 .................................................................................................................................................................. 45

6.5 Lesson Plan 5 .................................................................................................................................................................. 46

7. Lesson Plans ...................................................................................................................................................................... 47

7.1 Lesson Plan 1 .................................................................................................................................................................. 47


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7.1.1 Materials ..................................................................................................................................................................... 50

7.1.2 Descriptions of an reflection on the first meeting ........................................................................................ 60

7.2 Lesson Plan 2 .................................................................................................................................................................. 62

7.2.1 Materials ..................................................................................................................................................................... 64


7.3 Lesson Plan 3 .................................................................................................................................................................. 77

7.3.1 Materials ..................................................................................................................................................................... 79


7.4 Lesson Plan 4 .................................................................................................................................................................. 86

7.4.1 Materials ..................................................................................................................................................................... 88


7.5 Lesson Plan 5 .................................................................................................................................................................. 96

7.5.1 Materials ..................................................................................................................................................................... 98

7.5.2 Descriptions of an reflection on the first meeting ......................................................................................101

8. Achievement Test ..........................................................................................................................................................102

8.1 Overview ........................................................................................................................................................................102

8.2 Test Sheets.....................................................................................................................................................................103

9. Analyze of the test results ...........................................................................................................................................106

9.1 Subject A .........................................................................................................................................................................106

9.1.1 Test Results .............................................................................................................................................................106

9.1.2 Analyze the Subject A’s test result ...................................................................................................................108

9.2 Subject B .........................................................................................................................................................................109

9.2.1 Test Results .............................................................................................................................................................109

9.2.2 Analyze the Subject A’s test result ...................................................................................................................111

10. Survey .............................................................................................................................................................................112

10.1 Subject A ......................................................................................................................................................................112

10.2 Subject B ......................................................................................................................................................................113


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11. Conclusion .................................................................................................................................................................... 114


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1. Introduction

N o w a d a y s , a l l r e g i o n s o f w o r l d c o m i n g c l o s e r t o e a c h o t h e r a n d w o r l d i s g l o b a l i z i n g . The t e rm ‘ g loba l Eng l i sh ’ i s be ing used i n c r e a s i n g l y . I t i s a m e a n s o f d e m o n s t r a t i n g t h a t E n g l i s h i s s p o k e n i n e v e r y p a r t o f t h e w o r l d , b o t h a m o n g s p e a k e r s w i t h i n a p a r t i c u l a r c o u n t r y w h o s h a r e a f i r s t l a n g u a g e , a n d a c r o s s s p e a k e r s f r o m d i f f e r e n t c o u n t r i e s / f i r s t l a n g u a g e . E n g l i s h i s n o l o n g e r s p o k e n o n l y b y i t s n a t i v e s p e a k e r s i n t h e U K , N o r t h A m e r i c a , a n d N e w Z e a l a n d a n d b y t h o s e w h o l e a r n E n g l i s h i n o r d e r t o c o m m u n i c a t e w i t h n a t i v e s p e a k e r s . I t i s a l s o s p o k e n a m o n g n o n - n a t i v e s p e a k e r s w i t h i n c o u n t r i e s l i k e I n d i a , S i n g a p o r e a n d C h i n a a n d i n t e r n a t i o n a l l y a m o n g n o n - n a t i v e s p e a k e r s f r o m a w i d e r a n g e o f c o u n t r i e s / f i r s t l a n g u a g e s t h r o u g h o u t t h e w o r l d .

C o m m u n i c a t i o n i s t h e m o s t i m p o r t a n t c o m p o n e n t o f a n y h u m a n s o c i e t y . I n t h i s a s p e c t , p e o p l e a d o p t e d E n g l i s h l a n g u a g e a s t h e l o c a l l a n g u a g e o f t h e w o r l d . S o , t o c o m m u n i c a t e p r o p e r l y w e n e e d t o c o r r e c t p r o n u n c i a t i o n , b e c a u s e p r o n u n c i a t i o n a f f e c t s v e r y m u c h o n t h e u n d e r s t a n d i n g o f m e a n i n g s o f t h e w o r d s . I f l e a r n e r s w h o a r e n o t u n a b l e t o p r o n o u n c e w o r d s a r e a l s o u n a b l e t o u n d e r s t a n d t h e m . T h i s m e a n s t h a t t e a c h i n g p r o n u n c i a t i o n i s a n i m p o r t a n t a r e w h i c h s h o u l d b e d e a l t w i t h r e g u l a r l y .

E v e n t h o u g h p r o n u n c i a t i o n i s o n e a r e a o f t e a c h i n g w h i c h i s o f t e n n e g l e c t e d , p r o b a b l y d u e t h e f a c t t h a t i t i s p e r c e i v e d t o b e d i f f i c u l t . H o w e v e r , i t i s a n a r e a i n w h i c h l e a r n e r s n e e d g u i d a n c e . W e a l l k n o w t h a t E n g l i s h i s n o t a p h o n e t i c l a n g u a g e , w h i c h m e a n s t h a t l o o k i n g a t t h e w r i t t e n w o r d o f t e n d o e s n o t h e l p s t u d e n t s s a y i t . T h e r e f o r e , t h i s t u t o r p r o j e c t i s a i m i n g a t h e l p i n g s t u d e n t s t o u n d e r s t a n d a n d b e c o m e f a m i l i a r w i t h t h e p h o n e m i c c h a r t a n d h e l p i n g t o m a k e t h e i r c o m m u n i c a t i o n i n t e l l i g i b l e .

T h e t u t o r p r o j e c t c o n s i s t s o f 6 s t a g e s . T h r o u g h t h e s t a g e s 1 a n d 3 , t h e s u b j e c t w i l l b e s e l e c t e d . T h e b a c k g r o u n d s u r v e y s , p r o p e r d i a g n o s t i c t e s t s w i l l b e g i v e n a n d a n a l y z e d t o c r e a t e t h e


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l e s s o n p l a n s . I n s t a g e 4 , f i v e t i m e s l e s s o n s w i l l b e c o n d u c t e d a n d t h e n t h e t u t o r w i l l w r i t e a r e f l e c t i o n r e p o r t a f t e r e a c h l e s s o n . I n s t a g e s 5 a n d 6 , t h e s u b j e c t s w i l l d o a f i n a l t e s t a n d t h e t u t o r a n a l y z e s the tutees ’ t es t resu l t s . The tab le 1 . 1 shows more deta i l p l a n s .

Table 1.1a Timeline of the Project

S t a g e ( T i m e l i n e ) D e s c r i p t i o n s

S t a g e 1 ( M a r c h 2 0 ) - F i n d / s e l e c t s u b j e c t s

For the tutor project, at least 2 tutees need regardless of

their proficiency levels. Tutees should be available to join 5

times lessons and any meetings required for this project.

S t a g e 2 ( A p r i l 3 ) - I n t e r v i e w s u b j e c t s r e g a r d i n g g o a l s a n d

b a c k g r o u n d ( n e e d s a n a l y s i s )

The tutor needs to gather information on the

participants by interviewing and/or survey. The tutor

creates and gives a diagnostic test in order to know the

participants’ strengths and weakness regarding

English pronunciation.

S t a g e 3 ( A p r i l 1 7 ) - A n a l y z e t h e r e s u l t s o f t e s t

- D e v i s e a p l a n

The tutor will analyze the results to see what areas of

English pronunciation need to develop the most. Based

on the test results, a specific plan will be created for

how the tutor to help the participants develop/

enhance those needed skills.


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Table 1.1b Timeline of the Project

S t a g e ( T i m e l i n e ) D e s c r i p t i o n s

S t a g e 4 ( M a y 1 ) - C r e a t e s e t o f m a t e r i a l s t o m e e t g o a l s

- M e e t a n d t e a c h m a t e r i a l s

Based on the plan created in stage 3, the tutor put

together specific materials to help the participants

develop/enhance their pronunciation skills. Class time

will be given to go over the materials developed. The

tutor also expected to keep a journal on the progress of

the sessions.

S t a g e 5 ( J u n e 5 ) - C r e a t e a c h i e v e m e n t t e s t

- A s s e s s p r o g r e s s

The tutor is to devise another measurement that can

be used to assess the progress of the participants after

the implementation of the plan and the practice

sessions. In essence this is an achievement test. Having

devised the test, the tutor will use it to asses the results

of the plan and sessions with the participants.

S t a g e 6 ( J u n e 1 2 ) - W r i t e u p r e p o r t

The tutor will write up the entire project from stage 1

to 5


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2. Pa rtici pants

I h a v e t w o p a r t i c i p a n t s ( m a l e a n d f e m a l e ) f o r t h e t u t o r p r o j e c t . O n e p a r t i c i p a n t i s a 4 8 y e a r o l d b u s i n e s s m a n ; h e m a j o r e d i n K o r e a n h i s t o r y i n U n i v e r s i t y . H i s m o t h e r l a n g u a g e i s K o r e a n a n d h e c a n s p e a k J a p a n e s e a l i t t l e b i t . T h e o t h e r p a r t i c i p a n t i s a 2 0 y e a r o l d u n i v e r s i t y s t u d e n t , m a j o r i n g i n m e d i c a l e q u i p m e n t . H e r m o t h e r l a n g u a g e i s K o r e a n a s w e l l a n d s h e c a n n o t s p e a k a n y o t h e r l a n g u a g e e x c e p t E n g l i s h . B o t h o f t h e m s t a r t e d l e a r n i n g E n g l i s h a t a n e a r l y a g e ( a r o u n d 1 0 a n d 1 3 y e a r s ) , a n d d o n o t h a v e a n y e x p e r i e n c e i n a n E n g l i s h s p e a k i n g c o u n t r y . B o t h p a r t i c i p a n t s a g r e e d t h a t l e a r n i n g E n g l i s h i s v e r y i m p o r t a n t b e c a u s e i t i s a g l o b a l l a n g u a g e a n d i t i s u s e d i n v a r i o u s f i e l d s . H o w e v e r , t h e y h a v e q u i t e d i f f e r e n t g o a l s t o l e a r n E n g l i s h a n d h a v e d i f f e r e n t E n g l i s h a b i l i t y .

T h e f i r s t p a r t i c i p a n t i s m a i n r e a s o n f o r l e a r n i n g E n g l i s h i s f o r t r a v e l . H e h a s a p r o b l e m u n d e r s t a n d i n g n a t i v e - E n g l i s h s p e a k e r s a n d d o e s n o t h a v e c o n f i d e n c e w i t h h i s E n g l i s h s p e a k i n g a b i l i t y . H e w a n t s t o s p e a k n a t u r a l l y t o h a v e c o n v e r s a t i o n s w i t h n a t i v e s p e a k e r s . H e t h i n k s h i s p r o n u n c i a t i o n i s v e r y p o o r a n d d o e s n o t k n o w h o w t o u s e e m p h a s i s c o r r e c t l y i n s e n t e n c e s . A l s o h e d o e s n o t k n o w h o w t o u s e s t r e s s c o r r e c t l y i n m u l t i - s y l l a b l e w o r d s . H e t h i n k s h i s E n g l i s h s o u n d s f l a t a n d u n i n t e r e s t i n g . T o i m p r o v e h i s p o o r p r o n u n c i a t i o n , h e t h i n k s r e g u l a r l i s t e n i n g p r a c t i c e a n d s p e a k i n g p r a c t i c e w i t h n a t i v e E n g l i s h s p e a k e r s a r e b e s t w a y . F i n a l l y , h e w a n t s t o l e a r n m o r e E n g l i s h w o r d s a n d c o r r e c t h i s p o o r p r o n u n c i a t i o n f r o m t h i s p r o j e c t .

T h e s e c o n d p a r t i c i p a n t w a n t s t o l e a r n E n g l i s h f o r h e r f u t u r e c a r e e r . S h e s a i d s h e c a n e a s i l y u n d e r s t a n d n a t i v e - E n g l i s h s p e a k e r s , a n d i s s o m e w h a t c o n f i d e n t w i t h h e r s p e a k i n g . S h e h a s l i t t l e u n d e r s t a n d i n g a b o u t w o r d s t r e s s a n d h o w t o u s e e m p h a s i s c o r r e c t l y i n s e n t e n c e s . L i k e t h e o t h e r p a r t i c i p a n t , s h e t h i n k s h e r E n g l i s h s o u n d s f l a t a n d u n i n t e r e s t i n g . S h e g a v e h e r p r o n u n c i a t i o n


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score a s “ fa i r ” and ge ts eas i l y embarrassed when nat i ve - E n g l i s h s p e a k e r s d o n o t u n d e r s t a n d h e r p r o n u n c i a t i o n . H o w e v e r , s h e h a s a p o s i t i v e m i n d a n d w a n t s t o i m p r o v e h e r p r o n u n c i a t i o n f r o m t h e t u t o r p r o j e c t .


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3. Diagnost ic Tes t

3 . 1 O v e r v i e w

A t t h e o n s e t o f i n s t r u c t i o n , d i a g n o s t i c t e s t s c a n p r o v i d e v a l u a b l e i n f o r m a t i o n a b o u t s t u d e n t s ' a b i l i t y l e v e l s , w h i c h m a y c o n f i r m t h e s t u d e n t s ' l e v e l s a n d a b i l i t i e s , t e a c h e r s h a v e b e e n s u s p e c t i n g a l l a l o n g . A l d e r s o n ( 2 0 0 4 ) d o e s m a n a g e t o c o m e u p w i t h a l i s t o f f e a t u r e s t h a t m a n y p e o p l e a g r e e c h a r a c t e r i z e m o s t d i a g n o s t i c a p p r o a c h e s .

