Pronunciation is in the brain, not in the mouth : a cognitive approach to teaching it

This book introduces language as an infinite code of communication that is exclusively confined to human beings. More specifically, it investigates the cognitive roots of pronunciation in children and adults and the emergence of accent with adults when learning a second language (L2). Subsequently, any teaching of L2 pronunciation to adults should be premised on a multisensory and multicognitive approach covering a wide selection of teaching and learning strategies that are in line with the cognitive roots. From the pedagogical perspective, the book introduces the distinction between phonological accent—a mispronunciation that results in the change of the targeted meaning—and phonetic accent which is a mispronunciation that does not change meaning. In real-life situations, and more so in classroom situations, the objective should be the elimination or reduction of phonological accent prior to tackling the phonetic one. The book applies all the above concepts on a wide variety of languages supported with a combination of visual, auditory and tactile-kinesthetic as well as cognitive strategies. Title Page 4 Copyright Page 5 Table of Contents 6 Foreword 14 Acknowledgments 20 Lists of Symbols and Phonetic Lables 22 Chapter 1: My Story with Languages, Pronunciation, and Accent 28 1.1. Prelude 28 1.2. The Evolution of my Interest in Linguistics and Phonetics 29 1.2.1. Natural Language Internalization: Language Acquisition 30 1.2.2. A Major in English Language in a non-English Environment 31 1.2.3. Full Immersion as an Adult in Two Languages 32 1.2.4. Phonetic and Linguistic Orientation in Graduate Education 37 1.2.5. Educational and Professional Challenges in the U.S. 38 1.3. The Impact of my Linguistic/Professional Background on the Evolution of an Approach 39 1.3.1. Impact of my Linguistic Background 39 1.3.2. Impact of my Teaching Career 41 1.4. Concluding Remarks 47 1.4.1. Childhood Trilingualism Triggered interest in Languages 48 1.4.2. Learning Kurdish Triggered interest in Linguistics 48 1.4.3. Graduate Study Immersed me in Phonetics and Linguistics 49 1.4.4. Professional Challenges in the U.S. 50 Chapter 2: The Cognitive Base of Language 52 2.1. Language: A Species-Specific Code of Communication 52 2.2. Language: A Cognitive-Social System Superimposed on other Systems 54 2.2.1. Vocal Tract Modification 55 2.2.2. Vocal Folds (Cords) Modes 56 2.2.3. Tongue Functions and Maneuverability 57 2.2.4. Lip Configurations 57 2.2.5. Cavities Resonance 58 2.3. Brain 'Speaking' via Respiratory and Digestive Systems 58 2.4. Economy in Language 60 2.5. Conscious and Subconscious Brains 64 2.6. Concluding Remarks 67 Chapter 3: Language in the Brain of a Child 68 3.1. Learning vs. Acquisition: Conceptual Differences 68 3.2. The Brain of a Child and Language 69 3.2.1. Child Brain Formation and Maturation 69 3.2.2. Formative Months and Years of Mother Tongue 71 3.3. Cognitive Transition in Sound and Perception and Production 73 3.3.1. Transition from Phonetics to Phonology 75 3.3.2. The Brain as the Commander-in-Chief of Language Acquisition: The Cognitive Roots of Linguistic Accent 77 3.4. Fossilization or Psycholinguistic Insensitivity 79 3.5. There is Room in the Human Brian for more than One Language 81 3.6. Narrowing Down the Broad Definition of Accent 82 3.7. Implications for Understanding the Cognitive Nature of the Accent 83 3.8. Concluding Remarks 84 Chapter 4: Linguistic Accent: Definition, Classification, and Demonstration 86 4.1. Introductory Remarks 86 4.2. Intralanguage and Interlanguage Accents 87 4.3. Phonetic and Phonological Accents 89 4.4. Accent: A Normal Linguistic Phenomenon 91 4.5. What is Meant by Accent Acquisition, Accent Reduction, and Accent Impersonation 92 4.5.1. Accent Acquisition 93 4.5.2. Accent Reduction (Remediation) 94 4.5.3. Accent Impersonation or Faking 96 4.5.4. Intralanguage Accent Reduction and Impersonation 99 4.6. Cultural Accent 100 4.7. Transition of Accent into Orthography 101 4.8. Concluding Remarks 103 Chapter 5: A Broad Base for Understanding the Pedagogy of Teaching Pronuciation 106 5.1. Introductory Remarks 106 5.1.1. Speech: A Cognitive Phenomenon 107 5.1.2. Pronunciation: Nultisensory Access 108 5.1.3. Pronunciation: Multicognitive Access 109 5.1.4. Pronunciation: An Integrated and Holistic Process 110 5.1.5. Pronunciation: Top-Down & Bottom Up Dynamics 111 5.1.6. Pronunciation: The Complementary Nature of Acquisition and Learning 112 5.1.7. Pronunciation: A Natural Gift for Children 113 5.1.9. Pronunciation Should be Premised on a Triangular Base of Perception, Recongnition, and Production 114 5.1.9. Pronunciation & Psycholinguistic Insensitivity 116 5.1.10. Pronunciation: Understanding its