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Teaching pronunciation a course book and reference
guide 2nd Edition Marianne Celce-Murcia Digital Instant
Download
Author(s): Marianne Celce-Murcia, Donna M. Brinton, Janet M. Goodwin,
with Barry Griner
ISBN(s): 9780521729765, 0521729769
Edition: 2
File Details: PDF, 106.82 MB
Year: 2010
Language: english
 SECOND EDITION

Marianne Celce-Murda
Donna M. Brinton
Janet M. Goodwin
with Barry Griner
TRANSCRIPTION KEY
Sound Examples Sound Examples

1. The consonants of North American English

1. lb/ boy, cab 13. Izl leisure, beige

2. /p/ pie, lip i4. /// shy, dish

3. Id/ dog, bed 15. /h/ his, ahead

4. /t/ toe, cat 16. /tjy cheek, watch

3. /g/ go, beg 17. /d3/ joy, budge

6. /k/ cat, back 18. /m/ me, seem
7. /v/ view, love 19. In/ no, sun

8. /f/ fill, life 20. Ix]l sing(er), bang

9. /a/ the, bathe 21. /I/ long, fufi

10. /©/ thin, bath 22. It / run, car

11. /z/ zoo, goes 23. /w/ win, away

12. /s/ see, bus 24. /hw/ which, what
25. Iy/ you, soya

II. The stressed vowels of North American English

l. /iy/ pea, feet 8. /ow/ pole, toe

2. N pin, fft 9. In/ put, foot

3. /ey/ pain, fate 10. /uw/ pool, stew

4. /£/ pen, fed 1 1 • lay/ pine, fight

5. /ae/ pan, fad 12. /aw/ pound, foul

6. /a/ pot, doll 13. /y/ poise, foil

7. /d/ bought, talk 14. /a/ pun, cut

15. /3 r / bird, third

III. The unstressed vowels of North American English

1. /a/ focus, allow 4. /!/ music, coping
2. /a r / father, bitter 5. /o/ hotel, narrow
3. /i/ city, prefer 6. /u/ into, igloo

IV. Other frequently used symbols and diacritical markings

m glottal stop _uh-_oh
[C h |
aspirated consonant time, pick, kitchen

l+l velarized or dark /l/ bafi, told, coal

[r] flap allophone little, butter, put on
[V:, C:] lengthening pa, bid, June nisht
[c°l unreleased consonant but, cap, back
[C] syllabic consonant kitten, riddle, battle
 SECOND EDITION

PRONUNCIATION
A COURSE BOOK AND REFERENCE GUIDE
#

Marianne Celce-Murcia
Donna M. Brinton
Janet M. Goodwin
with Barry Griner

Cambridge
UNIVERSITY PRESS
CAMBRIDGE UNIVERSITY PRESS
Cambridge, New York, Melbourne, Madrid, Cape Town,
Singapore, Sao Paulo, Delhi, Mexico City

Cambridge University Press

32 Avenue of the Americas, New York, NY 10013-2473, USA

[Link]
Information on this title: [Link]/978052 1729765

© Cambridge University Press 2010

This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.

First published 2010

3rd printing 2012

Printed in Hong Kong, China, by Golden Cup Printing Company Limited

A catalog record for this book is available from the British Library.

Library of Congress Cataloging in Publication Data

Celce-Murcia, Marianne.
Teaching pronunciation a course book and reference guide / Marianne
:

Celce-Murcia, Donna M. Brinton, Janet M. Goodwin with Barry D. ;

Griner.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-521-72975-8 - ISBN 978-0-521-72976-5 (pbk.)
1. English language-Pronunciation-Study and teaching. 2. English

language-Study and teaching-Foreign speakers. 3. English language-

Pronunciation by foreign speakers. I. Brinton, Donna. II. Goodwin,
Janet M., 1953- III. Title.

PEI 137.C415 2010

428. 3’4 - dc22
2009028065

isbn 978-0-521-72975-8 Hardcover

isbn 978-0-521-72976-5 Paperback

Cambridge University Press has no responsibility for the persistence or

accuracy of URLs for external or third-party Internet Web sites referred to in
this publication, and does not guarantee that any content on such Web sites is,
or will remain, accurate or appropriate. Information regarding prices, travel
timetables, and other factual information given in this work are correct at
the time of first printing, but Cambridge University Press does not guarantee
the accuracy of such information thereafter.

Art direction, book design, and photo research: Adventure House, NYC
Layout services: Page Designs International, Inc.
Audio production: Richard LePage and Associates
 In fond memory of
Clifford H. Prator and J. Donald Bowen,
OUR MENTORS IN THE TEACHING OF PRONUNCIATION,
AND TO OUR FRIENDS AND COLLEAGUES, WHO ENCOURAGED
US TO UNDERTAKE THIS SECOND EDITION AND WHO HELPED US
IN THE PROCESS
 Digitized by the Internet Archive
in 2016

[Link]
 CONTENTS

List of Figures and Tables vii

Preface xv
Acknowledgments xvii

Part 1 Pronunciation Instruction in Perspective 1

Chapter 1 The History and Scope of Pronunciation Teaching 2

Chapter 2 Research on the Teaching and Acquisition of Pronunciation Skills 1 5

Part II The Sound System of North American English:

An Overview 41

Chapter 3 The Consonant System 50

Chapter 4 The Vowel System 113
Chapter fr Connected Speech, Stress, and Rhythm 163
Chapter 6 Prominence and Intonation in Discourse 221

Part III Issues in Implementation 273

Chapter 7 Pronunciation in the Language Curriculum 274

Chapter 8 Testing and Evaluation 308
Chapter 9 Techniques, Tools, and Technology 335