Diagnost i c approaches…

• Iden t i f y s t rengths and weaknes ses in a l earner ’ s knowledge or u s e o f l a n g u a g e .

• Have a focus on weaknesses tha t l eads t o remedia t i on in fur ther

i n s t r u c t i o n .

• Enab le de ta i led ana lys i s and a report o f responses to i tems or t a s k s

• P rovide feedback that can be ac ted upon

• Are based on con ten t covered in in s t ruc t i on—o r c o n t e n t s o o n -t o - b e c o v e r e d .

• Are l es s l i ke ly to be “authen t i c ” t hen a re p ro f i c i ency te s t s ; more

l i k e l y t o b e d i s c r e t e - p o i n t , f o c u s e d o n s p e c i f i c e l e m e n t s .

I n o r d e r f o r d i a g n o s t i c t e s t s t o b e p u r p o s e f u l , t e a c h e r s s h o u l d m a p t h e r e s u l t s u s i n g a m a p p i n g c h a r t i n o r d e r t o v i s u a l l y c o m p r e h e n d t h e d a t a f o r a s c e r t a i n i n g w h i c h a r e a s o f a t - r i s k i n s t r u c t i o n n e e d m o r e i n t e r c e p t i v e s t r a t e g i e s , w h i c h i s a n i m p o r t a n t p a r t i n g u i d i n g i n s t r u c t i o n f o r m e e t i n g t h e E n g l i s h l a n g u a g e l e a r n i n g n e e d s o f a h et e rog e n eou s c l as s . W h e n p l a n n i n g t h e d i a g n o s t i c t e s t , t e a c h e r s s h o u l d c o n s i d e r t h e o b j e c t i v e s , c o n t e n t a n d w e i g h t s i n c e t h i s t e s t m a y i n f a c t , c a r r y i m p o r t a n t w e i g h t f o r e i t h e r i n i t i a l s t u d e n t p l a c e m e n t o r i n s t r u c t i o n .


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3.2 Two types of diagnostic tests

3 . 2 . 1 N e e d s a n a l y s i s q u e s t i o n n a i r e

To ge t two sub jec ts ’ about l e a r n i n g n e e d s , w a n t s , w i s h e s , a n d d e s i r e s t h i s n e e d s a n a l y s i s q u e s t i o n n a i r e c o n d u c t e d . T h e i n f o r m a t i o n g l e a n e d f r o m a n e e d s a n a l y s i s c a n b e u s e d t o h e l p t h e t u t o r d e f i n e s p r o g r a m g o a l s . T h e s e g o a l s c a n t h e n b e s t a t e d a s s p e c i f i c t e a c h i n g o b j e c t i v e s , w h i c h i n t u r n w i l l f u n c t i o n a s t h e f o u n d a t i o n o n w h i c h t o d e v e l o p l e s s o n p l a n s , m a t e r i a l s , t e s t s , a s s i g n m e n t s a n d a c t i v i t i e s . B a s i c a l l y , a n e e d s a n a l y s i s w i l l h e l p t h e t u t o r t o c l a r i f y t h e p u r p o s e s o f t h e t u t o r p r o j e c t .

3 . 2 . 2 D i a g n o s t i c T e s t

B a s e d o n t h e b a c k g r o u n d s u r v e y s a n d f r e e t a l k i n g w i t h t h e t w o t u t e e s , t h e t u t o r n o t i c e d t h a t t h e i r E n g l i s h l e v e l s a r e v e r y d i f f e r e n t . S o , t h e t u t o r m a d e t w o d i f f e r e n t t y p e s o f d i a g n o s t i c t e s t s . F o r t u t e e A ( S e o n g g i l , o l d e r t u t e e , b u s i n e s s m a n ) , t h e r e a r e t w o t y p e s o f t e s t s . T e s t A t y p e i s l i s t e n a n d r e p e a t t h e w o r d s w h i c h c o n s i s t o f v a r i a b l e p h o n i c s s o u n d s . T e s t B t y p e i s a s h o r t s i m p l e s t o r y w i t h e a s y w o r d s . T h e p u r p o s e o f t h e s e d i f f e r e n t t e s t s i s t o s e e h o w m u c h t h e t u t e e A i s a w a r e o f t h e a l p h a b e t s o u n d s a n d p r o n o u n c e s e a c h s o u n d p r o p e r l y .

T u t e e B ( D a h y u n g , u n i v e r s i t y s t u d e n t ) , t h e r e a r e t h r e e t y p e s o f t e s t s w h i c h a r e r e a d a p a s s a g e , p i c t u r e d e s c r i p t i o n , a n d f r e e t a l k i n g a b o u t T h e c e r t a i n t o p i c . F r o m t h e s e t e s t s , t h e t u t e e u s e s E n g l i s h n a t u r a l l y , a n d a l s o t h e t u t o r c a n f i n d t h e t u t e e B’ s w e a k n e s s a n d s t r e n g t h f r o m the tutee ’ s speech .


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3.3 Subject A’s test sheets

Background Questionnaire

▪ Name (이름): Lee Seonggil ▪ Date (날짜):2014,03,25

▪ Age (나이): 48 ▪ First language (모국어): Korean

▪ Other language spoken (영어를 제외한 다른 언어 사용여부): Japanese

1. At what age did you start to learn English? (몇 살 때 처음 영어를 배우기

시작했습니까?)

▶13 years old

2. Have you ever studied English in an English-speaking country before? (영어가 모국어인

국가에서 영어를 학습한 적이 있습니까?)

▶No

3. Do you study English now? (현재 영어를 공부하고 있습니까?)

▶No

4. What is your main reason for learning English? (영어를 공부하는 가장 주된 이유가

무엇입니까?)

1) I am interested in English. (나는 영어에 관심이 있습니다.)

2) I am interested in English culture. (나는 영어권 나라의 문화에 관심이 있습니다.) 3) I have friends who speak English. (나는 영어를 사용하는 외국인 친구들이

있습니다.)

4) I required to take an English course to graduate. (나는 졸업을 위해 영어과목을

들어야 합니다.)

5) I need it for my future career. (나는 앞으로 직장을 위해 필요합니다.)

6) I need it for travel. (나는 여행을 위해 필요합니다.)

7) Other: (다른 이유가 있다면 무엇입니까?)


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5. Do you do anything in your spare time that helps you to learn English? (시간이 날 때 영어학습을 위해 도움이 될만한 것을 하십니까?)

▪ Yes, I ______________________________________________________________________ ▪ No.

6. Do you think it is important to learn English? (영어를 학습하는 것이 중요하다고 생각합니까?)

▪ Yes, because the world is getting globalize and English is important to communicate with other people. (네, 왜냐하면)

▪ No, because (아니요, 왜냐하면)

7. When learning English, what language skill do you think is … (ex:grammar, speaking, listening, writing, pronunciation) ?

(영어를 학습할 때 당신은 어떤 분야가 ~라고 생각합니까? 예를 들어 문법, 말하기,

듣기, 쓰기, 발음 등)

▪ most important? listening

(가장 중요한 분야는?)

▪ easiest? I think all English parts are difficult.

(가장 쉬운 분야는?)

▪ most difficult? Listening, speaking

(가장 어려운 분야는?)

8. What do you think you are good at in English? (ex: grammar, speaking, listening, writing, pronunciation) (영어의 어떤 분야가 가장 자신 있다고 생각합니까?)

▶ a little bit speaking


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9. How confident do you feel in relation to your spoken English? (본인의 영어 말하기 실력에 어느 정도의 자신이 있습니까?)

a) Extremely confident (아주 자신이 있음)

b) Very confident (꽤 자신이 있음)

c) Confident (자신 있음) d) Somewhat confident (다소 자신 있음)

e) Not very confident (자신이 없음)

f) Not at all confident (아주 자신 없음) 10. How easily do you understand native-English speakers? (원어민의 말을 어느 정도 이해합니까?)

a) Extremely easily (아주 쉽게 이해 함)

b) Very easily (꽤 이해 하는 편임)

c) Easily (이해하는 편임) d) Somewhat easily (다소 이해하는 편임)

e) Not very easily (쉽게 이해 못함) f) I never understand native English speakers (전혀 이해 못함)

11. What do you think you need to work on more to improve your English? (본인의 영어실력의 향상을 위해 무엇이 더 필요하다고 생각하십니까?)

▶ memorize vocabulary, fix the pronunciation

12. In the future, who do you think you will speak English with? (미래에 당신은 누구와 영어로 의사소통을 할거라 생각합니까?)

▶ Foreign people in many different country.

13. How important is it for your English pronunciation to sound natural? Why? (자연스럽게 영어발음 하는 것이 당신에게 얼만큼 중요합니까? 중요하다면 왜

중요합니까?

▶ To make other people understand.


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14. How would you rate your pronunciation? (자신의 영어발음을 점수로 표현한다면 어느 정도 됩니까?)

(Excellent / Good / Fair / Poor) (우수함 / 좋음 / 보통 / 나쁨)

15. Do you believe it is possible to achieve pronunciation similar to a native speaker?

Why / Why not? (당신은 원어 민 발음과 유사할 정도로 발음을 하는 것이 가능하다고 생각합니까?

만약 그렇다고 한 경우와 그렇지 않다고 한 경우, 이유를 적어주세요.)

▶ I don’t think so because I am too old to correct my pronunciation.

16. What do you to try to improve your pronunciation? (당신은 영어발음을 향상시키기 위해 무엇을 합니까?)

▶ listening many times and speak

17. What factors influence your English pronunciation most? (어떤 요소가 당신의 영어 발음에 가장 영향을 미칩니까?)

▶ subject and verbs

18. How do you feel when you meet someone from another country who speaks your language well, with a good accent? (당신이 다른 나라 출신의 사람이 당신의 언어를 아주 좋은 발음으로 구사 할 때

어떤 느낌이 듭니까?)

▶ I respect those people.

19. “Foreign language pronunciation cannot be taught in a classroom, only learnt outside”

How much do you agree with this statement, and why? (“ 외국어 발음은 절대 교실에서 학습을 통해 배울 수 없으며 오직 외부-“,

당신은 위의 생각에 동의 하십니까? 위의 주장에 대한 당신의 의견을

적어주세요.)

▶ I think practice with foreigners are the best way to learn.


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20. Do you know how to use stress correctly in multi-syllable words? (word stress (단어강세)) (당신은 여러 음절의 단어들에 대한 정확한 단어의 강세를 압니까?)

a) Always (항상 안다.)

b) Mostly (대부분 안다.)

c) Sometimes (가끔 안다.)

d) Never (전혀 모른다.)

e) I’m not sure (잘 모르겠다.)

21. Do you know how to use emphasis correctly in sentences? (sentence stress (문장강세))

(당신은 정확하게 문장의 강세를 사용하는 것을 압니까?)

a) Always(항상 안다.)

b) Mostly (대부분 안다.) c) Sometimes (가끔 안다.)


e) I’m not sure (잘 모르겠다.) 22. Do you feel like your English sounds flat and uninteresting? (당신의 영어발음은 톤의 변화가 없으며 재미가 없다고 생각하십니까?)

a) Always(항상 그렇다.) b) Mostly (대부분 그렇다.) c) Sometimes(가끔 그렇다.)

d) Never (전혀 그렇지 않다)

23. Do you understand the important areas of English pronunciation? (Areas include rate/pace and volume, vowel sounds, consonant sounds, word

stress, sentence stress, weak vowels.) (당신은 영어발음에 있어 중요한 부분들에 대해 알고 있습니까? 예를 들어 속도,

음량 단위,

자음과 모음 발음, 단어강세, 문장강세, 약 모음 등) a) I understand all of the important areas

(나는 모든 중요한 요소들에 대해 알고 있습니다.)

b) I understand most of the important areas


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(나는 대부분 중요한 요소들에 대해 알고 있습니다.)

c) I understand some of the important area

(나는 몇몇 중요한 요소들에 대해 알고 있습니다.)

d) I don’t understand many of the important areas

(나는 모든 중요한 요소들에 대해 잘 이해하지 못한다.)

e) I don’t know what any of these areas are

(나는 모든 중요한 요소들에 대해 전혀 알지 못한다.)

24. Since you started learning English, would you have liked more assistance with English pronunciation? (영어학습을 시작한 이래로 당신은 영어발음에 좀더 도움을 받았으면 하는 적이

있었습니까?)

a) Yes, I would have liked more (네, 그렇습니다.)

b) No, I had enough assistance (아니요, 저는 충분한 도움을 받았습니다.)


