Phonetics Teaching And Learning Conference

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Proceedings of thePhonetics Teaching and Learning ConferenceUCL, London, 8–10 August 2013EditorsJoanna PrzedlackaJohn MaidmentMichael Ashby

Proceedings of PTLC2013Papers from the Phonetics Teaching and Learning Conference,London, 8–10 August 2013edited byJoanna Przedlacka, John Maidment, Michael AshbyPHONETICS TEACHING AND LEARNING CONFERENCE, LONDON

Published byPhonetics Teaching and Learning ConferenceChandler House2 Wakefield StreetLondon WC1N 1PFCopyright 2013 Phonetics Teaching and Learning Conference(Copyright of individual papers resides with the authors).ISBN (eBook-PDF) 978-0-9926394-0-2

CONTENTS(Papers are in alphabetical order of first author’s surname)About PTLC . 7Scientific Committee . 9Towards a history of teaching, learning and assessment in phoneticsMichael Ashby and Joanna Przedlacka . 11The “IPA exam” - Certificate of Proficiency in the phonetics of Patricia Ashby . 15Anxiety in a foreign language pronunciation courseMałgorzata Baran-Łucarz . 19Production errors in the learning of falling and falling-rising tonesMercedes Cabrera-Abreu, Francisco Vizcaíno-Ortega, Carmen Hernándes-Flores . 23Arthur Lloyd James and English pronunciation for foreign learnersPaul Carley . 27Learning English pronunciation: Bulgarian tertiary-level learners’ attitudes and motivationTsveti Chernogorova . 31Teaching to suppress L1 processes in L2Katarzyna Dziubalska-Kołaczyk, Anna Balas, Geoffrey Schwartz, Arkadiusz Rojczyk . 35TL ToBI: a new system for teaching and learning intonationEva Estebas . 39L2 learners’ speech after French phonetics teachingSara Kennedy, Josée Blanchet, Pavel Trofimovich . 43Using video to prepare students for components of phonetics oralsRachael-Anne Knight, Madeleine Cruice, Lucy Dipper . 47Developing intonation awareness: the case of TV commercialsSmiljana Komar . 51The effect of phonetic knowledge on evaluated pronunciation problemsPekka Lintunen . 55

Influence of formal instruction in English phonetics and phonology on Polish learners’ productionof English /æ/Dorota Lipińska . 59Using authentic materials in the intonation classroomMarina López Casoli and Ricardo Paderni . 63Incorporating local prosodic features in the teaching of pronunciationNoor Fadhilah Mat Nayan. 67Edward Gauntlett's Phonetics (1905)Hiroko Saito and Michael Ashby . 71Self-assessment in the French phonetics course: a novel attemptGladys Saunders . 75Preparation for phonetic transcription: an exercise in student engagementJane Setter. 79Perceptual training effects on production of English /r/-/l/ by Japanese speakersYasuaki Shinohara and Paul Iverson . 83Scrabble yourself to success: methods in teaching transcriptionLukas Sönning . 87An evaluation of tasks in English phonetics testsRastislav Šuštaršič . 91L2 perception of English minimal pairs in different types of clear speechWon Tokuma and Shinichi Tokuma. 95The relationship between vowel production and perception: advanced German learners’perception of nativeness in LOT and THOUGHT vowels in RPJussi Wikström . 99