Part IV Intersections of the Sound System with Other Areas

of Language 365

Chapter 10 Pronunciation and Listening 366

Chapter 11 The Sound System and Morphology 394
Chapter 12 The Sound System and Spelling 419

Appendices 449

Appendix 1 Teaching Pronunciation: Methodological Variation 449

Appendix 2 Differences Between North American English (NAE) and
British English 450
Appendix 3 Comparison of Phonetic and Phonemic Alphabets 459
Appendix 4 Positional Occurrence of NAE Consonants 461
Appendix 5 English Syllable Structure 463
Appendix u Distribution of Vowels Before Nasal Consonants 464
Appendix 7 Written Contractions in English 465

v
vi Contents

Appendix 8 Commonly Reduced Function Words 466

Appendix 9 Constraints on Contractions and Blendings 469
Appendix 10 Functional Load 471
Appendix 11 Integrating Pronunciation into a Textbook Speaking Activity:
Two Examples 472
Appendix 12 Gilbert’s Priorities for the Beginning Learner 474
Appendix 13 Jenkins’s Lingua Franca Core (LFC) for Communication
Between Nonnative Speakers 476
Appendix 14 Student Profile Questionnaire Used at UCLA 477
Appendix 15 Sources of Authentic Language That Can Be Used for
Pronunciation Practice 479
Appendix 16 Diagnostic Passage and Accent Checklist 481
Appendix 17 Overview of Formal Oral Proficiency Exams and Rating Scales 483
Appendix 18 Morley’s Speech Intelligibility / Communicability Index for
Describing Speech and Evaluating Its Impact on Communication 485
Appendix 19 Speaking Performance Scale for UCLA Oral Proficiency Test
for Nonnative TAs (TOP) 486
Appendix 20 Self-Evaluation Form: Interview Role Plays 487
Appendix 21 A Dramatic Imitative Approach Using Video Clips 489
Appendix 22 Discussion Gambit Cards 491
Appendix 23 Digital Resources for Pronunciation 493
Appendix 24 Irregular Verbs in English 498
Appendix 25 Tense-Lax Vowel Alternations in Stressed Syllables of Base
Forms and Derived Words 503
Appendix 26 Consonant Letter-Sound Correspondences and Variations
(Including Digraphs) 505
Appendix 27 Systematic Differences in British and American Spelling 511

Bibliography 513
Answer Key 536
Author Index 546
Subject Index 549
CD Track Listing 556
 1 8

FIGURES AND TABLES

Figures

Figure 1.1 English as a Second Language, Wallchart number 1 6

Figure P2.1 A required knowledge base for teaching pronunciation 44

Figure P2.2 A communicative framework for teaching English pronunciation 45
Figure 3.1 Sagittal section diagram 57
Figure 3.2 Saying final sounds s/z, th, and t 66
Figure 3.3 Articulation of /v/ 66
Figure 3.4 Celebrity calendar activity for guided practice with /l/ and /r / 69
Figure 3.5 Group story activity: /l/ versus III 70
Figure 3.6 Role-play scenarios for /l/ versus /r/ 71

Figure 3.7 Sentences for controlled practice with 1^1 73

Figure 3.8 “The Family Tree” for guided practice with 161 and /0/ 74
Figure 3.9 Scrambled mini-dialogues for practice with /0/ and 161 74
Figure 3.10 Shopping interview for guided practice with /t J7 and M3/ 75
Figure 3.1 # Guided practice activity for /n/ and /q/ 76
Figure 3.12 Minimal-pair listening discrimination with pictures 87
Figure 3.13 Listening discrimination exercise for aspiration 88
Figure 3.14 Analysis activity for locating flap [f] 90
Figure 3.15 Information-gap activity for practicing flap [f] 91

Figure 3.16 Practice lengthening vowels before final consonants 92

Figure 3.17 Blackboard graphics for representing vowel length and force of articulation 92
Figure 3.18 Minimal-pair contrasts of final consonants 93
Figure 3.19 Story activity for practicing syllabic [|] 95
Figure 3.20 Story activity for practicing syllabic [n] 96
Figure 3.21 Mini-dialogues for practicing syllabic [n] 97
Figure 3.22 Summary of consonant clustering in English 99
Figure 3.23 Possible combinations for three-consonant initial clusters 104
Figure 3.24 Sample word-chain activity for practice with initial consonant clusters 106
Figure 3.25 Sample consonant cluster tower 107
Figure 3.26 Sample student-generated consonant cluster tower 107
Figure 4.1 The NAE vowel quadrant and sagittal section of the mouth 116
Figure 4.2 A comparison of tongue and jaw positions for front and back vowels 1 16

Figure 4.3 Lip diagrams for spread versus rounded vowels 117

Figure 4.4 Tense versus lax vowels NAE

in 1 1

Figure 4.5 Glide movement for the NAE diphthongs 123

Figure 4.6 Tongue and jaw movements for /ay/, /aw/, and /oy/ 1 23
Figure 4.7 Position of the unreduced versus reduced vowels 132
Figure 4.8 Focus on /ae/ and /a/: “Find someone who ... ” 136
Figure 4.9 Graphic illustration of vowel lengthening 137
Figure 4.10 Vowel discrimination worksheet 1 139
Figure 4.1 1 Vowel discrimination worksheet 2 140

vii
viii Figures and Tables

Figure 4.12 Vowel discrimination worksheet 3 140

Figure 4.13 Vowel discrimination worksheet 4 141

Figure 4.14 Worksheet for the game Categories 142

Figure 4.15 Dialogue practice with /iy/ 143

Figure 4.16 Worksheets with minimal-pair sentences 145

Figure 4.17 Pronunciation Bingo card for practicing/e/ versus /ae/ 146

Figure 4.18 Stick figure illustrations depicting minimal pairs 147

Figure 4.19 Illustrated minimal-pair sentences for the Bowen technique 148

Figure 4.20 Family tree activity for vowel discrimination 149

Figure 4.21 Information-gap exercise to discriminate between /a/ and /a/ 150

Figure 4.22 Worksheets for communicative activity with interjections 152

Figure 4.23 Vowel Who’s Who? 153

Figure 4.24 Sample Hangman drawing for vowel practice 155

Figure 4.25 Sample strip story for practicing the Izl versus /ey/ vowel contrast 156

