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Phonology includes the areas of stress, rhythm, intonation (variation in volume and pitch in a whole sentence; rise/fall), and the international phonetic alphabet. This unit was a bit challenging because my exposure to this subject matter is limited. I feel like there were very many useful points and take-aways from this lesson. The things that stood out the most to me, which I will list below, are the definitions/explanations of the phonology words and also teaching techniques. With intonation, the rise/fall pattern in a sentence can indicate speaker is done talking. Fall/rise can indicate that the speaker wants the listener to respond or confirm. It can also indicate that the speaker hasn’t finished yet. To teach intonation, the teacher can make up nonsense word sentences and have students make the sentence sound like a question or convey different attitudes. Other techniques include: gesturing as the teacher says the sentence (indicating rise/fall fall/rise patterning), hum/sing sentences to hear stress or intonation, and use the board to draw an arrow over the sentences. Stress is speech is the part of the word or sentence where emphasis is placed. Techniques to teach stress is by using examples that contrast - say correctly then incorrectly, tapping as you speak, choral work, visual cues noted on the board. Native English speakers use sound joining: linking, sound dropping, sound changing, extra lettering as well as linked speech. This is unnatural for learners of English, but including this in the lesson can add authenticity to their speech. A teaching technique for pronunciation difference between voiced and unvoiced phonemes is to instruct students to place their hand on their vocal chords to feel the difference. They will feel vibration when a sound is voiced and no vibration with unvoiced sounds. There are words in phonology for the place in terms of mouth/throat anatomy of articulation and the manner of articulation (i.e. plosives, fricative, affricates, and nasals). Teaching techniques for individual sounds include: in pairs, one student reads and the other dictates, teacher can show with mouth the formation of sound, using diagrams of mouth and tongue placement for some sounds, introducing some phonemes for difficult sounds.