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Diagnostic Test (beginner level) for the participant A

Name: Lee Seonggil

▶ Type A

1. Listen and repeat these words. Each word begins with /s/.

secretary sandwich subway Sunday Saturday

2. Listen and repeat these words.

Japanese Taiwanese Australian Canadian Korean

3. Listen and repeat these words. Each word begins with /w/.

well-built waitress watch worker wallet

4. Listen and repeat these words. Each word begins with /f/.

first four funny five fifteen

5. Listen and repeat these words. There are two different endings, -y and -een.

thirty forty

thirteen fourteen

fifty sixty

fifteen sixteen

6. Listen and repeat these words. Each word contains the sound /th/.

brother father mother their they


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7. Listen and repeat these words. Each word contains the sound /ee/.

green jeans cheese tea these

8. Listen and repeat these words. Each word contains the sound /ay/.

table plate train name day

9. Listen and repeat these words. Each word ends in the sound /air/.

fair hair there chair where

10. Listen and repeat these words. Each word begins with /b/.

bank book bus beard bag

11. Listen and repeat these words. Each word begins with /sh/.

shopping short shelf shoes shirt

12. Listen and repeat these words. Each word begins with /bl/, /pl/, /gl/, or /cl/.

classes blue plate glasses play

Source: http://www.onestopenglish.com/skills/pronunciation/pronunciation-exercises/


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▶ Type B

Listen and repeat

Please sit in this seat. The step is steep. That bug is big. This bed is bad.

The rod was red. Put back my bike.

I hope that's not a nut. My gun is gone.

He put down the pot. Who's got your goat? Please look at Luke.

Please pull on the pole. He hangs the hams.

That tree's bark is dark. Don't get all wet. Her hair is fair. Is that the vat?

Thanks for the tanks. The jeep is in deep.

Her hair is fair. There's a light on the right. Those sheep aren't cheap.

I don't dare go there. Jack is in the shack.

He pays for each page. That log is long.

Source: http://tx.english-ch.com/teacher/art/level-a/pronunciation-diagnostic-test/


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3.4 Subject B’s test sheets

Background Questionnaire

▪ Name (이름): Daehyun ▪ Date (날짜): 2014.03.23

▪ Age (나이): 20 ▪ First language (모국어): Korean

▪ Other language spoken (영어를 제외한 다른 언어 사용여부): No

(Apart from English)

1. At what age did you start to learn English?

(몇 살 때 처음 영어를 배우기 시작했습니까?)

▶10 years old

2. Have you ever studied English in an English-speaking country before?

(영어가 모국어인 국가에서 영어를 학습한 적이 있습니까?)

▶No.

3. Do you study English now?

(현재 영어를 공부하고 있습니까?)

▶Yes.

4. What is your main reason for learning English?

(영어를 공부하는 가장 주된 이유가 무엇입니까?)

1) I am interested in English.

(나는 영어에 관심이 있습니다.)


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2) I am interested in English culture.

(나는 영어권 나라의 문화에 관심이 있습니다.)

3) I have friends who speak English.

(나는 영어를 사용하는 외국인 친구들이 있습니다.)

4) I required to take an English course to graduate.

(나는 졸업을 위해 영어과목을 들어야 합니다.)

5) I need it for my future career.

(나는 앞으로 직장을 위해 필요합니다.)

6) I need it for travel.

(나는 여행을 위해 필요합니다.)

7) Other:

(다른 이유가 있다면 무엇입니까?)

5. Do you do anything in your spare time that helps you to learn English?

(시간이 날 때 영어학습을 위해 도움이 될만한 것을 하십니까?)

▪ Yes, I ______________________________________________________________________

▪ No.

6. Do you think it is important to learn English?

(영어를 학습하는 것이 중요하다고 생각합니까?)

▪ Yes, because English needs for many areas.

(네, 왜냐하면)

▪ No, because _________________________________________________________________

(아니요, 왜냐하면)


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7. When learning English, what language skill do you think is … (ex:grammar, speaking,

listening, writing, pronunciation) ?

(영어를 학습할 때 당신은 어떤 분야가 ~라고 생각합니까? 예를 들어 문법, 말하기,

듣기, 쓰기, 발음 등)

▪ most important? speaking

(가장 중요한 분야는?)

▪ easiest? writing

(가장 쉬운 분야는?)

▪ most difficult? pronunciation

(가장 어려운 분야는?)

8. What do you think you are good at in English? (ex: grammar, speaking, listening, writing,

pronunciation)

(영어의 어떤 분야가 가장 자신 있다고 생각합니까?)

▶ listening

9. How confident do you feel in relation to your spoken English?

(본인의 영어 말하기 실력에 어느 정도의 자신이 있습니까?)

a) Extremely confident (아주 자신이 있음)

b) Very confident (꽤 자신이 있음)

c) Confident (자신 있음)

d) Somewhat confident (다소 자신 있음)

e) Not very confident (자신이 없음)

f) Not at all confident (아주 자신 없음)


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10. How easily do you understand native-English speakers?

(원어민의 말을 어느 정도 이해합니까?)

a) Extremely easily (아주 쉽게 이해 함)

b) Very easily (꽤 이해 하는 편임)

c) Easily (이해하는 편임)

d) Somewhat easily (다소 이해하는 편임)

e) Not very easily (쉽게 이해 못함)

f) I never understand native English speakers (전혀 이해 못함)

11. What do you think you need to work on more to improve your English?

(본인의 영어실력의 향상을 위해 무엇이 더 필요하다고 생각하십니까?)

▶ Practical English lessons

12. In the future, who do you think you will speak English with?

(미래에 당신은 누구와 영어로 의사소통을 할거라 생각합니까?)

▶ usual and workplace

13. How important is it for your English pronunciation to sound natural? Why?

(자연스럽게 영어발음 하는 것이 당신에게 얼만큼 중요합니까? 중요하다면 왜

중요합니까?

▶ It is more important to pronounce English correctly.

14. How would you rate your pronunciation?

(자신의 영어발음을 점수로 표현한다면 어느 정도 됩니까?)

(Excellent / Good / Fair / Poor)

(우수함 / 좋음 / 보통 / 나쁨)


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15. Do you believe it is possible to achieve pronunciation similar to a native speaker?

Why / Why not?

(당신은 원어 민 발음과 유사할 정도로 발음을 하는 것이 가능하다고 생각합니까?

만약 그렇다고 한 경우와 그렇지 않다고 한 경우, 이유를 적어주세요.)

▶ I think it is possible for me because I’ve been studying English for a long.

16. What do you to try to improve your pronunciation?

(당신은 영어발음을 향상시키기 위해 무엇을 합니까?)

▶ I am trying to speak with native speakers as much as I can.

17. What factors influence your English pronunciation most?

(어떤 요소가 당신의 영어 발음에 가장 영향을 미칩니까?)

▶ When foreign people don’t understand what I am saying.

18. How do you feel when you meet someone from another country who speaks your

language well, with a good accent?

(당신이 다른 나라 출신의 사람이 당신의 언어를 아주 좋은 발음으로 구사 할 때

어떤 느낌이 듭니까?)

▶ I feel comfortable to talk with them and I feel less pressures.

19. “Foreign language pronunciation cannot be taught in a classroom, only learnt outside”

How much do you agree with this statement, and why?

(“ 외국어 발음은 절대 교실에서 학습을 통해 배울 수 없으며 오직 외부-“,

당신은 위의 생각에 동의 하십니까? 위의 주장에 대한 당신의 의견을

적어주세요.)

▶ I don’t think we never learn pronunciation in a class but it is more helpful to get some help

outside of a classroom.


26

20. Do you know how to use stress correctly in multi-syllable words? (word stress (단어강세))

(당신은 여러 음절의 단어들에 대한 정확한 단어의 강세를 압니까?)

a) Always (항상 안다.)





21. Do you know how to use emphasis correctly in sentences? (sentence stress (문장강세))

(당신은 정확하게 문장의 강세를 사용하는 것을 압니까?)

a) Always(항상 안다.)





22. Do you feel like your English sounds flat and uninteresting?

(당신의 영어발음은 톤의 변화가 없으며 재미가 없다고 생각하십니까?)

a) Always(항상 그렇다.)

b) Mostly (대부분 그렇다.)

c) Sometimes(가끔 그렇다.)

d) Never (전혀 그렇지 않다)

23. Do you understand the important areas of English pronunciation?

(Areas include rate/pace and volume, vowel sounds, consonant sounds, word


27

stress, sentence stress, weak vowels.)

(당신은 영어발음에 있어 중요한 부분들에 대해 알고 있습니까? 예를 들어 속도,음량

단위, 자음과 모음 발음, 단어강세, 문장강세, 약 모음 등)

a) I understand all of the important areas

(나는 모든 중요한 요소들에 대해 알고 있습니다.)

b) I understand most of the important areas

(나는 대부분 중요한 요소들에 대해 알고 있습니다.)

c) I understand some of the important area

(나는 몇몇 중요한 요소들에 대해 알고 있습니다.)

d) I don’t understand many of the important areas

(나는 모든 중요한 요소들에 대해 잘 이해하지 못한다.)

e) I don’t know what any of these areas are

(나는 모든 중요한 요소들에 대해 전혀 알지 못한다.)

24. Since you started learning English, would you have liked more assistance with English

pronunciation?

(영어학습을 시작한 이래로 당신은 영어발음에 좀더 도움을 받았으면 하는 적이

있었습니까?)

a) Yes, I would have liked more (네, 그렇습니다.)

b) No, I had enough assistance (아니요, 저는 충분한 도움을 받았습니다.)


28

Diagnostic Test (beginner level) for the participant B

Name: Lee Daehyun

A. Read the following passage to yourself once or twice to understand the meaning. Then read it aloud.

(지문의 내용을 이해할 수 있게 여러 번 읽어 본 후 크게 소리 내어 읽어 보세요.)

H a v e y o u o b s e r v e d t h e w a y s p e o p l e f r o m d i f f e r e n t c u l t u r e s u s e s i l e n c e ? H a v e y o u n o t i c e d t h a t s o m e p e o p l e i n t e r r u p t c o n v e r s a t i o n s m o r e t h a n o t h e r p e o p l e ? A l l c u l t u r e s d o n o t h a v e t h e s a m e r u l e s g o v e r n i n g t h e s e a r e a s o f c o m m u n i c a t i o n . M a n y A m e r i c a n s i n t e r p r e t s i l e n c e i n c o n v e r s a t i o n s t o m e a n d i s a p p r o v a l , d i s a g r e e m e n t , o r u n s u c c e s s f u l c o m m u n i c a t i o n . T h e y o f t e n t r y t o f i l l s i l e n c e b y s a y i n g s o m e t h i n g e v e n i f t h e y h a v e n o t h i n g t o s a y ! O n t h e o t h e r h a n d , A m e r i c a n s d o n ’ t a p p r e c i a t e a p e r s o n w h o d o m i n a t e s a c o n v e r s a t i o n . K n o w i n g w h e n t o t a k e t u r n s i n a c o n v e r s a t i o n i n a n o t h e r l a n g u a g e c a n s o m e t i m e s c a u s e d i f f i c u l t y . S h o u l d y o u w a i t u n t i l s o m e o n e h a s f i n i s h e d a s e n t e n c e b e f o r e c o n t r i b u t i n g t o a d i s c u s s i o n , o r c a n y o u b r e a k i n t o t h e m i d d l e o f s o m e o n e ’s s e n t e n c e ? I n t e r r u p t i n g s o m e o n e w h o i s s p e a k i n g i s c o n s i d e r e d r u d e i n t h e U n i t e d S t a t e s . E v e n c h i l d r e n a r e t a u g h t e x p l i c i t l y n o t t o i n t e r r u p t .

* From Deena R. Levine and Mara B. Adelman, beyond language: Intercultural Communication for English

as a Second Language (Englewood Cliffs, N.J.: Prentice Hall, 1982), p.23.


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B. Look at the picture and describe it as much as you can.

(사진을 보고 가능한 많은 묘사를 해보세요.)

Source: Dialogue taken from English Pronunciation Made Simple, Longman

C. What did you like or miss about high school and what do you like better about the university?


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4. Analysis of the test results

4.1 Subject A

4.1.1 Test results

A. General assessment of speech

Clarity

very intelligible Å---------------------------------------Æ unintelligible

Good: All the words the tutee pronounced sounds clear to understand.

Speed

very slow Å---------------------------------------Æ very fast

Good: The tutee spoke with good speed. It was not too fast or too slow.

Fluency

very fluent Å---------------------------------------Æ disfluent

Voice range

very wide range Å---------------------------------------Æ very narrow range

Ok: The tutee both used high tones and low tones.

Volume

very high Å---------------------------------------Æ very low

High: The tutee has a high volume when he speaks.

Voice quality

very obviously L1 Å---------------------------------------Æ very obviously L2

Very obviously L1: The tutee could not distinguish r/l, b/v, p/f, sounds.

impact

very low Å---------------------------------------Æ very high


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B. Detailed assessment of pronunciation

Suprasegmentals 1(very weak) 2 3 4 5(very strong)

Though group division O

Nuclear stress placement O

Tone choice O

Rhythm&prominence O

Word stress O

linking O

Segmentals

Consonants substitution omission articulation

plosives brother

(small ‘b’ sound)

sit, pot, nut

(no ‘t’ sound)

fricatives four, funny, father

(/p/ for /f/)

Thirty, thirteen

(/s/ for /θ/)

affricates page

(/z/ for / dʒ/)

approximants forty, bark, dark

(no r sound)

laterals

clusters Shack

(/s/ for /sh/)

Short

(/or/ for /o/)


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Vowels articulation length substitution

short vowels

long vowels steep

diphthongs

reduction

S o u r c e : Two Ame r i c a n E n g l i s h p r o nu n c i a t i o n t e x t b o o k s ( G i l b e r t ’ s ‘ C l e a r S p e e c h ’

( 2 0 0 5 ; 9 6 ) a n d E h r l i c h ’ s ‘ T e a c h i n g Ame r i c a n E n g l i s h P r o nu n c i a t i o n ’ ( 1 9 9 2 ; 1 8 2 )


33

4.1.2 Analysis of the test results

I n G e n e r a l , a l l t h e w o r d s t u t e e A p r o n o u n c e d , s o u n d e d c l e a r a n d e a s y t o u n d e r s t a n d . H o w e v e r , w h e n h e p r o n o u n c e d w o r d s h e o f t e n sk ipped p ronounc ing “ r ” sound or mispronounced cer t a in sounds fo r examp le “ s ” f o r “θ” , “ p ” fo r “ f . ” He a l so o f t en d id not p r o n o u n c e e n d i n g s o u n d s s u c h a s –s , - d o r – t . S o i t w a s e a s y t o f i n d t h e m i s p r o n o u n c e d w o r d s w h e n h e w a s r e a d i n g .