Figure 4.26 Role-play cards for practicing the /iy/ versus III contrast 157

Figure 4.27 Worksheet with template for writing limericks 158

Figure 4.28 Computer dating: /ey/ versus Izl versus /ae/ 158

Figure 5.1 Assimilated and conditioning sounds 169

Figure 5.2 Regressive assimilation with sibilants 170

Figure 5.3 The process of coalescent assimilation 171

Figure 5.4 Palatalization 171

Figure 5.5 Deletion and resyllabification in NAE 172

Figure 5.6 Student worksheet for linking consonant to vowel 176
Figure 5.7 Student worksheet for linking vowel to vowel 177
Figure 5.8 Student worksheet for linking consonant to consonant 178
Figure 5.9 Student worksheet for palatalization 179
Figure 5.10 Speaking naturally: Silent syllables 180
Figure 5.11 Speaking naturally: Linking words with the same consonant sound 180
Figure 5.12 Sample dialogue to practice linking 181

Figure 5.13 Idioms, sayings, and advertising slogans to practice linking 181

Figure 5.14 Picture-grid activity for guided practice in linking 182

Figure 5.15 Student template for creating knock-knock jokes 183
Figure 5.16 Sample drawing for communicative practice with instructions 183
Figure 5.17 Comparison of stress patterns in French and English 184
Figure 5.18 Introducing word stress 200
Figure 5.19 Listening discrimination: Determining the stressed syllable 202
Figure 5.20 Listening discrimination: Determining lexical stress patterns 202
Figure 5.21 Listening discrimination: Noun compounds versus nouns modified
by adjectives 203
Figure 5.22 Lexical stress patterns: Clapping or tapping drill 204
Figure 5.23 Model worksheets for information-gap activity with cardinal numbers 205
Figure 5.24 Model grid for Shop Till You Drop activity with noun compounds 206
Figure 5.25 Sentence stress differences in Spanish, French, and English 208
Figure 5.26 Rhythm practice comparing word and sentence stress 209
Figure 5.27 Adjustment of syllables in English to its rhythmic beat 209
Figure 5.28 “Cats chase mice” rhythm drill 210
Figure 5.29 First day of class: Transcript of academic discourse 211
 Figures and Tables IX

Figure 5.30 Bridging word and sentence stress 213

Figure 5.31 Reduced speech Memory game with card deck 214
Figure 5.32 “Mice eat cheese” rhythm drill 215
Figure 5.33 Congruent rhythm drills 215
Figure 5.34 Dialogue for rhythm practice 216
Figure 5.35 Rhythm and stress practice: Late-night talk show format 217
Figure 6.1 Practicing prominence 229
Figure 6.2 Finality contour (2-3*- 1 ) for declarative statements, commands, and
w/2 -questions. demonstrating final contour variation 233
Figure 6.3 Finality contours for statements (2-3*- 1) with a tag question eliciting
agreement (3*- 1) 234
Figure 6.4 Uncertainty contour (2- 1 *-3) for yes/no questions and statement questions,
demonstrating final contour variation 237
Figure 6.5 Uncertainty contour (2- 1 *- *-3) for open-choice alternative questions
1

(or-questions) 238
Figure 6.6 Comparison of a tag question signaling uncertainty and a tag question
eliciting agreement 238
Figure 6.7 Repetition question variations when a speaker has not heard or understood
an utterance by an interlocutor 239
Figure 6.8 Examples of nonfinality contours on different sentence types divided into
thought groups 240
Figure 6.9 # Intonation contour for listing and closed-choice alternative questions
(2-1 *-2, . . . ,2-3*1) 241

Figure 6.10 A comparison of closed-choice and open-choice alternative questions 241

Figure 6.11 Nonfinality contour for appositive constructions ( 1
-2*- 1 -2) 242
Figure 6.12 Apology examples illustrating parenthetical intonational contours at

different positions in the utterance 242

Figure 6. 1 3 Intonation contour for excitement, with optional utterance-initial high tone 246
Figure 6.14 Intonation contour for disbelief, with optional utterance-initial high tone 247
Figure 6.15 Different syntactic examples of surprise using the surprise contour
(3-1 *-3-4) 248
Figure 6.16 The rules of focus 250
Figure 6.17 Musical staff used to illustrate intonation 251
Figure 6.18 Worksheet 1: Different intonational patterns for yes/no questions 254
Figure 6.19 Worksheet 2: Different intonational patterns for w/?-questions 255
Figure 6.20 Worksheet 3: Different intonational patterns for tag questions 256
Figure 6.21 Worksheet 4: Different intonational patterns for alternative questions 257
Figure 6.22 Listening activity illustrating how meaning changes with intonation 258
Figure 6.23 Listening discrimination exercise: Punctuation 258
Figure 6.24 Listening discrimination exercise: Question or statement 259
Figure 6.25 Listening discrimination exercise: Tag questions 259
Figure 6.26 Listening discrimination exercise: Alternative-choice questions 259
Figure 6.27 Listening discrimination exercise: w/j-questions 261
Figure 6.28 Listening discrimination exercise: Prominence 262
Figure 6.29 Controlled practice activity: Disagreeing and correcting 264
Figure 6.30 Controlled practice activity: Signaling nonfinality in thought groups 265
Figure 6.3 1 No pancakes for you: Pair practice 266
Figure 6.32 Worksheet for guided practice with intonation contours 266
 1

