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TESOL Videos - Pronunciation and Phonology in the EFL Classroom - Connected Speech
Connected speech is also an important element of phonology and it's involved in joining words together in an effect to make our speech more efficient. Some might say it's a product of being lazy but nonetheless it's what we all do and we want all of our non-native speakers to speak as naturally as possible, so we have to be aware of these things. Here are a few of the more common examples. We have linking, dropping, changing and extra lettering. An example of each would be with linking, we link our words together so that they almost in effect become one word. Instead of saying ?What do you want to do,? we typically will say ?Whatdoyou want to do?? Then, we can also have dropping. Rather than pronouncing each and every consonant, we can sometimes, especially in certain accents, drop some of the letters so in this word it should be ?butter? and this should be ?computer? but here it becomes ?bu?uh? and ?compu?uh?. Then, we can change our sounds as well. Again, I've used the same examples but what we're doing is we're changing the T sound to a D sound because our it's more efficient for vocal organs to move in that pattern. So rather than ?butter? it's ?budder? and rather than ?computer? it's ?compuder.? Then finally we have our extra lettering. This typically comes as we want to connect two vowel sounds with a bit of a consonant sound so instead of saying ?my eyes are green?, we sneak in just a hint of our Y sound so it becomes ?my yeyes? or ?my yeyes are green.? Then, we can also have, instead of ?drawing? it can become ?draring? just as ?washing? can sometimes become ?warshing?.
This is what one of our TEFL graduates feels he has gained from the course, or a part of it, and how he plans to put into action what he has learned.
Watching the first lesson was cringe worthy, I did not know how I managed to finish watching it. Many times I found myself contemplating closing the video but I knew I needed to watch it in its entirety to understand the mistakes committed by the surly instructor. His mistakes were obvious from the first second: failure to smile, the way he talks as if the students are stupid, his attitude towards the lesson, his body and hand gestures were rigid, how he presented himself was off. After the initial mistakes he made countless of other errors, such as turning his backs too often, forgetting to acknowledge student answers, being quite rude when correcting mistakes, and not giving them enough time to talk about their final activate output, which frankly loses the point of the activity since they simply drew something. He didn't give them complete instructions (or any instructions at all), so they probably did not know why they were drawing the animals in the first place. It's fascinating to see how much the attitude of the teacher can greatly affect the outcome of the class, the second lesson on video two was far better the the one that came before it. It was an instructor who embodied the values and techniques that were taught to us in the earlier TEFL lessons, such as how to properly correct students to keep their morale high, how to write on the board, how to start and keep a rapport, and of course how to execute and ESA lesson effectively. This is a very interesting chapter that makes use of all that I've been learning in this course thus far, very enlightening to watch.