F o r t h e t e s t A , h e h a d t o l i s t e n a n d r e p e a t a f t e r a v o i c e r e c o r d i n g . H e r e p e a t e d a f t e r e a c h w o r d c a r e f u l l y w i t h c l e a r a n d g o o d s p e e d . F o r t h e t e s t t y p e B , h e h a d t o r e a d t h e d i a l o g u e b y h i m s e l f . H e a l s o r e a d i t w i t h g o o d s p e e d t o o . H o w e v e r , h i s v o i c e qua l i ty i s ve ry obv ious ly L1 a ccording to “ l ” , “ r ” sounds d i sc r iminat ion and pronounced “w” sound . These so u n d s a r e e s p e c i a l l y d i f f i c u l t t o p r o n o u n c e f o r m a n y K o r e a n .

H e h a d h i g h v o l u m e a n d h i s v o i c e r a n g e d i d n o t c h a n g e w i d e l y b u t w a s n o t n a r r o w w h e n h e w a s d o i n g t h e t e s t . F o r t h e t e s t t y p e B , h e p a u s e d m a n y t i m e s i n a g o o d s p o t s o e v e n i f s o m e w o r d s w e r e p r o nounced wrong ( “Luke” to “ luck” or “ shack” to “ sack” and “ l og” to “ long” ) and h i s a ccent was no t good ( focused p r o n o u n c i n g e a c h w o r d i n s t e a d o f r e a d n a t u r a l l y ) , i t s t i l l h e l p e d m e a l o t t o l i s t e n t o w h a t h e r e a d . H e h a s a v e r y s t r o n g t o n e o f v o i c e s o s o m e t i m e s h e s o u n d e d l i k e h e p u t t h e w o r d s t r e s s f o r t h e w h o l e w o r d f o r s i n g l e w o r d s .

H o w e v e r , t h e r e a r e s o m e w o r d s t r e s s m i s t a k e s s u c h a s “ secre ta ry , ” he p ronounced “ secre ta ry , ” ano ther examp le i s “wa l le t ” and he pronounced “wa l le t . ” More spec i f i ca l ly , he made m a n y m i s t a k e s w i t h n o t p r o n o u n c i n g s o u n d a t t h e e n d i n g o f w o r d s , such as “ s i t , ” “po t ” and “nu t . ” Other mi s takes he made a re p ronounc ing /p/ fo r / f/ such as , “ four , ” “ funny” and “ fa ther . ”

A l s o h e p r o n o u n c e d / s / f o r / θ / for examp le , “ t h i r t y , ” “ t h i r teen” a n d / d / f o r / θ / , “ t here . ” He mi spronounced “pa g e ” /z/ fo r /dg/


34

and “ s hack , ” /s/ fo r / sh/ or fo r / θ / i n s t e a d o f / o r / . A n o t h e r common mis take he made i s pronounc ing the “ r ” sounds ve ry weakly , f o r examp le “ fo r t y , ” “ ba rk” and “da rk . ” There a re some w o r d s h e t o ta l l y mi spronounced such as “hams , ” “Luke” and “ l og . ”

Last l y , he confused the vowe l l ength such as “ s t ep” in s tead o f “ s te ep” o r “ re ed” in s tead o f “ red. ”


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4.2 Subject B

4.2.1 Test results

Table 2 General Assessment of speech

Clarity

very intelligible Å---------------------------------------Æ unintelligible

Ok: The tutee simply answered by single words and she often did not

understand the questions.

Speed

very slow Å---------------------------------------Æ very fast

Slow: The tutee often hesitated and often paused.

Fluency

very fluent Å---------------------------------------Æ disfluent

Ok: Expressed ok and used some difficult words.

Voice range

very wide range Å---------------------------------------Æ very narrow range

Narrow range: She has a low tone of voice and it was hardly changed.

Volume

very high Å---------------------------------------Æ very low

Low volume

Voice quality

very obviously L1 Å---------------------------------------Æ very obviously L2

Middle

impact

very low Å---------------------------------------Æ very high

Low


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Table 3 Detailed assessment of pronunciation

Suprasegmentals 1(very weak) 2 3 4 5(very strong)

Though group division O

Nuclear stress placement O

Tone choice O

Rhythm&prominence O

Word stress O

linking O


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Table 4 Segmentals

Consonants substitution omission articulation

plosives Weak ‘t’ pronounced

(interrupt)

Weak ‘d’ pronounced

(finished, considered)

fricatives /z/ for /s/

(clothes , girls)

/f/ for /p/

(stuff)

/v/ for /b/

(very)

No ‘s’ sound

(conversations, areas, chips)

affricates

approximants /r/ for /l/

(red)

No ‘r’ sound

(Interpret, furniture)

laterals

clusters

Table 5

Vowels articulation length substitution

short vowels bed

long vowels room

diphthongs coat

reduction

S o u r c e : T wo Ame r i c a n E n g l i s h p r o nu n c i a t i o n t e x t b o o k s ( G i l b e r t ’ s ‘ C l e a r S p e e c h ’

( 2 0 0 5 ; 9 6 ) a n d E h r l i c h ’ s ‘ T e a c h i n g Ame r i c a n E n g l i s h P r o nu n c i a t i o n ’ ( 1 9 9 2 ; 1 8 2 )


38

4.2.2 Analysis of the test results

D a e h y u n h a d t o d o a d i a g n o s t i c t e s t t w o t i m e s . F i r s t t i m e , s h e h a d t w o t y p e s o f t e s t , s u c h a s r e a d a t e x t a n d d e s c r i b i n g t h e p i c t u r e . S h e d i d n o t h a v e a n y p r o b l e m t o r e a d t h e t e x t h o w e v e r , w h e n s h e w a s d e s c r i b i n g t h e p i c t u r e , s h e w a s w o r r i e d i f s h e w a s s p e a k i n g c o r r e c t l y o r n o t a n d w a s n o t c o m f o r t a b l e t o s p e a k E n g l i s h f r e e l y . E v e n t h o u g h I g a v e h e r t i m e t o p r e p a r e f o r t h e t e s t , s h e o n l y s p o k e f e w s e n t e n c e s . T h i s i s w h y I c o u l d n o t a n a l y z e f o r h e r .

S e c o n d t i m e , I u s e d t h e s a m e p i c t u r e a n d I p r e p a r e d m a n y d i f f e r e n t q u e s t i o n s t o h e l p D a e h y u n t o s p e a k m o r e i f s h e s t u c k . S o t h i s t i m e w e h a d a c o n v e r s a t i o n f o r a b o u t 2 0 m i n u t e s f o r t h i s t e s t . T h i s t i m e I p r e p a r e d a n o t h e r q u e s t i o n f o r h e r w h i c h s h e m i g h t b e i n t e r e s t e d t o s h a r e h e r e x p e r i e n c e s a n d o p i n i o n s s o i n t h i s w a y I c a n e f f e c t i v e l y a n a l y z e w h a t i s h e r w e a k p a r t w h e n s h e s p e a k s n a t u r a l l y . L u c k i l y , s h e w a s v e r y t a l k a t i v e a n d t o l d m e h e r s c h o o l w i t h o u t a w a r e o f h e r p r o n u n c i a t i o n .

A s a r e s u l t o f a n a l y z e , f o r t h e f i r s t t e s t , s h e r e a d c l e a r l y w i t h g o o d s p e e d a n d w i t h a g o o d v o i c e . H e r v o i c e r a n g e w a s n o t wide bu t not t oo narrow. When she spoke , excep t “ r ” and “ l ” sound d i s c r imina te o r “w” sound , he r pronunc ia t i on sounds c lear a n d I w a s a b l e t o u n d e r s t a n d w i t h o u t a n y p r o b l e m s h o w e v e r t h o s e s o u n d s a r e t y p i c a l l y d i f f i c u l t f o r K o r e a n s o I t h i n k h e r v o i c e q u a l i t y w a s b e t w e e n o b v i o u s l y L 1 a n d L 2 .

L i k e t h e t u t e e A , s h e o f t e n d i d n o t p r o n o u n c e e n d i n g s o u n d such a s “ conservat ion s ” t here was not “ s ” sound a t t he end or “a reas . ” A l so her vo ice qua l i ty was be tween obvious ly L1 and L2 . L i k e t h e t u t e e A , s h e m i s s e d p r o n o u n c i n g e n d i n g s o u n d s s u c h a s , “ conserva t ion s ” and “ a rea s . ” A l so she p ronounced cer t a in words i n very weak sound fo r example , “ i n te r rupt , ” “ ru les , ” and “ gove rning , ” “ f in i shed , ” and “ cons idered . ”


39

T h e r e a r e s o m e w r o n g p r o n o u n c e d s y l l a b l e s a n d w o r d s t ress such as “ways” in to two sy l l ab le s “/way/s/ , ” “ d i f f i cu l t y” i n to “d i f f i /cu l t y/ ” a l so she put the s t ress “d i f f i cu l t y” in s tead o f “ d i f f i cu l t y , ” “ exp l i c i t l y , ” in to “ ex/p l i /c i t l y” and put the s t re ss “exp l i c i t l y . ” There i s one word she p ron o u n c e d t o t a l l y d i f f e r e n t , “ in te rrupt ing” in to “ in te rpret ing . ”

F o r t h e s e c o n d a n d t h i r d t e s t , h e r s p e e d w a s v e r y s l o w a n d

h e r f l u e n c y w a s w e a k . S h e t r i e d t o u s e j u s t s i n g l e w o r d s i n s t e a d

o f m a k i n g s e n t e n c e s . H e r v o l u m e w a s v e r y l o w a n d v o i c e r a n g e

w a s v e r y n a r r o w . T h e r e w e r e m a n y p a u s e s a n d s h e b a r e l y u s e d

word s t re ss when she pronounc ing s ing le words . She d idn ’ t

p ronounce the word end ings such as , “ f in i she d , ” and “ ch ip s . ” She

p ronounced the wrong sounds for “ c lo the s , ” “ g i r l s ” [ s ] i n s t e a d

o f [ z ] , “very” [ b ] , i n s t e a d o f [ v ] , “ red” [ l ] i n s t e a d o f [ r ] . O t h e r

m i s t a k e s w e r e m i s p r o n o u n c i n g o r w e a k p r o n o u n c i n g [ r ] s u c h a s

“ fo r t y” and “ fu rni ture . ”

Last l y , she made a vowel l ength mis take such a s “b e ed” fo r “bed” ,

“ rom” for “ ro om” or “ f re ” f o r “ f re e ” .


40

5. Goals and objectives

F r o m t h e b a c k g r o u n d s u r v e y s , b o t h t w o t u t e e s w a n t t o i m p r o v e t h e i r p r o n u n c i a t i o n a n d t h e y t h i n k p r o n u n c i a t i o n i s o n e o f t h e m o s t d i f f i c u l t a r e a i n l e a r n i n g E n g l i s h . A l s o t h e y h a v e l e s s c o n f i d e n t a b o u t t h e i r p r o n u n c i a t i o n s o t h i s c a u s e l e s s c o n f i d e n t w h e n t h e y a r e s p e a k i n g E n g l i s h . A c c o r d i n g t o t h e i r d i a g n o s t i c t e s t r e s u l t s , t h e t u t o r n o t i c e d t h a t b o t h t u t e e s c o m m o n l y m a d e t h e s a m e m i s t a k e s s u c h a s n o t p r o p e r e n d i n g s o u n d s a n d s o m e c o n s o n a n t s o u n d s . T h e s e a r e c o m m o n m i s t a k e s w h i c h o t h e r n o n -n a t i v e s p e a k e r s m a k e h o w e v e r w r o n g e n d i n g s o u n d s a n d n o t p r o p e r l y p r o n o u n c e d a l p h a b e t s o u n d s c a n c a u s e m i s l e a d i n g w h i l e h a v i n g t h e c o n v e r s a t i o n s . E n d i n g s o u n d s a n d c o n s o n a n t s o u n d s a r e k i n d o f s i m p l e s k i l l s c o m p a r e t o o t h e r a r e a s u c h a s i n t o n a t i o n , v o w e l s e t c . H o wever the tutor thought tha t enhance the tutees ’ b a s i c s k i l l s i n p r o n u n c i a t i o n w i l l b e v e r y h e l p f u l f o r t h e m t o e x p a n d t h e i r c o m m u n i c a t i v e a w a r e n e s s i n t h e f u t u r e .