About PTLCThe Phonetics Teaching and Learning Conference was set up as one of the deliverables of aproject funded by the Higher Education Funding Council for England and the Department ofEducation of Northern Ireland. The project, which ran from 1997 to 2000, had UCL as itslead institution and partner institutions at the universities of Cambridge, Central England,Newcastle, Ulster, Westminster and York.The first meeting of PTLC was at UCL in 1999. This meeting included presentations of 17papers by colleagues from 10 countries.PTLC2001 met at Royal Holloway College in the University of London. There were 17papers by presenters from 13 countries.PTLC2005 met at UCL. Colleagues from 17 countries presented 46 papers. This meetingwas the first to have an invited speaker. David Crystal gave a lecture entitled 'You can neverhave too much phonetics'.PTLC2007 was again at UCL. There were 36 papers from 13 different countries. Theinvited speaker was Beverley Collins, whose lecture was entitled 'Daniel Jones and UCL – ahundred years of phonetic history'.PTLC2009 at UCL included 20 presentations from 12 countries. The invited speaker wasJohn Wells, who gave a lecture entitled 'Dear Professor Wells'.Although no separate PTLC conference took place in 2011, PTLC was linked instead with aSpecial Session at the International Congress of Phonetic Sciences in Hong Kong, August 1721 2011, with the title "Phonetics Teaching and Learning: Recent Trends, New Directions".In addition, further PTLC2011 papers were separately accepted for online publication.These proceedings of PTLC2013 held at UCL contain 23 papers from 13 countries. Theinvited speaker was Sue Fox and her lecture had the title 'Pedagogical applications ofsociolinguistic research'JOHN MAIDMENT (CHAIR)7

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Scientific committee PTLC2013:Mercedes Cabrera Abreu: Universidad de Las Palmas de Gran CanariaMichael Ashby: UCLPatricia Ashby: University of WestminsterMartin Ball: University of Louisiana at LafayetteJoan Carles Mora Bonilla: Universitat de BarcelonaBeverley Collins: Leiden UniversityEva Estebas: Universidad Nacional de Educación a DistanciaUlrike Gut: University of MünsterValerie Hazan: UCLRachael-Anne Knight: City UniversitySmiljana Komar: University of LjubljanaMaría Luisa García Lecumberri: University of the Basque CountryJohn Maidment: UCL (Chair)Joanna Przedlacka: UCLJane Setter: University of ReadingHiroko Saito: Tokyo University of Foreign StudiesGladys Saunders: University of VirginiaRastislav Šuštaršic: University of LjubljanaMasaki Taniguchi: Kochi UniversityJ. C. Wells: UCL9

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PTLC2013London, 8–10 August 2013TOWARDS A HISTORY OF TEACHING, LEARNING ANDASSESSMENT IN PHONETICSMichael Ashby and Joanna PrzedlackaUniversity College London, UKm.ashby@ucl.ac.uk; j.przedlacka@ucl.ac.ukABSTRACTAgainst the background of recent developments inthe historiography of phonetics, this paper aims toidentify and illustrate some of the scholarlyresources available for the study of the history ofteaching, learning and assessment in phonetics, andto indicate areas where further enabling work isneeded. We repeatedly emphasize that the historyof phonetics teaching is much more than asuccession of ‘schools’ and must be seen in its fullsocial context.Keywords: pronunciation training, historiography,assessment, modern language education.1. BACKGROUND AND AIMSThere are signs of a growing internationalengagement with the historiography of linguisticsand phonetics. One is the establishment of anISCA/IPA Special Interest Group in the History ofSpeech Communication Sciences following aninaugural special session at the 17th InternationalCongress of Phonetic Sciences in Hong Kong in2011. A second initiative, in the field of appliedlinguistics, is the AHRC-funded research networkproject Towards a History of Modern ForeignLanguage Teaching and Learning (MFLTL)(2012–2014) [8]. While based in the UK, this hasalready created an international network ofresearchers, and it is plain that the history ofapplied phonetics (pronunciation training) is one ofthe major transnational themes which require to betraced.The history of phonetics is relatively littlestudied, and the history of teaching and learning ofthe subject especially so. Our aim in this paper isto outline and exemplify some resources which arealready available, and identify others it is desirableto assemble, to permit systematic study of the field.2. TEACHING“Any treatment of the teaching of phonetics oughtto be able to consider the contexts in whichteaching is undertaken, the programmes andsyllabuses followed, the methods, materials andassessments employed, and the validation ofstandards.” [3]. But there is nothing approaching acomprehensive survey even for the contemporarysituation, let alone a historical account. We can putdates to certain beginnings (modern phoneticlectures began at UCL in 1903, for example, beinggiven by E. R. Edwards), and for particularinstitutions we can locate lecture lists, such as theUCL Calendars. But we lack even a simplechronicle of the proliferation of institutions wherephonetics was taught in the UK in the post-WW2period of expansion in linguistics, let alone anyanalysis of their subsequent all-too-frequentcontraction and extinction.In addition there are whole vanishing genres ofteaching provision, such as evening classes andvacation courses, which require historicalexploration. The UCL Summer Course in EnglishPhonetics, commonly known as SCEP, started 100years ago. It may now appear unique, but at thetime of its inception it was only one among manyphonetics and pronunciation-oriented summercourses held in Britain and on the continent. Thehistory of the clientele, syllabus, teaching staff andfinances of such courses remains to be charted. Ananalysis of the setting in which those coursesflourished and factors leading to their subsequentdisappearance would help focus future efforts toreestablish the teaching of phonetics outside degreecurricula, to non-academic professional audiences.2.1.TextbooksTextbooks provide the most accessible andpermanent indication of the content and methodsof phonetics teaching, and there is anunderstandable tendency to regard the history ofphonetics teaching as encapsulated in a successionof big names such as Sweet, Daniel Jones, IdaWard, Gimson and Ladefoged. But there areimportant provisos. First, remarkable contributionscan be lost to history [6], [15]. Secondly, without11

