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.

1. Pronunciation & Communication
Course theory and method
By Patrick Hayeck
Director of Studies
BBR Method Creator

2. PRONUNCIATION & COMMUNICATION
• Course aim – Fluency
• What is fluency in ESL/EFL?
• Problems for fluency
• Solution – BBR method
• Demo
• Testimonials
• Q’n’A

3. COURSE AIM
Fluency

4. COURSE AIM
What is fluency
?

5. COURSE AIM
What is fluency?
Ability to speak easily, clearly,
naturally and at normal speed

6. PROBLEMS FOR FLUENCY
motivation

7. Problems for Fluency

8. PROBLEMS FOR FLUENCY
How do we get words?
?

9. PROBLEMS FOR FLUENCY
LISTENING

10. PROBLEMS FOR FLUENCY
READING

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. PROBLEMS FOR FLUENCY
Listening is primary source

13. PROBLEMS FOR FLUENCY
Before listening comes hearing

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. PROBLEMS FOR FLUENCY
What do we hear in
language?

16. PROBLEMS FOR FLUENCY
Phonemes
pitch-bitch-peach-beach

17. PROBLEMS FOR FLUENCY
Rhythm
Call me tomorrow at seven

18. PROBLEMS FOR FLUENCY
Tone
really – really – really – really

19. PROBLEMS FOR FLUENCY
Pitch
What are you talking about?

20. PROBLEMS FOR FLUENCY
Connected Speech
What are you talking about?

21. PROBLEMS FOR FLUENCY
SO NO HEARING – NO LISTENING
NO LISTENING – NO UNDERSTANDING
NO UNDERSTANDING – NO MEMORY
NO MEMORY – NO VOCABULARY

22. PROBLEMS FOR FLUENCY
Speaking habits
Interfere and disrupt

23. PROBLEMS FOR FLUENCY
Speaking is a physical skill

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. PROBLEMS FOR FLUENCY
Check these guys out

26. PROBLEMS FOR FLUENCY
•
The two best predictors of early reading success
are alphabet recognition and phonemic
awareness. (Adams, 1990)

27. PROBLEMS FOR FLUENCY
Phonemic awareness is central in learning to
read and spell. (Ehri, 1984)

28. PROBLEMS FOR FLUENCY
The lack of phonemic awareness is the most
powerful determinant of the likelihood of
failure to read. (Adams, 1990)

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. 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. SOLUTION
BBR
block build
rewire

32. SOLUTION
Block
old speaking habits

33. SOLUTION
build
new muscle memory

34. SOLUTION
rewire
To process sounds in large chunks to
communicate more easily and
effectively

35. DEMO
Let’s talk about
REGRET
Tell me about something you did
and now regret!

36. DEMO
Example
• I wish I had joined his class
• I would have improved a lot
• I should have done it.

37. DEMO
Example
• I wish I’d joined his class
• I would’ve improved a lot
• I should’ve done it

38. DEMO
YOUR TURN
• I wish I’d
• I would’ve
• I should’ve

39. TESTIMONIALS
• https://www.youtube.com/playlist?list=P
LRPEdBBfCz1u6gCjJqJWJt1mI24Ogtysv

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: https://www.skillsyouneed.com/ips/listening-
skills.html
• Phonemic Awareness Research. (2017). Retrieved September 22, 2017, from Monster
Mapping: https://www.sspmonstermapping.com/phonemic-awareness-research
• Stanovich, K.E. (1995). Romance and reality. The Reading Teacher, 47, 280–291.