B a s e d o n t h i s g o a l , t h e o b j e c t o f t h e t u t o r p r o j e c t i s t e a c h d i f f e r e n t t y p e s o f e n d i n g s o u n d s such as ‘ - th ’ , -ed ’ , and ‘ -s ’ , and some consonan t cont ras t sounds wh i ch a re ‘p vs . f ’ and ‘b vs , v ’ . T h e t u t o r w i l l u s e t h e s a m e l e s s o n p l a n s a n d s a m e m a t e r i a l s f o r t h e t u t e e s i n t h i s w a y t h e y c a n c o l l a b o r a t e a n d c a n c h e c k e a c h other ’ s mi s takes . U n l i k e i n d i v i d u a l l e a r n i n g , p e o p l e e n g a g e d i n co l l aborat i ve lea rn ing cap i ta l i ze on one another ’ s resources and s k i l l s ( a s k i n g o n e a n o t h e r f o r i n f o r m a t i o n , e v a l u a t i n g o n e another ’ s i deas , moni tor ing one another ’ s work , e t c . )

D u e t o b o t h t u t e e s h a v e l e s s c o n f i d e n t a b o u t t h e i r p r o n u n c i a t i o n w o r k t o g e t h e r w i l l b e e n h a n c e t h e i r s a t i s f a c t i o n a n d c o n f i d e n t . D u r i n g t h e t u t o r p r o j e c t , i n s t e a d o f s p e n d i n g m a n y t i m e s t o e x p l a i n t h e r u l e s , b o t h t u t e e s w i l l m a n y d i f f e r e n t a c t i v i t i e s a n d w i l l a w a r e o f t h e d i f f e r e n t r u l e s b y t h e m s e l v e s . T h e tutor ’ s ro l e i s most l y wat ch the tutees work and g ive smal l


41

e x p l a n a t i o n s . F i n a l l y t h e t u t o r w i l l g i v e b o t h t u t e e s s o m e f e e d b a c k a t t h e e n d .


42

6. Action Plans

6.1 Lesson Plan 1.

Lesson title: Pronunciation Practice “th (voiced, voiceless)”

Date: Sunday, May 4th

Class time: 60 minutes

Introduction Objectives: The tutees will be able to pronounce “th (voiced, voiceless)” sound

also they will be able to discriminate “th (voiced, voiceless)” through the lesson.

Material and resources: worksheets and CD player

Lesson activities: Introduction part- Body part- Closure part

Activities Time

(Introduction)

In this part, the tutor briefly introduces and explains about “th (voiced,

voiceless) sound. The tutees have aware of the “th” sound by practicing

minimal pairs, word and sentence repetition.

15 min

(Body)

In the body part, the tutees discriminate “th” sound by listening activities. Also

the tutor introduces /t/ and /s/ sounds to compare with “th (voiceless)”

sound.

After, the tutor introduces /d/ and /z/ sounds to compare with “th (voiced)

sound. At the end, the tutees practice discriminate “th (voiced, voiceless)”

sound among different /t/, /s/, /d/ and /z/ sounds by listening activities.

30 min

(Closure)

In the closure part, the tutees play the information gap game. This activity

helps the tutees discriminate the sounds and refresh their mind. The lesson

ends by giving homework to the tutees.

15 min


43

6.2 Lesson Plan 2.

Lesson title: Pronunciation Practice consonant contrasts “p/f” and “b/v”



Introduction Objectives: The tutees will be able to pronounce “p/f” and “b/v” sounds

properly and practice these sounds through different activities.

Material and resources: worksheets


Activities Time

(Review and Homework Check)

In this part, the tutor checks the tutees homework and briefly checks the

previous lesson.

5 min

(Introduction)

The tutor hands out the worksheet which has ‘p, b, f, and v’ words and let them

aware of sounds differences.

5 min

(Body)

The tutor briefly models each sound and the tutees practice the sounds by

many different activities such as listening, repeating, Bingo game. These

activities help the tutees be aware of the sounds and give them chance to

speak the sounds that they learned.

45 min

(Closure)

The tutees play a board game. The tutor makes the game based on the words

which have ‘p, b, f, and v’ words. Through this game, the tutor checks the

tutees’ weak parts and can correct them. Also the tutees practice the sounds

naturally and they can listen each other and correct if it needed.

15 min


44

6.3 Lesson Plan 3.

Lesson title: Pronunciation Practice “s” endings



Introduction Objectives: The tutees will be able to pronounce the three different “s” sounds

endings through the lesson and activities



Activities Time


In this part, the tutor checks the tutees’ homework and briefly checks the

previous lesson.

5 min

(Introduction)

The tutees listen to the music and sing a song with the tutor. The music

includes many “s” ending words so the tutor and the tutees talk about each

words. This helps to get the tutees’ attention to the lesson and makes the

tutees aware of the sounds different.

10 min

(Body)

The tutor introduces three different “s” endings and the tutees practice these

endings by listening activity. After the tutees practice “s” endings through the

sentences.

30 min

(Closure)

In the closure part, the tutees play a sentence making game. For the game, the

tutees practices reading many different “s” ending words and the tutor helps

them while they are reading. This game helps the tutees be aware of the

sounds and discriminate them while they are making sentences and

pronouncing them.

15 min


45

6.4 Lesson Plan 4.

Lesson title: Pronunciation Practice “ed” endings



Introduction Objectives: The tutees will be able to pronounce the three different “ed” sound

endings through the lesson and activities



Activities Time


In this part, the tutor checks the tutees’ homework and briefly checks the

previous lesson.

5 min

(Introduction)

The tutor introduces “ed” endings and briefly explains the rules. The tutor and

the tutees read words which has three different “ed” endings. After this

practice. This activity helps the tutees be aware of the sounds.

10 min

(Body)

In this part, the tutees more practice about “ed” endings through listening

activity and writing activity. At the end of this age, they will discriminate “ed”

endings inside the short story. These activities help the tutees expand their

knowledge and practice.

35 min

(Closure)

In the closure part, the tutees read a dialogue and discriminate the “ed”

endings. After they will read the whole dialogue and do a role play. This

activity helps them naturally pronounce the “ed” endings while they are

reading a dialogue. Also they can listen to each other and can correct the

wrong pronunciation together.

10 min


46

6.5 Lesson Plan 5.

Lesson title: Lesson 1-4 Review

Date: Sunday, June 1st


Introduction Objectives: The tutees review four different sound endings by playing games

and the tutor checks if the tutees are correctly aware of the sounds. Find the tutees’ weak

sound and correct them.

Material and resources: game cards


Activities Time

(Review Games)

The tutees play two different games in this stage. The first one is a card game

and the second one is “윷놀이”. Both game includes the 3 different endings

such as “s”, “ed” and “th” also consonant constrats “p”, “f”, “b” and “v” sounds in

the game. They can review the sounds and practice all of them while they are

playing. The tutor can checks the weak sounds from the playing.

10 min

35 min

(Closure)

The tutor and the tutees talk about what they’ve learned. The tutor briefly

explains different ending sounds and asks the tutees to explain or makes an

example.

10 min


47

7. Lesson Plans

7 . 1 L e s s o n P l a n 1

Pronunciation Tutor Project, Lesson Plan 1

Lesson Title: Pronunciation Practice “th〔voiced, voiceless〕”



Instruction Objectives: The tutees will be able to pronounce “th〔voiced, voiceless〕”sound

also they will be able to discriminate “th〔voiced, voiceless〕” through the lesson.

Material and resources: worksheets〔see the appendix〕and CD player

Lesson activities: Introduction part – Body part – Closure part

Activities Time

〔Introduction〕

▶ Teacher models voiced and voiceless “th” sound words and asks

students to repeat after the teacher.

(Appendix 1): * How to make the sound * Word Repetition * Minimal Pair

This activity makes students aware the sound differences between voiced

and voiceless “th” sound. Ex) toothpaste, together

▶ Teacher asks students if they can find the differences about voiced and

voiceless “th”sound to get student’s interest. Teacher models “th”

sound and explain sounds differences (voiced and voiceless).

▶ Teacher reads the different sentences regarding to voiced and

voiceless “th” sound and asks students repeat after carefully. After

then asks students will take turn to read the same sentences.

(Appendix 2): Sentence Repetition

Students can expand pronouncing “th” sound endings in sentences and

the teacher can check the target sound while students are reading

sentences.

5 mins

5 mins

5 mins

Total:15minutes


48

〔Body〕

▶Teacher gives the worksheet and asks students to read each sentences

quietly. After then, students need to write down whether each “th”

sounds are voiced or voiceless on the worksheet. Teacher asks students

to read their answers and check the answers together. (Appendix 3)

▶Students do a listening worksheet and check the answers together.

(Appendix 4): This activity is dictation. Students listen to each word and

need to find if the words have “θ” sound or not. This activity makes

students focus more about the specific “θ” sound.

▶Teacher introduces contrasting the consonants “the (voiceless)”, /t/

and /s/ and students repeat after the teacher.

(Appendix 5): Students can understand how voiceless “th” sounds are

different “t” and “s” sound. Ex) thanks – thank / think - sin

▶From the Appendix 5 words, students do a listening worksheet. After

listening, teacher and students check the answers together.

(Appendix 6): Students can practice and check how much they

understand the sound by listening activity. Students need to check if

two words are same or different. Ex) think-think or mouth-mouse

▶Teacher introduces contrasting the consonants “th (voiced)”, /d/ and

/z/ and students repeat after the teacher.

(Appendix 7): By comparing words for example “they” and “day” or “then”

and “Zen”, students can understand how voiced “th” sound are different

with “d” and “z” sound.

▶From the Appendix 7 words, students do a listening worksheet. After

listening, teacher and students check the answers together.

(Appendix 8): Through listening activity students can practice and check

how much they understand the sound. Students need to circle the word

they hear. Ex) den-then, mouth-mouse

▶Teacher gives two different worksheets to students and they take turn

to read and answer.

5 mins

5 mins

5 mins

5 mins

5 mins

5 mins

5 mins


49

(Appendix 9): Based on the activity 5 and 7, “contrasting the consonants

the voiceless, /t/ and /s/ and contrasting the consonant the voiced, /s/

and /z/, students need to find the word they hear from the listening

activity. Teacher can find which parts students need to practice more

or help.

Total:30minutes

〔Closure〕

▶Students do the “Information Gap Exercise”

(Appendix 10): Through Information Gap activity, students can check

each other the different sound and practice the words which they

learned today. Also the teacher can check students’ pronouncing words.

▶Students fill in the banks to make the dialogue together.

(Appendix 11): This will be their homework and they will do a role play

next class as a review.

10mins

5 mins

Total:15minutes

Assignment: Students need to practice the dialogue (Appendix 11) for role play for next class.


50

7.1.1 Materials

◈ (Appendix 1)

* Listen to the words. Then repeat

thin the thank thief

this that

theater these thirsty those third there

thumb they nothing other

toothpaste mother birthday father healthy brother

toothbrush weather bath together teeth feather

month leather mouth bathe cloth bother

eleventh breathe sixteenth thirteenth

Source: www.vitaeducation.org


51

◈ (Appendix 2)

/ th / voiceless / th / voiced

1. Thank you

1. Father and mother

2. Open your mouth

2. That’s right!

3. Healthy and wealthy

3. Other brother

4. Brush your teeth

4. Don’t bother me!

◈ (Appendix 3)

* Now practice pronouncing these sentences using the two “th” sounds. Mark the

phonetic symbol above the word.

1. I thank my three brothers. 2. My birthday is on Thursday April third. 3. These three teeth hurt in my mouth. 4. They went with their mother to the theater. 5. There are thirteen thin women there. 6. She has a loose tooth in her mouth. Source: www.vitaeducation.org


52

◈ (Appendix 4)

* You will here phrases of words that either contain the sounds /θ/ or do not. As you

listen to each, phrase circle yes if you hear /θ/, and circle no if you do not.

1. yes no 4. yes no 7. yes no





53

◈ (Appendix 5)

Contrasting the consonants “th voiceless, /t/ and /s/

* A. Now listen to the word pairs. Then repeat.

/t/ /t/ /s/

thank – tank bath – bat think – sink three – tree both – boat thing – sing

through – true math – mat mouth –mouse thin – tin tenth – tent thin – sin

thought - taught thick - sick

◈ (Appendix 6)

* B. Now you will hear two words from the list above. If the words are the same (think-

think), write “S”. If the words are different (mouth-mouse), write “D”.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.



54

◈ (Appendix 7)

Contrasting the consonants “th voiced, /d/ and /z/

* C. Now listen to the word pairs. Then repeat.

they – day then –Zen through – dough breathe – breeze

then – den clothing – closing than - Dan teethe - tease

◈ (Appendix 8)

* D. Listen. You will hear a word two times. Circle the word you hear.

1. den then

2. mat math

3. they day

4. sing think

5. three tree

6. mouth mouse

7. boat both

8. tank thank

9. through dough

10. sin thin



55

◈ (Appendix 9)]

* Minimal Pair Exercises for Student Pairs

You and your partner have different sheets, either A or B.

Read your words from the list below to your partner, and he or she will mark down which

word was different (either the first, second, or third). Then, your partner will read, and you

will mark down on your worksheet either the first, second, or third (whichever is different).

Example: You hear “thor-sore-thor”; you write 2 in the space provided, as the second (sore)

was different from the first and third (thor).