X Figures and Tables

Figure 6.33 Conversation practice: Expressing excitement 268

Figure 6.34 Communicative practice with intonation: Role play, partner A 268
Figure 6.35 Communicative practice with intonation: Role play, partner B 269
Figure 7.1 Tailoring pronunciation instruction to a specific group of learners based
on the language they need to use 281

Figure 7.2 Worksheet for guided practice activity: Nurse-patient dialogue 287
Figure 7.3 Overview of pronunciation teaching points for a Japanese business
executive 290
Figure 7.4 Cued dialogue: Negotiating a good price 291

Figure 7.5 Overview of pronunciation teaching points for Italian middle-school

learners 293
Figure 7.6 Overview of pronunciation teaching points for mathematics ITAs 298
Figure 7.7 How mathematics TAs get students to participate in class: A list of
phrases 299
Figure 7.8 Examples of communicative functions and language in a course for
Indian call-center agents 303
Figure 7.9 “How may I help you?” The structure of a service call 304
Figure 8.1 Two formats for diagnosing perception of consonants and vowels 309
Figure 8.2 Format for diagnosing perception of word stress 310
Figure 8.3 [Link] 310
Figure 8.4 Format for discriminating between final rise and final fall intonation 310
Figure 8.5 Format for discriminating between final fall and final rise intonation

in tag questions 311

Figure 8.6 Format for discriminating between intonation patterns 3 1

Figure 8.7 Diagnostic test of learner’s ability to distinguish meaning differences ^

based on prominence and intonation 312
Figure 8.8 Diagnostic test for perception of reduced speech: The Weather Report 312
Figure 8.9 Diagnostic test for perception of reduced speech 313
Figure 8.10 Illustrated story sequence to prompt free speech 315
Figure 8.11 Minimal-pair worksheet used for structured peer feedback 323
Figure 8.12 Formats for testing perception of consonants and vowels 325
Figure 8.13 Format for testing perception of word stress 326
Figure 8.14 Formats for testing perception of sentence stress and prominence 326
Figure 8.15 Format for testing perception of intonation 326
Figure 8.16 Format for testing perception of reduced speech 327
Figure 8.17 Test of pronunciation with a focus on linking 327
Figure 8.18 Test of pronunciation with a focus on vowels 328
Figure 8.19 Dialogue used to test pronunciation with a focus on prominence
and intonation 328
Figure 8.20 Monologue used to test pronunciation with a focus on prominence
and intonation 329
Figure 8.21 Test of knowledge of flap [r] rules of occurrence 330
Figure 8.22 Test of knowledge of word-stress rules 331
Figure 8.23 Test of knowledge of prominence 331
Figure 8.24 Test of knowledge of consonant-cluster reduction rules 332
Figure 9.1 Gilbert's mirror test to distinguish Ini and l\l 344
Figure 9.2 Cartoon illustrating prominence 345
Figure 9.3 Values Topics game board 347
 Figures and Tables xi

Figure 9.4 Two “rhythm dominoes” 349

Figure 9.5 Two four-sided dominoes (in this case, matching eight and gave) 349
Figure 9.6 Mixed-up Riddles exercise to practice thought groups and pausing 350
Figure 9.7 Sample recording assignment and three checklists 355
Figure 10.1 Sample student transcription of native-speaker speech 369
Figure 10.2 Listening for thought groups exercise 370
Figure 10.3 Listening for thought groups: A multiple-choice format based on
Gilbert (1983) 371

Figure 10.4 Listening for pauses using an authentic language sample 371

Figure 10.5 Sample dialogue with prominent syllables highlighted 372

Figure 10.6 Exercise to practice listening for prominent syllables 372
Figure 10.7 Sample dialogue with prominent syllables marked 373
Figure 10.8 Exercise to practice listening for prominent syllables 373
Figure 10.9 Listening for thought groups and prominence exercise 373
Figure 10.10 Listening for thought groups and prominence using an authentic
language sample 374
Figure 10.11 Teacher script for stressed- words exercise 374
Figure 10.12 Listening discrimination exercise for can versus can’t for young or
preliterate learners 376
Figure 10.13 Common function words that sound alike in highly reduced speech 377
Figure 10.14 Idiom exercise with function words that sound alike in reduced speech 377
#
Figure 10.15 Exercise on listening for unstressed words 377
Figure 10.16 Listening for unstressed function words 378
Figure 10.17 Dialogue practicing reduced forms 379
Figure 10.18 Listening exercise on reduced forms 379
Figure 10.19 Distinguishing affirmative and negative modal perfect 380
Figure 10.20 Examples of reduced speech in an excerpt from Death of a Salesman ,

by Arthur Miller 380

Figure 10.21 Two-word dictation: Understanding contractions: teacher script and
answer key 381
Figure 10.22 Listening exercise to distinguish between tens and -teens numbers 382
Figure 10.23 Listening exercise to distinguish between tens and -teens numbers 383
Figure 10.24 Example of false segmentation: Allure or a lure ? 383
Figure 10.25 Examples of potential mishearing because of a segmentation error 384
Figure 10.26 Listening for segmentation differences: How is the It / pronounced? 385
Figure 10.27 Listening for segmentation differences: How many syllables? 385
Figure 10.28 Guessing-vocabulary-from-context exercise 386
Figure 10.29 Chart showing the stress pattern and the stressed vowels of two key
terms from an academic lecture 387
Figure 10.30 Excerpt from the “Notetaking: Paying attention to signal words” exercise 387
Figure 10.31 Signal words with pauses and prominence highlighted 388
Figure 10.32 Listening discrimination exercise: Did you? and What did you? 389
Figure 10.33 Instructions for Did you? and What did you? listening activity 389
Figure 10.34 Excerpt from the teacher’s notes for Level 3 of Interchange 3 390
Figure 11.1 Board layout for regular plural activity 397
Figure 1 1 .2 Classroom prompts for -s plural endings 397
Figure 1 1 .3 Worksheet for predicting pronunciation of -s endings in song lyrics 398
 3

