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Pronunciation & Communication Course: Theory and Demo

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To speak fluently, you need words, loads of them. Words come from 2 sources - listening and reading. 45% of our verbal communication is through listening. To listen successfully, you need to be able to hear first - hear the sounds; sounds in isolation and in group, hear the rhythm, hear the tone, hear the intonation and music of the language. Most students can't hear the sounds or hear them wrong. You hear them wrong - you say them wrong, thanks to old speaking habits. When you say them wrong - you read them wrong too. And when you read them wrong, aloud or silently, again you hear them wrong - again, no memory, no words, no fluency. Solution? BBR - Block old speaking habits, Build muscle memory of new ones and Rewire how you process the sounds in large chunks to better hear, listen, remember more words and get fluent.

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Pronunciation & Communication Course: Theory and Demo

  1. 1. Pronunciation & Communication Course theory and method By Patrick Hayeck Director of Studies BBR Method Creator
  2. 2. PRONUNCIATION & COMMUNICATION • Course aim – Fluency • What is fluency in ESL/EFL? • Problems for fluency • Solution – BBR method • Demo • Testimonials • Q’n’A
  3. 3. COURSE AIM Fluency
  4. 4. COURSE AIM What is fluency ?
  5. 5. COURSE AIM What is fluency? Ability to speak easily, clearly, naturally and at normal speed
  6. 6. PROBLEMS FOR FLUENCY motivation
  7. 7. Problems for Fluency
  8. 8. PROBLEMS FOR FLUENCY How do we get words? ?
  11. 11. PROBLEMS FOR FLUENCY 45% 16% 30% 9% TIME SPENT COMMUNICATING LISTENING READING SPEAKING WRITING Based on the research of: Adler, R., Rosenfeld, L. and Proctor, R. (2001) Interplay: the process of interpersonal communicating (8th edn), Fort Worth, TX: Harcourt.
  12. 12. PROBLEMS FOR FLUENCY Listening is primary source
  13. 13. PROBLEMS FOR FLUENCY Before listening comes hearing
  14. 14. PROBLEMS FOR FLUENCY • hearing is perception • hearing is a physical ability to access sound data • Example: chugging – rumbling – horn – hiss – screech • listening is comprehension • Listening is a mental ability to interpret sound data • Example: TRAIN
  15. 15. PROBLEMS FOR FLUENCY What do we hear in language?
  16. 16. PROBLEMS FOR FLUENCY Phonemes pitch-bitch-peach-beach
  17. 17. PROBLEMS FOR FLUENCY Rhythm Call me tomorrow at seven
  18. 18. PROBLEMS FOR FLUENCY Tone really – really – really – really
  19. 19. PROBLEMS FOR FLUENCY Pitch What are you talking about?
  20. 20. PROBLEMS FOR FLUENCY Connected Speech What are you talking about?
  22. 22. PROBLEMS FOR FLUENCY Speaking habits Interfere and disrupt
  23. 23. PROBLEMS FOR FLUENCY Speaking is a physical skill
  24. 24. PROBLEMS FOR FLUENCY “To hell with listening – I’ll read!” NOT THAT FAST! Poor listening and speaking usually means poor reading fluency and comprehension You don’t believe me?!
  25. 25. PROBLEMS FOR FLUENCY Check these guys out
  26. 26. PROBLEMS FOR FLUENCY • The two best predictors of early reading success are alphabet recognition and phonemic awareness. (Adams, 1990)
  27. 27. PROBLEMS FOR FLUENCY Phonemic awareness is central in learning to read and spell. (Ehri, 1984)
  28. 28. PROBLEMS FOR FLUENCY The lack of phonemic awareness is the most powerful determinant of the likelihood of failure to read. (Adams, 1990)
  29. 29. PROBLEMS FOR FLUENCY Phonemic awareness has been shown to be a very powerful predictor of later reading achievement. In fact, it [phonemic awareness] is a better predictor than more global measures such as IQ or general language proficiency. (Griffith and Olson, 1992)
  30. 30. PROBLEMS FOR FLUENCY Phonemic awareness is the most potent predictor of success in learning to read. It is more highly related to reading than tests of general intelligence, reading readiness, and listening comprehension. (Stanovich, 1986, 1994)
  31. 31. SOLUTION BBR block build rewire
  32. 32. SOLUTION Block old speaking habits
  33. 33. SOLUTION build new muscle memory
  34. 34. SOLUTION rewire To process sounds in large chunks to communicate more easily and effectively
  35. 35. DEMO Let’s talk about REGRET Tell me about something you did and now regret!
  36. 36. DEMO Example • I wish I had joined his class • I would have improved a lot • I should have done it.
  37. 37. DEMO Example • I wish I’d joined his class • I would’ve improved a lot • I should’ve done it
  38. 38. DEMO YOUR TURN • I wish I’d • I would’ve • I should’ve
  39. 39. TESTIMONIALS • LRPEdBBfCz1u6gCjJqJWJt1mI24Ogtysv
  40. 40. REFERENCES • Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: Massachusetts Institute of Technology Press. • Ehri, L.C. (1991). Development of the ability to read words. In R. Barr, M.L. Kamil, P.B. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research: Volume 2 (pp. 383–417). White Plains, NY: Longman. • Griffith, P.L., & Olson, M.W. (1992). Phonemic awareness helps beginning readers break the code. The Reading Teacher, 45, 516–523. • Juel, C. (1994). Learning to read and write in one elementary school. New York: Springer-Verlag. • Listening Skills. (2012). Retrieved September 22, 2017, from Skills You Need: Helping You Develop Life Skills: skills.html • Phonemic Awareness Research. (2017). Retrieved September 22, 2017, from Monster Mapping: • Stanovich, K.E. (1995). Romance and reality. The Reading Teacher, 47, 280–291.