(Type A)

1. think sink sink 1. ____________________________________________________ (1,2, or 3)

2. fought fought thought 2. ____________________________________________________ (1,2, or 3)

3. boat both boat 3. ____________________________________________________ (1,2, or 3)

4. broth broth brought 4. ____________________________________________________ (1,2, or 3)

5. sin thin thin 5. ____________________________________________________ (1,2, or 3)

6. moth moth moss 6. ____________________________________________________ (1,2, or 3)

7. thor sore sore 7. ____________________________________________________ (1,2, or 3)

8. pass pass path 8. ____________________________________________________ (1,2, or 3)

9. three free three 9. ____________________________________________________ (1,2, or 3)

10. frilled frilled thrilled 10. ____________________________________________________ (1,2, or 3) Source: www.vitaeducation.org


56

◈ (Appendix 9]

* Minimal Pair Exercises for Student Pairs

You and your partner have different sheets, either A or B.

Read your words from the list below to your partner, and he or she will mark down which

word was different (either the first, second, or third). Then, your partner will read, and you

will mark down on your worksheet either the first, second, or third (whichever is different).

Example: You hear “thor-sore-thor”; you write 2 in the space provided, as the second (sore)

was different from the first and third (thor).

(Type B)

1. thin sin sin 1. ____________________________________________________ (1,2, or 3)

2. frilled thrilled thrilled 2. ____________________________________________________ (1,2, or 3)

3. boat both both 3. ____________________________________________________ (1,2, or 3)

4. path path pass 4. ____________________________________________________ (1,2, or 3)

5. thin thin sin 5. ____________________________________________________ (1,2, or 3)

6. moss moth moss 6. ____________________________________________________ (1,2, or 3)

7. free three three 7. ____________________________________________________ (1,2, or 3)

8. sink sink think 8. ____________________________________________________ (1,2, or 3)

9. brought broth brought 9. ____________________________________________________ (1,2, or 3)

10. sore thor sore 10. ____________________________________________________ (1,2, or 3) Source: www.vitaeducation.org


57

◈ (Appendix 10]

* Information Gap Exercise

In this exercise, sit opposite your partner. Your partner will ask you which word goes into

the empty boxes. You will pronounce the word in your box, and your partner will write down

what you said. Then you ask your partner to pronounce the words in your missing boxes.

Possible questions:

“Can you tell me the word which is in D-2?”

“Could you repeat that, please?”

Type A



58

◈ (Appendix 10]

* Information Gap Exercise

In this exercise, sit opposite your partner. Your partner will ask you which word goes into

the empty boxes. You will pronounce the word in your box, and your partner will write down

what you said. Then you ask your partner to pronounce the words in your missing boxes.

Possible questions:

“Can you tell me the word which is in D-2?”

“Could you repeat that, please?”

Type B



59

◈ (Appendix 11]

Dialogue

* Write a partner, practice the conversation below until you have memorized it. Then,

perform it in front of your class. (For names, you can substitute Thor, Theo, Thelma, Beth or

any other name with /θ/ on the lines provided)



60

7 . 1 . 2 Description of and reflection on the first meeting

Reflection on Lesson 1. voiced/ voiceless “th” sound

T h e f i r s t l e s s o n w a s c o n d u c t e d o n W e d n e s d a y ( M a y 7 ) m o r n i n g a t

my tu t ee ’ s o f f i ce . My two t u tee s ’ we re p re t t y t i red f ro m t h e l o n g h o l i d a y s h o w e v e r , t h e y s e e m e d e x c i t e d a b o u t t a k i n g t h e f i r s t l e s s o n

s o o u r l e s s o n s t a r t e d w i t h g o o d a t m o s p h e r e .

F i r s t l y , we ta l ked about the two tu tees ’ d i agnos t i c t e s t re su l t s

t h e n I t o l d t h e m t h e c o m m o n m i s t a k e s t h a t t h e y h a d m a d e s u c h a s

t h e s o u n d s a t t h e e n d o f w o r d s . A f t e r , I b r i e f l y e x p l a i n e d w h a t t h e y

wi l l l ea rn each week . Bo th my tu tee s ’ a g reed tha t they do not know

a b o u t t h e s o u n d s a t t h e e n d o f w o r d s a n d h o w t o p r o n o u n c e t h e m

p r o p e r l y . S o t h i s w e e k I s t a r t e d t e a c h i n g t h e m v o i c e d a n d v o i c e l e s s

“ th ” sound end ing s .

I n t h e b e g i n n i n g , I t r i e d t o m a k e t h e t u t e e s a w a r e o f t h e t w o

d i f f e ren t ( vo i ced and vo i ce le ss ) “ th ” sounds . I l e t them guess the

d i f f e rences be tween vo i ced and vo i ce le ss “ th” sounds by

p ronounc ing many word s wh i ch in c luded “ th” s o u n d s . O n c e t h e y

w e r e a w a r e o f t h e d i f f e r e n c e s I t a u g h t t h e m h o w t o p r o n o u n c e e a c h

vo i ced and vo i ce le ss “ th ” sounds by mod i f y in g and was showing

t h e m a v i d e o . E a c h t u t e e u s e d a s m a l l m i r r o r t o s e e a n d c h e c k t h e i r

m o u t h . M y o l d e r t u t e e p r o n o u n c e d t h e v o i c e le ss “ th ” sound we l l .

Howeve r when he read the word s wh i ch ha s vo i ce le s s “ th” sound , he

h a d a t r o u b l e t o p r o n o u n c e t h e s o u n d p r o p e r l y a t f i r s t . A f t e r w o r d

r e p e t i t i o n a n d m i n i m a l pa i r s h i s vo i ce le ss “ th” sound was ge t t ing a

l o t b e t t e r t h a n t h e f i r s t t i m e .

Next we d id l i s ten ing a c t i v i t i e s . Bo th tu tees ’ ea s i l y i d en t i f i ed

the “ th” sound . They espec ia l l y en joyed the l i s ten ing a c t i v i t i e s when

t h e y t o o k t u r n s r e a d i n g t h e w o r d s a n d t h e o t h e r p e r s o n c h e c k s t h e

a n s w e r s . T h e y l a u g h e d a n d g i g g l e d a l o t w h e n t h e y m a d e t h e w r o n g

s o u n d s o r w e i r d s o u n d s . H o w e v e r , t h e y e n c o u r a g e d e a c h o t h e r o f t e n

a n d t h e y r e p e a t e d i t m a n y t i m e s f o r e a c h o t h e r .


61

Af t e r bo th tu tee s ’ were aware o f the “ th ” sound , I t aught

them sounds s im i l a r to “ th ” su ch as – s , - t , - d , a n d – z s o u n d s . T h e

p r o c e d u r e s w e r e s i m i l a r a s a b o v e . T h e y f o u n d t h e d i f f e r e n c e s

between the “ th ” sound and these d i f f e ren t sounds b y l i s t en ing to

t h e t e a c h e r t h e n t h e y l e a r n e d b r i e f l y h o w e a c h o f t h e s e s o u n d d i f f e r e n t . T h e y d i d l i s t e n i n g a c t i v i t i e s a n d t h e y r e a l l y l i k e d t h e

“ in fo rmat ion gap” a c t i v i t y . I gave them a wo rd l i s t so they were on ly

f o c u s e d o n t h e s o u n d i n s t e a d o f w o r r y i n g a b o u t t h e s p e l l i n g . T h e y

s e e m e d l i k e t h i s k i n d o f c o m p e t i t i v e a c t i v i t y .

A t t h e e n d , b o t h t u t e e s m a d e a s i m p l e d i a l o g u e a n d d i d a r o l e

p l a y . A f t e r t h e y f i n i s h e d t h e y s w i t c h e d t h e r o l e a n d d i d i t a g a i n .

S o m e t i m e s t h e y w e r e t o o m u c h i n v o l v e d i n t h e s t o r y s o t h e y f o r g o t

to p ronounce the “ th ” sound p roper l y howeve r I cou ld hea r tha t

the i r vo i ced and vo i ce le ss “ th ” sounds sounded a lo t be t te r . My

o lder tu tee ’ s c o n f i d e n c e h a d e s p e c i a l l y i m p r o v e d a t t h e e n d . S o

o v e r a l l , m y t u t e e s l i k e d f i n d i n g s o m e t h i n g b y t h e m s e l v e s i n s t e a d o f

t h e t u t o r t e l l i n g t h e m t h e a n s w e r s a n d t h e y e n j o y e d t h e c o m p e t i t i v e

a c t i v i t y . I w i l l p r e p a r e m o r e c o o p e r a t i v e a c t i v i t i e s n e x t t i m e s i n c e

b o t h o f t h e m w o r k e d v e r y w e l l t o g e t h e r .


62

7. Lesson plan 7 . 2 L e s s o n P l a n 2

Pronunciation Tutor Project, Lesson Plan 2 Lesson Title: Pronunciation Practice consonant contrasts “p/f” and “b/v”



Instructional Objectives: The tutees will be able to pronounce ‘p/f’ and ‘b/v’” sounds

properly and practice these sounds through different activities.

Material and resources: worksheets〔see the appendix〕


Activities Time


▶Teacher checks last week’s homework and give a brief review.

Students need to read a dialogue with their partner.

5 mins

〔Introduction〕

▶ The students read each consonants contrast ‘p/f’ and ‘b/v’ words and

the teacher and the students talk about these sounds.

(Appendix 1): By pronouncing each consonants contrast words, the

students can feel these sounds’ similarities and differences.

5 mins

Total:5minutes

〔Body〕

▶ The teacher briefly explains how each ‘p/f’ and ‘b/v’ consonant

pronounced and explains the sounds differences by using a picture.

(Appendix 2): The students can understand each ‘p/f’ and ‘b/v’ consonant

positions in a mouth and feel the differences.

▶ The students do a minimal pairs activity. The teacher helps or corrects

the students’ mistakes if needed

(Appendix 3): The students practice consonant contrast sounds by

listening and repeating the words. The students can get feedback from

the teacher or other tutee. This activity raises students’ awareness of

the sounds and enhance pronouncing each sound correctly.

5 mins

10 mins


63

▶ The students do a listening activity. They need to listen to the words

and discriminate what sounds it has.

(Appendix 4): This activity further expands the students’ ability to

discriminate the sounds by listening.

▶ The students play a Bingo game. The teacher checks the students

pronunciation of the sounds and checks if the students have any weak

sounds.

(Appendix 5): The students can practice the sounds by playing a game but

this will be a good time for the teacher to find the students’ weak parts.

▶ The students practice the sentences and each of them take turns

reading. Then they do a listening activity.

(Appendix 5, 6): These activities help the students to be aware of

consonant contrast sounds in sentences and discriminate each sound

by listening activity.

5 mins

5 mins

10 mins

Total:45minutes

〔Closure〕

▶The students play a board game.

(Appendix 7): The students practice consonant contrast sounds by

playing a board game and the teacher checks each student’s sounds.

15mins

Total:10minutes

Assignment: Students need to practice the words that they learned today.

(Appendix 3,3-1,3-2)


64

7.2.1 Materials Appendix 1.

Source: Aussiechildcarenetwork.com


65

Appendix 2.

Source: [email protected]


66

Appendix 3. Minimal Pairs

◈ Listen to the following word. Repeat them, being careful to make the distinction

between the two sounds.

Source: pronunciation practice-Lauren Osowski (2012)


67

Appendix 3-1. Minimal Pairs



68

Appendix 3-2. Minimal Pairs



69

Appendix 4. Phrases with (b), (v)

Listen to your tape. You will hear phrases of words that either contains the sounds (b)

or (v). As you listen to each phrase circle if you hear (b), triangle if you hear (v)

1. ○ △

2. ○ △ 3. ○ △ 4. ○ △

5. ○ △

6. ○ △

7. ○ △

8. ○ △

Phrases with (p), (f)

Listen to your tape. You will hear phrases of words that either contains the sounds (p)

or (f). As you listen to each phrase start if you hear (p), triangle if you hear (f)

1. ○ △

2. ○ △ 3. ○ △ 4. ○ △

5. ○ △

6. ○ △

7. ○ △

8. ○ △


70

Appendix 5. Bingo Game

◈ Use the word box words and fill in the blanks.

“b” “v” “p” “f”

berry

bat

bet

boat

bowel

ban

lob

bow

bent

best

believe

save

van

vile

very

vase

live

vowel

vine

pull

pat

pun

pail

loop

pig

lap

pan

mop

Pam

face

fine

life

fan

file

ferry

fast

foul

safe

belief


71


72

Appendix 6. Sentence practice

◈ Part One

Listen and read the sentences with your partner.

1. Stand up and face the press, Mr. President.

2. Fools laugh now, but they will pay later.

3. "That's enough, Penny," replied Mr. Phillips.

4. "Get off the phone, Fred," snapped Father. 5. I’ve been to the bank. 6. They’ve invited me to their barbecue. 7. Leave the bread and butter on the table. 8. Not everybody believes that bad Billy is evil.

(Source: http://www.eslgold.com/pronunciation/sound_p_f ) No.1-4

(Source: http://www..norwichenglish.co.uk/pronhtm ) No. 5-8


73

◈ Part Two

Listen for the missing sounds and write them on the lines below.