xii Figures and Tables

Figure 1 1 .4 Dirty Harry and Squeaky Clean Sam: Guided practice with final

-s endings 399
Figure 1 1 .5 Worksheet for predicting pronunciation of past-tense -ed endings in

song lyrics 401

Figure 1 1 .6 Sloppy Sarah and Neat Nelly: Guided practice with past-tense
-ed endings 402
Figure 1 1 .7 Board layout for card-sort activity with comparative adjectives 406
Figure 1 1 .8 Trees and sample cards for teaching irregular verbs 410
Figure 1 1 .9 Worksheet for predicting pronunciation of past-tense and adjective
-ed endings in a dialogue 4 1

Figure 11.10 Worksheet for controlled and communicative practice with stress

differences 416
Figure 12.1 Alphabet groupings by vowel sound 422
Figure 12.2 Tense and lax vowel Bingo game 427
Figure 12.3 Student sorting activity with -tion and -sion endings 433
Figure 12.4 Palatalization 433

Tables

Table 3.1 The English consonants 53

Table 3.2 Fourteen ways to spell /J7 54
Table 3.3 Sample word dictation for initial consonants 55
Table 3.4 Sample word dictation for final consonants 55
Table 3.5 Affricate consonants in English 58
Table 3.6 Classification of NAE consonant phonemes 61

Table 3.7 Student worksheet: Classification of NAE consonant phonemes 63

Table 3.8 Sample teacher explanation of manner of articulation 64
Table 3.9 Listening discrimination exercise with minimal-pair sentences 68
Table 3.10 Sample student story with /l/ and /r/ 71

Table 3.1 1 l^/ in word endings 73

Table 3.12 Distribution of /l/ within syllables 77
Table 3.13 Positional restriction of /q/ within syllables 78
Table 3.14 Vowel length before voiceless versus voiced final consonants 80
Table 3.15 English sibilants and nonsibilants 81

Table 3.16 Vowel length with voiceless versus voiced fricatives and affricates 82
Table 3.17 Syllabic consonants in NAE 83
Table 3.18 Different qualities of /l/ in NAE 84
Table 3.19 Summary of additional phonemic symbols 85
Table 3.20 Consonants in final position 93
Table 3.21 Occurrence of syllabic consonants 94
Table 3.22 The CV pattern in English words 98
Table 3.23 The CVC pattern in English words 98
Table 3.24 Common English syllable configurations 103
Table 3.25 Relative functional load for consonants 109
Table 4.1 A comparison of tense and lax vowels in NAE 1 18

Table 4.2 Classification of vowels 125

Table 4.3 Continuum of lax vowels 126
 Figures and Tables xiii

Table 4.4 Continuum of tense vowels 126

Table 4.5 Distinctions between /r/-less and /r/-colored vowels 128

Table 4.6 Coloring of front vowels by postvocalic /l/ 128

Table 4.7 Coloring of central and back vowels by postvocalic /l/ 129

Table 4.8 Coloring of vowels by nasal consonants 130

Table 4.9 Degrees of nasalization in NAE 130

Table 4.10 The additional unstressed vowels of NAE 132

Table 4.11 Citation and reduced forms of common function words 133

Table 4.12 Suggested colors for teaching vowel recognition 138

Table 4.13 Suggested animal names for teaching vowel sounds 138

Table 4.14 List of vowels with communicative meaning in English 151

Table 4.15 Relative functional load for vowels 160

Table 5.1 lyl and /w/ glides 166
Table 5.2 Assimilation in plural and regular past-tense verb endings 168

Table 5.3 Regressive assimilation in periphrastic modals 169

Table 5.4 Allomorphic forms of the English negative prefix 169

Table 5.5 Lightly stressed prefixes of Germanic origin 188
Table 5.6 Unstressed Latinate prefixes 188

Table 5.7 Lexical stress in noun compounds 189

Table 5.8 Stress-neutral suffixes 190
Table 5.9 # Stress-demanding suffixes 190
Table 5.10 Suffixes causing stress to shift to the penult 191

Table 5.11 Suffixes causing stress to shift to the antepenult 191

Table 5.12 Lexical stress with cardinal and ordinal -teen numbers 193

Table 5.13 Content words versus function words 212

Table 6.1 Expressing uncertainty 240
Table 6.2 Signaling nonfinality within intonational contours 244
Table 6.3 Stating a name with different intents 245
Table 6.4 Summary of emotion contours 248
Table 8.1 1ELTS speaking band descriptors for pronunciation 317
Table 8.2 Oral presentation evaluation form 330
Table 9.1 Structure of a turn in the Values Topics board game 348
Table 10.1 Examples of mishearings by ESL university students 368
Table 10.2 Differences in segmentation 384
Table 10.3 Segmentation differences based on the number of syllables 385
Table 11.1 Rules for -s inflectional ending 395
Table 11.2 Regular past-tense endings 400
Table 11.3 Forms of comparative and superlative adjectives and adverbs 405
Table 11.4 Irregular plural nouns with umlauted German counterparts 406
Table 11.5 Irregular verbs derived from the Old English weak verb system 408
Table 11.6 Irregular verbs derived from the Old English strong verb system 409
Table 11.7 Nouns and verbs distinguished by voicing 411