PTLC2013information on the sales and extent of adoption ofparticular works, we cannot gauge their impact.Laura Soames produced what is probably the firstteacher- and student-friendly introduction [16].,She is now a virtually forgotten figure, though herpractical influence on her contemporaries (forexample, in recruiting large numbers of schoolteachers into the IPA) may have been greater thanthat of Sweet (by whom she was unfairly disliked).A very desirable first step would be the creationof simple annals of relevant publications, linked, ifresources permit, to a physical or digital repositoryof the works. A model—and a possible nucleus—exists in the Warwick ELT Archive [18], acollection of resources such as course books,methodology textbooks, dictionaries, journals andsome unpublished papers spanning a period fromthe late 19th century up until the 1990s. Most of thematerial relates to English language teaching in theUK and abroad, but the archive also contains aselection of books by seminal phoneticians whoshaped language teaching in the first half of the20th century such as Jones, Passy, Palmer andLloyd-James. The archive is work in progress andcataloguing is still incomplete, but already in itspresent shape the collection provides abundantresources for studying the history of EFL.It would be possible to augment this existingtextbook collection in the direction ofpronunciation training materials, or if resourcescan be found, to create a parallel archivespecifically for the field of phonetics. This couldinclude phonetics textbooks, published ished handout material and course notes.Contemporary book reviews, bibliographies andreading lists can all help to provide insight into theteaching methods and perspectives at varioustimes. The creation of a really comprehensivehistorical bibliography and archive could best beundertaken as a collaborative international project.Such a collection should extend beyondpronunciation teaching for EFL, to coverapplications of phonetics to the description andteaching of other languages, and to clinical workand speech training.2.2.TechnologyTechnology has played a role in the teaching ofphonetics since the earliest days, and being morenewsworthy than conventional classroom activitieshas probably left a disproportionately large12London, 8–10 August 2013historical footprint. Indeed, one might wondercynically if one of the main uses for technologyhas been to generate publicity. A number of 1920snewspaper articles [11] indicate that Daniel Joneswas apparently not unwilling to be linked withwhat appear rather far-fetched claims for thekymograph as a teaching aid. Around the sametime, a newspaper account of the UCL SummerCourse [10] describes an ethos and student bodynot unlike those of today, but gives prominence tothe use of equipment such as the lioretgraph—acumbersome and laborious method of waveformplotting that can have found little use in practicalpronunciation teaching.Equipment is rapidly superseded, and thoughphotographs are fairly common and some rare film[2] has survived, much apparatus is probably nowlost for ever. There are some small museumcollections (though virtually nothing ofsignificance in Britain) and there is a need for aninternational survey of holdings and concertedefforts at preservation and curation. In the field ofphonetics applied to language teaching, oneremarkable collection which deserves to be betterknown is the Language Laboratory archive held atKansai Gaidai University in Osaka. There,specimens of all the university’s successivelanguage laboratory installations are preserved,together with generations of audio-visual apparatusfrom the language-teaching classroom.2.3.MediaAudio recordings clearly constitute a key phoneticsteaching resource, and have been produced for thispurpose since the very earliest days of soundrecording. But both in Britain and internationally,historical holdings are haphazard and incomplete.There is no international union catalogue of audiomaterial, nor even, it would seem, a serviceableconspectus of sound archives around the world.The British Library National Sound Archivestarted only in 1955, and even from that dateacquisitions have been dependent on voluntarydonation rather than legal deposit requirements. Itis not uncommon to find that copies cannot belocated of recordings known to have existed, orthat accompanying printed materials such as coursebooks are preserved, and the recordings themselveslost. Even after preservation and cataloguing, audiomaterial may be difficult to search thematicallysince crucial information such as date ofproduction and identity of speaker may have been