Scientific Premises 117 5.1.11. Pronunciation: Its Feedback Mechanisms 118 5.1.12. Pronunciation: In Light of Multiple Intelligences Theory 118 5.1.13. Pronunciation: A Generative Skill 119 5.1.14. Pronunciation: Interactive Involvement of Instructors and Learners 120 5.2. Concluding Remarks 121 Chapter 6: Ten Commandments for Teaching Effective Pronunciation 122 6.1. Introductory Remarks 122 6.1.1. Thou Shall Teach Pronunciation as a Cognitive Undertaking 124 6.1.2. Thou Shall Teach Children and Adults Differently 124 6.1.3. Thou Shall be Qualified for Instruction in Pronunciation 125 6.1.4. Thou Shall Familiarize Learners with Human Speech Production 126 6.1.5. Thou Shall Orient Learners Psychologically 126 6.1.6. Thou Shall Use all Sensory Modalities to Prop up Instruction 127 6.1.7. Thou Shall Use all Cognitive Modalities to Prop up Instruction 128 6.1.8. Thou Shall Transform Learners from Listeners to Performers 128 6.1.9. Thou Shall Refain from Insistence on Learner 129 6.1.10. Thou Shall Make the Classroom a Place for Learning and Fun 129 6.2. Concluding Remarks 130 Chapter 7: Examples of Cross-Language Accent-Causing Consonants 132 7.1. Introductory Remarks 132 7.2. Outline of the English Consonant System 132 7.2.1. Interdental Pair 133 7.2.2. Approximant 134 7.2.4. English Plosives 138 7.2.5. Labio-Dental Fricatives 140 7.2.6. The Affricates 141 7.3. Concluding Remarks 142 Chapter 8: Examples of Cross-Language Accent-Causing Vowels 144 8.1. Salient Features in General Vowel Description 144 8.2. The Vowel System of English 148 8.2.1. Simple Vowels of General American English 149 8.3. Selections of Cross-Language Accent-Causing Vowels 151 8.3.1. Hispanic Learners of Egnlish Vowels 152 8.3.2. Arab Learners of English Vowels 155 Chapter 9: Examples of Cross-Language Accent-Causing Suprasegmentsals 160 9.1. A Description of the Most Salient Features of Suprasegmentals 160 9.2. Stress and Rhythm 163 9.3. Tone and Intonation 167 9.4. Basic Pitch and Patterns 167 9.5. Consonant Clusters 168 9.6. Concluding Remarks 172 Chapter 10: The Rolse of Articulatory Settings in Pronunciation and Accent 174 10.1. Introductory Remarks 174 10.2. Salient Features of Articulatory Settings of Selected Languages 177 10.2.1. English Articulatory Settings 177 10.2.2. Spanish Articulatory Settings 182 10.2.3. Arabic Articulatory Settings 189 10.3. Concluding Remarks 192 Chapter 11: Principles of Multicognitive Approach to Teaching Pronunciation 194 11.1. Introductory Remarks 194 11.2. Multicognitive Principles for Teaching Pronunciation 196 11.2.1. Think about L2 Speech Sounds 197 11.2.2. Transition from Hearing to Listening 198 11.2.3. Learn Something about Speech Production 198 11.2.4. Mechanical Repetition Hardly Works with Adults L2 Learning 199 11.2.5. Follow the 'Perceived, Recognize, and Produce' Procedure 200 11.2.6. Instructor's Academic and Professional Qualifications 203 11.2.7. Plan Instructional Connection with Learners 204 11.2.8. Explain, Demostrate, and Demonstrate Multisensorily 204 11.2.9. Deal with Pronunciation in a Holistic Fashion 205 11.2.10 Consider both Top-Down and Bottom-Up Perspectives 206 11.2.11. Do not Confuse Memorization with Retention 206 11.2.12. Deal with Pronuncition as a Generative Skill 208 11.3. Concluding Remarks 208 Chapter 12: Principles of Multisensory Approach to Teaching Pronunciation 210 12.1 Introductory Remarks 210 12.2. Multisensory Principles for Teaching Pronunciation 211 12.2.1. Auditory Modality 211 12.2.2. Visual Modality 213 12.2.3. Tactile, Kinesthetic, Proprioceptive Modalities 215 12.3. Developing Teaching and Learning Strategies 216 12.3.1. Developing Teaching Strategies 216 12.3.2. Developing Learning Strategies 219 12.4. Concluding Remarks 221 Chapter 13: Exemplary Applications of Accent Remediation Techniques 224 13.1. Introductory Remarks 224 13.2. Techniques for Teaching Selected Consonants 224 13.3. Techiques for Teaching Labial-Dental Sounds 225 13.4. Techniques for Teaching Interdental Friactives 229 13.5. Techniques for Teaching Tense (Long) vs. Lax (Short) Vowels 234 13.6. Techniques for Teaching Vowel Reduction 240 13.7. Techniques for Teaching Accentuation (Stress) 245 13.8. Concluding Remarks 251 Chapter 14: Tips for Accent Reduction and Accent Detection 254 14.1. Introductory Remarks 254 14.2. Tips for Accent Reduction 255 14.2.1. Tackle the most Salient Phonologial Problems 255 14.2.2. Tackle the most Salient Phonetic Problems 258 14.2.3. Improve other Linguistic Skills 259 14.3. Accent Detection 259 14.3.1. Accent Detection by Ordinary Individuals 260 14.3.2. Accent Detection by Professionals 260 14.3.3. Telling the Linguistic Background of a Speaker through Accent 261 14.3.4. Hiding an Agent through Hiding an Accent 264 14.4. Concluding Remarks 268 References 270