Table 11.8 Verbs and adjectives ending in -ed with differing syllable structures 411

Table 11.9 Pronunciation of nouns and verbs distinguished by stress 414

Table 12.1 Examples of American reforms of British spelling 422
Table 12.2 Spelling-to-sound correspondences for vowels 425
Table 12.3 VC? spelling of tense vowels 425
 ,

xiv Figures and Tables

Table 12.4 Doubling of medial consonants with lax vowels 426

Table 12.5 The Great English Vowel Shift 428
Table 12.6 Tense versus lax vowel alternation in derivational forms 428
Table 12.7 Stress in words with terminal -y and stressed left (C)VC syllables 430
Table 12.8 Stress in words with terminal -y and stressed left (C)V syllables 430
Table 12.9 Stress in words with terminal -i + weak ending 430
Table 12.10 Identical spelling of unstressed and stressed vowels in related words 431

Table 12.11 Pronunciation of -c before vowels 432

Table 12.12 Pronunciation of -g before vowels 432
Table 12.13 Rules for invisible /y/ with -eu and -ew spellings 434
Table 12.14 Rules for invisible /y/ with -u spellings 434
Table 12.15 Exceptions to the invisible /y/ rule 435
Table 12.16 Palatalization or lack of it in British English and NAE with invisible /y/ 435
Table 12.17 The interaction between invisible /y/ and palatalization 436
Table 12.18 Exceptions where palatalization involves a change in spelling 436
Table 12.19 Variation in the pronunciation of -mb, - mn and -gn digraphs due to

resyllabification 438
Table 12.20 Rules for the addition of the -able suffix 442
Table 12.21 Rules for the addition of the Able suffix 442
Table 12.22 Gilbert’s alphabet and relative name sounds 443

%
 PREFACE

We have written Teaching Pronunciation: A Course Book and Reference Guide to serve as

the core of a comprehensive course in pronunciation pedagogy designed to provide ESL/EFL

teachers with the following: (1) an overview of the issues involved in teaching pronunciation,
such ashow pronunciation has been viewed from various methodological perspectives and
what we know about the acquisition of second-language phonology; (2) a thorough grounding
in the sound system of North American English (NAE), including both the segmental and
suprasegmental aspects; (3) a framework for developing teaching techniques, ranging from
structured exercises to more holistic and communicative classroom activities, including

alternative teaching techniques; (4) a discussion of options in syllabus design as it relates

to the teaching of pronunciation; (5) a treatment of pronunciation diagnosis and assessment

measures; and (6) insight into the ways in which this sound system intersects with other
skills and areas of language, such as listening, morphology, and spelling.
Based on our collective experience, both in teaching pronunciation to ESL/EFL students
and in training prospective teachers in practical phonetics, we address the debate on teaching
segmentals versus suprasegmentals and suggest ways in which teachers can address both
of these critical areas of the sound system within a communicative teaching framework
that includes the accuracy-fluency continuum. Accompanying each chapter are discussion
questions and exercises that encourage current and prospective teachers to bring their own
personal language learning and teaching experience to bear on the topic at hand. The CDs
that accompany the text provide opportunities to develop transcription skills, to assess ESL/
EFL learners’ pronunciation, and to develop original exercises and activities.

The volume is organized as follows: In Part 1, we cover the history of and research on
teaching pronunciation (Chapters 1 and 2). In Part 2, we present the sound system of North
American English and some basic teaching techniques by focusing first on the consonants
(Chapter 3), next on the vowels (Chapter 4), then on adjustments in connected speech, stress,
and rhythm (Chapter 5), and finally on prominence and intonation at the discourse level
(Chapter 6). Part 3 discusses issues of implementation; here we treat the place of pronun-
ciation in curriculum design (Chapter 7), the assessment of pronunciation (Chapter 8), and
additional teaching resources including technology (Chapter 9). In Part 4, we address the
intersection of the NAE sound system with other areas of the language, such as listening
(Chapter 10), morphology (Chapter 1 1), and spelling (Chapter 12).

We have used this text to train prospective ESL/EFL teachers who have already taken at

least one introductory course in linguistics. It also serves as a reference text for experienced
ESL/EFL teachers who wish to incorporate more pronunciation work in their classroom
instruction. It is never easy to balance the content of phonetics with the effective teaching of
pronunciation; however, we sincerely hope this volume encourages the reader to recognize
the importance of teaching pronunciation and provides teachers with the knowledge and
tools to address it.

CHANGES IN THE SECOND EDITION

The second edition of Teaching Pronunciation has been substantially revised to reflect
recent research into the sound system of North American English and new practices in
pronunciation pedagogy. Key changes in the second edition include:

xv
XVI Preface

• Examples from the Cambridge Corpus of Spoken North American English and
other authentic recordings that illustrate the pronunciation features of real speech
• Numerous examples from current ESL textbooks that highlight the pedagogi-
cal principles presented and illustrate the wide variety of classroom activities

available

• An expanded explanation and rationale for the communicative framework around

which the text is organized
• A substantial, discourse-based revision of the treatment of prominence and
intonation
• An up-to-date focus on the multiple applications of technology to the teaching
of pronunciation
• A recognition of the need to validate English as a lingua franca (ELF) models
and standards of pronunciation
• A reordering of the last six chapters of the text to better reflect pedagogical
priorities

• Additional recordings on the CDs that illustrate the material presented in the
chapters and provide native speaker and nonnative speaker discourse samples
for analysis

• Numerous tables that make important information easier to access

• Eight new appendices that cover areas such as functional load, the Lingua Franca
Core, pronunciation priorities for beginners, digital resources, sources of authen-
tic language, and an overview of oral proficiency exams

It was a long but enjoyable process for us to collaborate on both the original and revised
editions of this course text. We hope that you and your students will find it useful and that
you will share your comments and suggestions with us.