1. Stand up and __ace the __ress, Mr. President. 2. __ools laugh now, but they will __ay later. 3. “That’s enough, __enny,” replied Mr. __hillips. 4. “Get off the __hone, __red,” sna__ped __ather. 5. I’ve been to the ___ank. 6. Lea__e the __read and __utter on the table. 7. They’__e in__vited me to their __arbecue. 8. Not every__ody belie__es that __ad __illy is evil.


74

Appendix 7.

Source: mes-english.com


75

7 . 2 . 2 Description of and reflection on the second meeting

Reflection on Lesson 2. Consonant Contrasts ‘p/f’, and ‘b/v’

I m e t m y t w o t u t e e s o n S a t u r d a y ( M a y 1 0 , 2 0 1 4 ) a r o u n d l u n c h t i m e .

We met a t one o f tu tee ’ s o f f i ce aga in and they were in a p re t t y good m o o d . B o t h of them rev iewed t he l a s t week ’ s l e s son and were

e x c i t e d f o r t h e n e w l e s s o n . A f t e r a b r i e f r e v i e w , I g a v e t h e m a n e a s y

t a s k t o j u s t r e a d t h e s a m e w o r d s . H o w e v e r t h i s w a s i n t e n d e d f o r

c h e c k i n g h o w m u c h t h e t w o t u t e e s a w a r e o f t h e s o u n d d i f f e r e n c e s

b e t w e e n p / f a n d b / v .

They p ronounced ‘p ’ sound and ‘b ’ sound we l l however when

they p ronounced ‘ f ’ and ‘ v ’ sounds they d id no t sound much

d i f f e ren t than ‘p ’ and ‘b ’ sounds . A l so the i r mouth s looked same . So

t h e l e s s o n s t a r t e d w i t h l e t t i n g t h e m b e a w a r e o f t h e s o u n d s

d i f f e rence . They saw a p i c tu re o f the mouth wh i ch shows where ‘p ’ ,

‘ f ’ , ‘ b ’ and ‘ v ’ sounds a re p roduced and p ra c t i ce these sounds by

l o o k i n g a t m i r r o r s . T h r o u g h m i n i m a l p a i r s a n d l i s t e n i n g a c t i v i t i e s ,

t h e y c o u l d u n d e r s t a n d t h e s o u n d s b e t t e r a n d t r i e d t o p r o n o u n c e

e a c h s o u n d a s t h e y w e r e t a u g h t . S e o n g g i l ( m a l e t u t e e , b u s i n e s s m a n )

a lways en joys co r rec t ing the o ther tu tee ’ s sounds i f she makes

m i s t ake s o r when she ’ s sh y to im i ta te sounds , he mode led fo r he r .

S o o u r l e s s o n t i m e w a s v e r y a c t i v e a n d f u n b e c a u s e o f h i m . H e

e n c o u r a g e s t h e o t h e r t u t e e .

I t h i n k t w o t h e t u t e e s a r e g e t t i n g c o m f o r t a b l e h a v i n g t h e

l e s s o n s t o g e t h e r a n d a s k e d m e m o r e q u e s t i o n s t h i s t i m e c o m p a r e t o

l a s t t i m e . I n s t e a d o f j u s t f o l l o w i n g w h a t I a s k e d t h e y t a l k e d t o m e

a b o u t t h e i r t h i n k i n g m o r e . T h e y s a i d t h e l i s t e n i n g p a r t w a s a l i t t l e

d i f f i c u l t f o r t h e m b e c a u s e s o m e w o r d s s o u n d e d v e r y s i m i l a r .

S e o n g g i l s a i d i t i s e a s i e r t o r e a d s i n g l e w o r d s h o w e v e r w h e n

t h e s e c e r t a i n s o u n d s a r e i n s e n t e n c e s , i t i s d i f f i c u l t f o r h i m t o

p r o n o u n c e e a c h w o r d c o r r e c t l y b e c a u s e o t h e r w o r d s k i n d o f d i s t r a c t

h im wh i l e he ’ s read ing . Dahyun ( f ema le tu tee , un i ve r s i t y s tudent )

s a i d r e a d i n g s i n g l e w o r d s o r s e n t e n c e s a r e f i n e f o r h e r b u t


76

d i s c r i m i n a t i n g t h e s e s o u n d s b y l i s t e n i n g i s a l i t t l e b i t d i f f i c u l t f o r

h e r .

S i n c e t h e y l i k e d c o m p e t i t i o n a c t i v i t y l a s t t i m e , I p r e p a r e d t w o

t y p e s o f h i s k i n d o f a c t i v i t y s u c h a s B i n g o g a m e a n d b o a r d g a m e .

They had to l i s t en each o the r ’ s p ronunc ia t i on word s a n d c o r r e c t m i s t a k e s t o g e t h e r . I j u s t w a t c h e d t h e m p l a y a n d h e l p t h e m a l i t t l e

b i t i f i t w a s n e e d e d . S o m e t i m e s t h e y a r g u e d a b o u t t h e s o u n d s a n d

a s k e d m e t o c h e c k w h o w a s r i g h t . I t w a s r e a l l y f u n a g a i n t o t e a c h

t h e m a n d I f e l t l i k e I n e e d t o t h i n k a b o u t m o r e d i f f e r e n t t y p e s o f

a c t i v i t i e s f o r t h e m .


77

7 . 3 L e s s o n P l a n 3 Pronunciation Tutor Project, Lesson Plan 3

Lesson Title: Pronunciation Practice “s” endings



Instructional Objectives: The tutees will be able to pronounce the three different “s”

sounds endings through the lesson and activities



Activities Time


▶Teacher checks the last week’s homework and give a brief review.

Students need to read a dialogue with their partner.

5 mins

〔Introduction〕

▶ Teacher gives the song lyric worksheet to students and listen to music

together. Asks students today’s lesson topic to get student’s interest.

Check the “s” ending words in the paper and talk about how each

word is pronounced the sounds. (Appendix 1)

10

Total:10minutes

〔Body〕

▶Teacher explains three different “s” sounds ending with example.

▶Teacher and students do a worksheet together and check the answer.

(Appendix 2): Students need to decide if the word ends with an /s/,/iz/ ,

a /z/ sound and circle. Ex) acts /s/, /iz/, /z/ From this activity,

students can practice discriminate different –s endings.

▶Teacher gives a worksheet to students and they do a worksheet

together without the teacher’s help. After check the answers with the

teacher.

(Appendix 3): This activity expands the words more and students need to

change the singular words into –s or –es. After they need to

discriminate the –s endings. Students can more aware about different –

10 mins

5 mins

10 mins


78

s endings.

▶Teacher gives a sentence worksheet and give students time to practice

and then students read sentence by sentence.

(Appendix 4): Students can practice s endings thorough read the story.

5 mins

Total:30minutes

〔Closure〕

▶Students practice pronouncing consonant clusters occurring as a result

of plural or past tense formation by playing a game. (Appendix 5)

▶Teacher and students sing a song together. (Appendix 1)

10mins

5mins

Total:15minutes


79

7.3.1 Material

◈ (Appendix 1)


80

◈ (Appendix 2)

Source: all content@2009 by ALLENGLISH LLC 2009


81

◈ (Appendix 3)

Source: https://mrescribanoeoi.wikispaces.com


82

◈ (Appendix 4)

Source: https://mrescribanoeoi.wikispaces.com


83

◈ (Appendix 5)

Source: www.cambridge.org/elt/inuse


84

Source: www.cambridge.org/elt/inus


85

7 . 3 . 2 Description of and reflection on the third meeting

Reflection on Lesson 3. Practice ‘-s’ endings (/s/, /z/, /iz/)

The tutor and the tutees had 3rd times lesson on Sunday (May 18th) at my tutee’s office. This time the tutees practiced three different types of ‘-s’ endings. They were surprised when they knew ‘-s’ endings have three different sounds especially my older tutee (Seonggil) wanted to know in what cases they make different sounds.

First, the tutor just introduced that they will learn different ‘-s’ endings and gave them the lyrics for the song. This song includes all three different ‘-s’ endings so while the tutees listened to the song and practice, they can naturally be aware of the sounds differences. The tutor and the tutees practiced this song several times and then the tutees sang the song together. After, they circled all the words which have ‘-s’ endings and the tutor and the tutees talked about how each words pronounced differently. This activity was helpful to the tutees to find the three different ‘-s’ endings by themselves and it caught their interested with the lesson.

Next, the tutees practiced discriminating more different words into /s/, /z/, and /iz/ sounds by reading the words. They did not have any trouble doing so by themselves however when they had to change the base form of verbs into third person singular present tense form, the tutor had to explain the rules a little bit since this activity needed grammar rules. After practicing with single words, they practiced sentence by sentence. When the tutees read the sentences, they tried to pronounce each ‘-s’ endings correctly, however they hesitated lots when they read the words which has ‘-s’ endings and the whole sentence did not sound natural as they were too much focused on certain words. So because of this, it took longer than the tutor planned. At the end, the tutees played a kind of sentence making game. The tutor followed the rules in the Appendix 5, and the tutor had to translate some words meaning before starting the game. They really enjoyed playing this game even though it took some time for each tutees to make a sentence. Overall, this lesson was helpful for the tutees to be aware of the ‘-s’ endings. However, there was some trouble with the vocabulary the tutor had chosen. Next time, the tutor should be more considerate of the tutees’ levels.


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7.4 Lesson Plan 4 Pronunciation Tutor Project, Lesson Plan 4

Lesson Title: Pronunciation Practice “ed” endings



Instructional Objectives: The tutees will be able to pronounce the three different “ed”

sounds endings through the lesson and activities



Activities Time


▶Teacher reviews the last lesson.

5 mins

〔Introduction〕

▶Teacher explains three different endings “ed” sounds with example.

(Appendix 1)

▶Teacher reads more words and students repeat after. Talk about the

rules again. (Appendix 2)

10 mins

Total:10minutes

〔Body〕

▶Teacher gives a worksheet and students do it together. Teacher checks

the answers with students.

(Appendix 3): Students can practice discriminate –ed engines by sentence

reading.

▶Teacher give a worksheet and students do it together. Teacher checks

the answers with students.

(Appendix 4): Students need to fill in the blanks with the simple past of

the following regular verbs and then write the correct pronunciation of

–ed in the blanks. Students can expand practice discriminate –ed

endings.

▶Teacher gives a worksheet and students do it individually and then

check the answers together. Students read the dialogue.

(Appendix 5): Students can practice –ed endings by reading a story.

10 mins

15 mins

10 mins

Total:35minutes


87

〔Closure〕

▶Teacher gives a dialogue and students work together. Check the

answers with the teacher and students do a role play. (Appendix 6)

10mins

Total:10minutes


88

7.4.1 Materials

◈ (Appendix 1)

Source: englishforeveryone.org


89



90

◈ (Appendix 2)



91

◈ (Appendix 3)



92

◈ (Appendix 4)

Source: @2008abcteach.com


93

◈ (Appendix 5)



94

◈ (Appendix 6)



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7.4.2 Description of and reflection on the fourth meeting The tutor and the tutees met on Sunday (May, 25th), for the fourth lesson. This weekend, the tutees practiced three different ‘-ed’ endings such as /t/, /id/, /d/. The tutor briefly introduced the lesson for today and read some words which finished with ‘-ed’. After, the tutor asked the tutees whether all ‘-ed’ words sounded the same or not. The tutees easily found the /d/ sound, however they could not find the /t/ and /id/ sounds at first. The second time, the tutor read the same words slowly and emphasized the different endings. This time they found /t/ sound but they still did not find /id/ sound. The tutor explained the three different ‘-ed’ endings and checked the words which has /id/ sounds.

The tutor and the tutees practiced more words together then the tutees took turns to read each word. After the tutees did worksheets for which they needed to discriminate between the different endings and they did not have any difficulty to finish. However, when the tutees read a story which has many ‘-ed’ endings, my older tutees had trouble reading due to there being many difficult words for him. So the tutor and the other tutee helped him whenever he faced a difficult word. The tutor might need to prepare some easier text, for him next time.

This time, the tutor did not prepare many fun activities so our lesson finished earlier. We talked about the lessons which we have done so far. The older tutee said, it was helpful for him to be aware of different sounds and whenever he reads English words he started to focus on ending sound. The other tutee also thought that she would never be interested in pronunciation however like the other tutee, she is starting to be curious about English sounds and whenever she sees English words, she sees the endings first. However, they gave me some feedback about the teaching materials. They think the materials which the tutor used were very similar and sometimes they were too difficult for the older tutee. So the tutor should prepare more various types of activities next time.


96

7.5 Lesson Plan 5 Pronunciation Tutor Project, Lesson Plan 5

Lesson Title: Lesson 1-4 Review

Date: Sunday, June 1st


Instructional Objectives: The tutees review four different sound endings by playing games

and the tutor checks if students are correctly aware of the

sounds. Find tutees’ weak sound and correct them.

Material and resources: game cards

Lesson activities: Preview – Main Review – Closure part

Activities Time

〔Preview〕Play a card game

▶The tutor prepares four different sound endings words cards and

sound cards. The tutor asks one tutee to read a word card and asks the other needs to pick a sound card that he/she hears if one student picks the right card then the other student who read the word card will get a point. The tutees will take turns playing. From this activity students warm up and will be reminded of what they’ve learned.

