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TESOL Videos - Pronunciation and Phonology in the EFL Classroom - Issues with the International Phonetic Alphabet
There are two issues that need to be stressed when working with the international phonemic alphabet. First is the fact that we are no longer concerned with how a word is traditionally spelled. Additionally we need to stress that we are only concerned with the sounds needed to correctly produce a word. So rather than numerous spellings, which can often be pronounced in different ways, we have one symbol representing one sound. Once we can isolate a sound, rather than juggling various spellings, we can work with our students on how to say that sound. Doing that successfully is related to manner and place of articulation, which will be covered shortly. To get a better understanding of the phonemic alphabet, let's take a look at our chart. In the bottom half of our chart we have our consonant sounds. Each symbol represents one sound whereas in the Roman alphabet one consonant letter could produce a few different sounds, such as in the case with a C. It can be a hard C as in cake or it can be a soft C as in nice. With the phonemic alphabet, we alleviate that confusion again with one phoneme representing one sound. We've gotten rid of the C and replaced it simply with a ?k? sound as a cake or a ?s? sound as in nice. Most of the consonant sounds are represented by letters, which coincide with the Roman alphabet; however, we do have eight symbols which can confuse students when they're just getting this introduced to them. First, we have this symbol, which represents a ?ch? sound typically spelt with a CH. Next to that we have this symbol which represents the G sound. Moving further down we have our TH sounds. One sound would be as in think; another sound would be as in that. Moving over we have this symbol, which represents the SH sound Shh and this symbol which represents the sound as in measure. Here we have the ng symbol which represents the ?ng? sound as in song and lastly we have this symbol, which looks like it would represent the J sound but it doesn't it represents the Y sound as in ?y?.
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The Unit 2 on ?Parts of Speech? was really interesting as I got to learn essential and basic English grammar structures, which are essential and key to the learning and teaching of the English language. As native English speaker, I was never taught (or at least cannot remember being taught) English grammar and the myths behing the structure of English sentences and the different forms of nouns, adjectives, verbs, pronouns,conjunctions and adverbs. As a future teacher of the English language it is essential to be able to explain to our students, the grammatical structure behind every sentences they will need to use and will be using later on, in the English language. Therefore this unit was very interesting and educational for me at the same time. For example, I already knew about the basic structure of a simple English sentence such as below: The black cat sat on the mat = Definite Article, Adjective, Nouns, Verb, Preposition, Definite Article, Noun. But was not aware of the different types of forms of nouns, adjectives, verbs, article, adverbs, pronouns, and prepositions such as: - Nouns: countable/uncountable nouns. - Adjectives: Comparative adjectives and superlative adjectives (both used to make comparisons). - Articler: Indefinite and definite articles (and their rules depending on the type of nouns used after). - Verbs: Transitive verbs and different verb forms (regular and irregular). - Adverbs: Adverbs of manner/place/time/degree and frequency. - Pronouns: personal and possessive. - Prepositions and their usage as opposed to conjunctions.