Marianne Celce-Murcia
Donna M. Brinton
Janet M. Goodwin
with Barry D. Griner (second edition)
 ACKNOWLEDGMENTS

This text would not exist without the immense encouragement that we received along the way from our
editors at Cambridge University Press. In particular, we owe a great debt to Ellen Shaw, who initiated
the project; to Mary Vaughn, our editor on the first edition, who was inordinately supportive and
patient throughout the manuscript’s extended “birthing process”; and to Colin Hayes, who encouraged
our efforts from the beginning. Kathleen Corley, our Commissioning Editor on the second edition, has
been incredibly patient and encouraging throughout the long revision process, as has Janet Aitchison,
Publishing Director in the New York branch, who lent valuable support at critical times. We are
grateful to both for their guidance, enthusiasm, and belief in this project.

We also wish many others at Cambridge who helped along the way. For the produc-
to thank the

tion phase of the first edition, we acknowledge the excellent assistance of Suzette Andre, Sandra
Graham, and Olive Collen. For the second edition, we are indebted to the following individuals: Joe
Chappie, who painstakingly tracked down our many permissions; Caitlin Mara, who contributed
her exceptional organizational skills to consolidate all pieces of the manuscript, who caught every
omission and discrepancy, and who worked overtime to ensure that we were able to go into production;
and Lida Baker, who expertly copyedited the manuscript and read it with a critical eye. We are also
grateful to Heather McCarron, who contributed her diverse talents to improving the overall quality
of the manuscript and without whose efforts the final manuscript might never have seen the light of
day. Finally, we are indebted to Kate Spencer, for her skillful production of the audio component, and
Carol-June Cassidy, who patiently and expertly guided us through the final stages.

We have been assisted in the writing process by many experts in the field of teaching pronuncia-
[Link] team writing effort in the first edition was augmented by the enormous contributions of
an anonymous reviewer and Wayne Dickerson, both of whom not only provided insightful critiques
but also reconceptualized and reworded lengthy passages for us. We also received extremely help-
ful comments on the manuscript from Janet Anderson-Hsieh and Dick Suter, who caught many
inconsistencies and provided much-needed encouragement along the way. Many of our colleagues
graciously responded to portions of the manuscript, lending their expertise to correct inaccuracies,
flesh out examples, and provide reference sources. In particular, we wish to highlight the contribu-

tions of the following individuals: Peter Ladefoged and Patricia Keating (Chapter 3 and Appendix
2); John Esling, George Yule, and Julietta Shakhbagova (Appendix 2); John Schumann (Chapter 2);

Patsy Duff (Chapter 4); Laura Hahn and Greta Levis (Chapter 5); Linda Jensen (Appendix 16); Thor
Nilsen (Appendix 2 and Chapters 3,4, 10, and 12); Laurel Brinton (Chapter 5 and Appendix 21); and
Francisco Gomes de Matos (general comments).
For the second edition revision, we extend the warmest of thanks to Linda Grant, who wrote a
detailed and thorough review of the first edition, pinpointing the areas that needed revision and recom-
mending specific sources of current research. Without Linda’s expert input and encouraging tone, we
may well have considered the project too daunting to undertake. Further encouragement was provided
by Ann Wennerstrom and John Levis, who examined early revisions and offered insightful feedback.
All three reviewers are teacher educators who had used the first edition as a course text and could
speak knowledgeably about its strengths and weaknesses. Such feedback has been invaluable to us.
We wish to especially acknowledge several individuals who have made special contributions
to the second edition of Teaching Pronunciation. John Levis provided invaluable assistance in the

revision of Chapter 2. Both his input and his feedback on the first draft were invaluable. The other
colleague who helped shape Chapter 2 in this edition is Tetsuo Harada. He read the first draft
carefully and provided us with excellent feedback and suggestions for improvement. The following
colleagues all kindly read multiple drafts summarizing their work in order to check for accuracy in

our representation of it: Adam Brown regarding his work on functional load (Appendix 10); Judy
Gilbert regarding pronunciation priorities for beginners (Appendix 12); Jenny Jenkins regarding the
Lingua Franca Core (Appendix 13); and John Levis, for very kindly sharing with us his revision of
the diagnostic passage and allowing us to reproduce it (Appendix 16). We also wish to thank Beryl

xvii
xviii Acknowledgments

Meiron and Lynda Taylor for providing us with multiple research articles and scoring materials
regarding the IELTS examination.
Our colleagues and students have provided an additional and critical source of support. For the
first edition, we are indebted to the work of several graduates of the Applied Linguistics Program

at UCLA on whose doctoral work we draw - specifically. Bob Jacobs, Barbara Baptista, and Yuichi

Todaka. We also consulted with or were influenced by numerous colleagues in constructing and refin-
ing pronunciation activities. Although it is often difficult to identify the source of activities that we
may have acquired during our many cumulative years of teaching, we specifically want to thank the
following individuals (and apologize to those whom we may have unintentionally omitted here): Bill