15 mins

Total:10minutes

〔Main Review〕Play “윷놀이”

▶The tutor prepares a 윷놀이 board game and in each circle there are

four different sound endings. There are also four different sound cards so students can choose a card to read. If they read correctly, they can make a

move on the board. The rules are same as 윷놀이 game. From this

activity the tutees can practice different sound endings and they can listen to each other carefully. Through the game the tutees can focus on the sound and the tutor can find their weak sounds.

20 mins

Total:25minutes


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〔Closure〕 Summary

▶The tutor briefly gives summary to the tutees about the lesson 1

through 4.

5mins

Total:5minutes


98

7.5.1 Materials


99


100


101

7.5.2 Desription of and refelction on the fifth meeting The tutor and the tutees met on Saturday (May, 31st), for the fifth lesson. Today the tutees looked over lessons 1 to 4 which they learned before. The tutor prepared two

games such as a card game and ‘윷놀이’.

These games included all the ending sounds ,/-th/, /-s/, /-ed/ and consonant contrast sounds, /f/, /p/, /b/ and /v/. The tutees could review the all lessons while they were playing these games. First, they played the card game. They decided the turn first and anyone won needed to guess the sounds while the other one read a word. If the tutee reads watches, then the other tutee guesses the ‘-s’ ending. Also the tutee needed to tell which ‘-s’ sounds like /iz/. They did not have any problem choosing the sounds however when they had to specifically choose the detail sounds, they seemed to struggle a little bit. The tutor listened and checked the sounds which the tutees needed to practice more while they were playing.

Second activity was play ‘윷놀이’. This is a Korean traditional board game

and we followed the same rules for the activity. Basically anyone who arrives at the start place is the winner. Each circle has certain sound so if one person arrives /-th/ circle then he or she needs to pick up one of the /-th/ ending card and read it. If the other person thinks the sound is wrong then, the player can not move forward. This is a simple game but it is actually a very fun game to practice all the different sounds. The tutees really enjoyed playing the game and sometimes they argued about pronunciation so the tutor had to be the judge to the end the arguments. The tutees played the game 2 times because of the limited time.

The tutees are aware of the different sounds which they learned well however if they do not focus on each sound then they can easily mispronunced. This may be due to limited practice time or they are not that much exposed to all English environment. However, after finishing the activities the tutor briefly reviewed a what they’ve learned and gave each tutee feedback. For Seonggil (older tutee), /f/ and /v/ sounds were still difficult for him and often he did not discriminate /p/ and /b/ so he practiced these sounds after the activities. Dahyun (university student) was pretty good overall however she often could not discriminate pronunciation of /v/ and /b/ so she practiced by herself more and she also helped Seonggil when he practiced.


102

8. Achievement Test 8.1 Overview

To check the tutees’ improvement about sound endings, two different types of tests are prepared. Type A is a speaking test and it consist of two small different types. The first one is describing the messy room using singular verbs and plural verbs. This is devised to see how naturally the tutees use sound endings that they’ve learned. The second part is a describing task but this time the tutees have to describe their own room which they had when they were young. This task is devised to make the tutees to use past verbs since they learned ‘ed’ endings. Also the tutor can check their endning sounds naturally.

Next test is a more controlled reading task. The tutor prepared two different texts because the tutees’ English levels are different. However, both texts are easier to read for the tutees because the vocabulary should not bother the tutees when they are reading. Both texts have many sound endings such as /ed/, /s/ and /th/ and consonant contrast words like /f/, /p/ and /b/, /v/. So this will help the tutor to check their pronunciation which they’ve learned last 4 weeks.

The test type A and B are very much similar with their previous diagnostic tests. Except the description for the tutee A (Seonggil). He did not have free speaking test before due to his limited English. However, this time by making them to talk together they can help each other or one of them can get a hint from the other. Both tests are similar so it will be very interesting to see how much the tutees improved their pronunciation in a certain area (sound endings and consonant contrast) and also their confidence.


103

8.2 Test sheets 1. Tutee A and B

Achievement Test Part I

Ⅰ. Look at the picture and remember as much as you can. Talk to your partner about the room.

Source: A conversation book (1998) by Prentice Hall Regents

Ⅱ. Did you have your room when you were young? Describe your room to your partner.


104

2. Tutee A’s test sheet

◈ Read aloud

Source: Wow! Smart Reading 1(2012) by Drakwon, Inc.


105

3. Tutee B’s test sheet

◈ Read aloud

Source: www.educhosun.co.kr


106

9. Analyze of the test results 9.1 Subject A

9.1.1 Test Results Table 9-1 shows the subject A’s achievement test result. Table 9-1. Checklist for diagnostic testing of segments

Date: June 8th Name: Lee Seonggil

Letter

Sound

Examples

OK

X

Substitution Omission

b /b/

bed

O

p /p/

pillows lamp telephone

O O O

f /f/

found felt campfire

O O X

campire

v /v/

vera vase

X X

bera base

s

/s/

likes plants books

O O O O X O O X X

mangoes /s/

es es

/z/

loves mangoes leaves girls

/iz/

clothes glasses


107

ed

/t/

O O O O X O

ed

/d/

climbed healed walked tired

/id/

needed wanted

th

/θ/

clothes

O O

/ð/

there


108

9.1.2 Analyze the subject A’s test result

The tutee A was aware of the different endings from the 5 weeks lessons. While he was reading the text, he was stopped many times whenever he saw some ending sound words. In general, his test result shows that he understand the different endings. Before the project started, he did not know different sound endings and he did not carefully pronuced the endings espcially he did not distinguish /p/ and /f/ sounds or skipped pronuncing endings.

The table 9-1 shows that he mostly pronunced different endings well. However, pronuncing /v/ still seems like difficult for him. When he was practicing consonant contrast sounds in a second week, he often hesitated or kept repeating the same sound many times especially /f/ and /v/. He mentioned that these sounds are especially difficult for him to pronunce. If he focuse only these single sounds then he pronunced them ok but in sentences or inside the reading he often stopped to pronunce them or pronuced wrong way.

He believes that his age and stiff tonugue afftects lots to pronunce these certain sounds. Even if he still struggling with some sounds, he has more confidence than before comepare to his first diagnostic test. Like the tutor mentioned before, he did not hesitate to correct other tutee’s mistakes and practiced looking at a mirror. In general he understand the different endings such as he learned /s/, /ed/, /th/ and consonant contrast sounds. He might be show a better improvement if he practiced more alone but he was busy with his business and said he works until late night so it was hard for him to practice regularly.

By the ways, he thinks it was a good chance to learn and practice some pronunciation which he never taught and he would like to learn more about the sounds if the time is allowed. Lastly the tutor thinks even if he did not mastered the certain sounds perfectly his attitute about the sound and enthuasism to learn more reflects the tutor project was very worthy for him.


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9.2. Subject B 9.2.1 Test results

Table 9-2 shows the subject B’s achievement test result. Checklist for diagnostic testing of segments Date: Name: Lee Daehyun

Letter

Sound

Examples

OK

X

Substitution Omission

b /b/

bedroom comb wardrobe

O O O

p /p/

develop relationship office lamp

X O O O

/p/

f /f/

different France find

O O O

v /v/

vase

O

s

/s/

cultures restaurants clothes books curtains

O O X O O O O O X O O O

/iz/ for /s/

/s/

/z/

signals cafes words parts values pillows beds


110

shoes O O

/iz/

countries

ed

/t/

O O O O

/d/

smiled realized

/id/

expected started

th

/θ/

through thought

O O O O

/ð/

there rather


111

9.2.2 Analyze the subject B’s test result

In general, the tutee B is aware of different sound endings very well. The tutee B pronounced each different sound endings properly. The tutee B’s mistakes are skipped pronouncing ending words rather than mispronounced. The tutee B’s last diagnostic test shows that she did not pronounce plural sounds or often confused /f/ and /p/ sounds or /v/ and /b/ sounds however after five weeks lessons she distinguished these sounds.

Based on the diagnostic test, she is improved very much compare with the previous test result. The tutee B’s two diagnostic tests designs are same and last time when she had to describe the picture, she only spoke single words and did not distinguish singular or plural. However this time, she answered with sentences more than before and distinguished singular and plural verbs. The tutor thinks that describing the picture with another tutee instead of alone affects the tutee B’s speaking. She seemed have more confident and less nervous to speak. When she was reading a text, she read in a good speed and whenever she saw words with /s/ endings or /ed/ endings she slow down a little bit and then pronounced them carefully. Because of she was conscious about some words, she did not read the text naturally but at least most of the sounds were correct.

The tutee said that it is not difficult to understand and practice each different endings however in a natural situation or environment, it is hard to pronounce them naturally. Even though she is starting to discriminate singular or plural sounds, she often does not discriminate them and this shows again in the diagnostic test. She thinks that this is because of she was not used to speak more instead of focusing on reading alone and answering the questions when she was in middle and high school years. However, she wants to keep practicing and studying about pronunciation even if the project finished so this was a good chance for her to have interested in pronunciation and also gave her better confidence.


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10. Survey 10.1 Subject A

Tutor Evaluation Form Date: June 8th Name: Lee Seonggil

◈ Please take a few moments to answer the following questions.

Lesson Offering Please Circle The Appropriate Box

Not good Ok Very good

1) Lesson content met your needs: 1 2 3 4 5

2) Matched Description in Lesson Plan

Guide:

1 2 3 4 5

3) Textbook/Materials/Handouts: 1 2 3 4 5

4) Lesson place & time: 1 2 3 4 5

5) Pace of the Lesson: 1 2 3 4 5

The Instructor

Please Circle The Appropriate Box

Poor Ok Excellent

1) Knowledge of the Subject Matter: 1 2 3 4 5

2) Preparation for Each Class: 1 2 3 4 5

3) Communicated Material Effectively: 1 2 3 4 5

4) Responded Well to the tutees’

questions:

1 2 3 4 5

5) Instructor’s enthusiasm: 1 2 3 4 5

Achievement

Please Answer the each question

1) Do you have more confident in pronunciation? Yes, I have more confident.

2) Which part was the easiest? There were not easy parts for me.

3) Which part was the most difficult? Consonant contrast sounds

4) What did you find was the most valuable part of

this project?

I haven’t known any anything about ending

sounds so all the lessons were valuable for me.

5) Do you have any suggestions on how the tutor

could improve this project?

The tutor prepared the lessons well however it will

be good for her if she has more confident.


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10.2 Subject B

Tutor Evaluation Form Date: June 8th Name: Lee Daehyun

◈ Please take a few moments to answer the following questions.

Lesson Offering Please Circle The Appropriate Box

Not good Ok Very good

1) Lesson content met your needs: 1 2 3 4 5

2) Matched Description in Lesson Plan

Guide:

1 2 3 4 5

3) Textbook/Materials/Handouts: 1 2 3 4 5

4) Lesson place & time: 1 2 3 4 5

5) Pace of the Lesson: 1 2 3 4 5

The Instructor

Please Circle The Appropriate Box

Poor Ok Excellent

1) Knowledge of the Subject Matter: 1 2 3 4 5

2) Preparation for Each Class: 1 2 3 4 5

3) Communicated Material Effectively: 1 2 3 4 5

4) Responded Well to the tutees’

questions:

1 2 3 4 5

5) Instructor’s enthusiasm: 1 2 3 4 5

Achievement

Please Answer the each question

1) Do you have more confident in pronunciation? Yes, I do.

2) Which part was the easiest? s endings

3) Which part was the most difficult? consonant contrast part (/b/ and /v/)

4) What did you find was the most valuable part of

this project?

Different activities

5) Do you have any suggestions on how the tutor

could improve this project?

Prepare more various types of

material will be good for her.


114

11. Conclusion The tutor project was implemented for five weeks with the two tutees. During these weeks, they learned “th” sounds, “s” endings, “ed” endings and consonant contrast sounds such as, “p-f” and “b-v.” In the pronunciation teaching area, “th” sound is often considered not that important for the intelligibility however the tutees never learn pronunciation separately in their school years so they really enjoyed learning each different sounds and it was worthy for them. The tutor and the two tutees met every Sunday at the one of the tutee’s office. The learning atmospheres were always nice and the tutees willing to volunteer whenever the tutor asked.

Firstly when the project started, it was difficult for one of the older tutee because he has stopped learning and studying English for a long time. However, he is very motivated to learn English especially he really wants to improve his pronunciation. After the project, his pronunciation about the ending sounds got improved lots but he still has some troubles to pronounce the certain sounds. During the project, the tutor saw that the tutee A’s improvement and hard working so this project was very meaningful for both of him and the tutor.

Another tutee also gains better confident after the project. She was very shy when we just started the project and the tutor was not sure if she understands or not. However, as time went by she helped other tutee and volunteered a lot more. Because of the other tutee’s active personality, she affected by him so her tone got louder and both of the tutees cooperated together.

Based on the two tutees’ survey, it is easy to notice that this tutor project was meaningful for them and they have more aware of the pronunciation than before. For the tutor, it was also useful time to study and teach them about the certain sounds which never experienced or afraid of teaching pronunciation to somebody. Like the tutees’ feedback, it would be much better if the tutor prepared more various kinds of activities instead of many times minimal pairs or listening activities. If there is any chance to teach pronunciation, the tutor at least knows how to teach and what to prepare better. It was very meaningful time for everybody.

Pronunciation Tutor Project - SOOKMYUNG TESOL MA

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