PTLC2013London, 8–10 August 2013missing from the record labels which provide theprimary information for indexing.We have been able to make a significantaddition to the archive of audio resources in Britainin the form of the UCL Phonetics Collection. Atthe time of the Phonetics Department’s move fromits long-established home in Gordon Square inspring 2008, some 500 gramophone records cameto light, dating predominantly from the inter-warperiod of the twentieth century, and including bothcommercial and unpublished recordings, coveringlectures, performances, and extensive teachingmaterials for English and many other languages.Daniel Jones is strongly represented, as are variouscolleagues who were to be seminal figures in theirown right. A detailed catalogue was prepared,enabling the British Library to confirm that asignificant proportion of the UCL collection wasapparently unknown in the Sound Archive. Anaccession agreement was drawn up and eventuallyapproximately 80% of the collection was acceptedand catalogued. A search of the Sound Archivecatalogue currently shows some 409 items taggedas “UCL Phonetics Collection”, and furtheradditions are scheduled.Of course, preservation and cataloguing aremerely a beginning. Ideally, the entire collectionshould be digitized and made freely availableonline, though attempts to gain funding for thathave so far failed, and only a small proportion ofthe collection has yet been digitized. Nevertheless,the research potential of the collection has alreadybeen adequately demonstrated [14].3. ASSESSMENTAs experienced teachers know, “[w]hat and howstudents learn depends to a major extent on howthey think they will be assessed” [4]. But it seemsthere has never been a comprehensive account orcritique of assessment in phonetics. A century ofphonetics teaching and examining at UCL has lefta legacy of assessment materials (examinationquestion papers, oral examination materials, etc)“which potentially charts the history of teaching inthe subject just as clearly as do generations oflecture notes or the succession of textbooks” [1]. In2007 funding was obtained to assemble anddigitize some 230 items stretching back to 1929.The next step was the creation, using MicrosoftAccess, of a database to facilitate reference. Itemswere classified according to their date, theacademic programme which they served (forexample, the MA Phonetics, the Diploma ofLicentiateship of the College of Speech Therapists,etc), and their type (written examination, oralexamination, etc.). Certain aspects of the internalstructure of question papers are also represented; inparticular, there is a long tradition for including apractical transcription task as one of the choiceswithin a paper otherwise consisting of ‘essay’ typequestions, and this was made apparent by includinga sub-category ‘Style of assessment’. Copies of thecompleted archive and database are available onrequest to interested researchers.In the early twentieth-century heyday of itsinfluence in lang

exploration. The UCL Summer Course in English Phonetics, commonly known as SCEP, started 100 years ago. It may now appear unique, but at the time of its inception it was only one among many phonetics and pronunciation-oriented summer courses held in Britain and on the continent. The history of the clientele, syllabus, teaching staff and

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