Acton, Judy Gilbert, Joan Morley, Rita Wong, Marsha Chan, Pat Grogan, Susan Stern, Jim Purpura,
Karl Lisovsky, Georgiana Farnoaga, Roann Altman, Judith Weidman, Nitza Llado-Torres, Patrice
Dally, Lorraine Megowan, Ann Aguirre, Lief Nielsen, and Kathy Jensen-Gabriel. In field testing
the first edition manuscript, we received much helpful feedback from our TESL and ESL students.
We particularly wish to acknowledge Andrea Kahn, Gabriela Solomon, Tetsuo Harada, Linda Choi,
Denise Babel, Bob Agajeenian, and Cara Wallis.
In compiling the second edition, special thanks are due to Sun-Ah Jun from the Linguistics
Department of UCLA for her instruction of intonation theory and the ToBI notation system. We
are grateful to the faculty, particularly Mary Ann Murphy, and students of the American Language
Institute of the University of Southern California for their feedback on pronunciation activities used in

their classes; we are also indebted to Tomoko Takahashi at Soka University of America who allowed
us to pilot materials from the second edition, and to the 2009 M.A. TESOL class at Soka University,
who classroom-tested many of the new activities we introduce in the second edition and gave us
invaluable comments. Our thanks go also to Tim Farnsworth for his work on the rating scale used
in the UCLA Test of Oral Proficiency (TOP) for nonnative-speaking teaching assistants (Appendix
19) and to Larry Loeher for allowing us to reproduce the rating scale. We want to also thank Scott
Phillabaum for his encouragement throughout the revision process.
Our team writing effort for the second edition of this text was greatly enhanced by the addition of
Barry Griner, who shared his expertise on intonation by revising Chapter 6. Barry provided an updated
and expanded view on the function of intonation in spoken discourse and added many enlightening
examples. In addition, he was an integral part of revising the On the CD material, compiling the
bibliography, and assisting with the answer key.
For assistance in preparing the accompanying audio materials for both the first and second
editions, we owe a great debt to Henry Tehrani of the UCLA Phonetics Laboratory, who lent his
technical expertise and generously allowed us to use the Phonetics Lab recording facilities. We are
grateful to Karl Lisovsky and Tomi Vest Patterson, who agreed to let us use examples of their speech
as well as to the numerous nonnative speakers who graciously consented to be taped for this project.
Cambridge also provided us with access to transcripts and sound files from the Cambridge Spoken
North American English Corpus.
We would be remiss if we didn't mention other we received. For the first
forms of support that
edition, we are grateful to Cathy Johnson, Sasha Mosely, and Motoko Ueyama for artwork assistance
and to Sandy Wallace for inputting portions of the manuscript and assisting with permissions. For
access to reference sources, we thank Susan Ryan, formerly of Cambridge University Press. For the
second edition, we wish to thank Yasuhiro Imao, who is both a PhD student in the Applied Linguistics
program at UCLA and a talented computer programmer, for assistance with special Macintosh OS
X tools (an IPA font, a transcriber tool, and a concordancer progam).
We have experienced many life changes since the publication of the first edition of this text. Some
of these changes have been joyous but several of our precious family members have left us: Daniel
Celce-Murcia, Marianne's husband of 42 years; Mary Brinton, Donna’s mother; and Neal Goodwin,
Janet’s [Link] we dedicate the second edition of this volume (as we did the first) to our
mentors, Clifford Prator and J. Donald Bowen, we wish to acknowledge the passing of our loved ones
by remembering their love and support, even when it seemed that our work on this book was endless.
Needless to say, we have appreciated the patience and encouragement of friends and family
throughout the writing of this book. Although so many knowledgeable colleagues have generously
provided detailed and extensive feedback, we know that there will be inevitable errors or shortcom-
ings in an undertaking of this scope and size. Any such residual errors are solely our responsibility.
Other documents randomly have
different content
Zacho, 305
Zakho, 312
Zeur, 173, 185, 195
Ziethen, 10
Zorapur, 35
Zwarteleen, 352
PRINTED BY WILLIAM BLACKWOOD AND SONS.
 FOOTNOTES:
1 It may be noted that Hannibal’s invasion of Italy led, two
thousand years later, to the recognition of the influence of
sea power on history. Admiral Mahan himself described to
the writer how it one day occurred to him that Hannibal’s
long march from Spain to Italy had been necessitated by
the Roman strength at sea, and that this was the
underlying cause of his eventual ruin. Following up the
train of thought, Mahan gradually worked out his great
conception. Hannibal’s march was the germ from which it
sprang.

2 Captain Gubbins, Lieutenants Geale and Pymm.

3 Oriental names in this book are not always spelt

consistently on one scientific system. For example, it has
not been thought proper to alter the original spelling in
letters quoted, or to correct well-known names such as
Lucknow or Bangalore.

4 Captain Norman Neill, afterwards killed on the Western

Front.

5 In 1885 England was for a time on the point of war with

Russia. The outburst of feeling in India was the same then
as in 1914, and should not have been forgotten.
 6 This Regiment, it may be noted, was named after Colonel
Skinner, the founder of the Bengal Cavalry system. He was
the son of a Scotch officer and a Rajputni girl, so he had
fighting blood on both sides.

7 See Appendix IV.

8 See Appendix II.

9 The inefficiency of German Cavalry in all but mass

manœuvring was only what Henderson’s criticisms on
their work in 1870 had already pointed out. See the
‘Science of War.’

10 Lieutenant J. V. Dawson.

11 “We” being the Indian Cavalry Corps.

12 Privates J. Tracey and D. Pitman.

13 As to the value of its work in Europe opinions differed.

Some seemed to think little of it. Some declared that
during the time when English reinforcements were not yet
ready to go into line, the Indian contingent had saved the
British Army from being overwhelmed. Both these views
were perhaps extreme. The Indian soldier fought under
serious disadvantage in the climate and surroundings of
Europe, but undoubtedly he fought with great devotion
and suffered heavy losses, for which England owes him
deep gratitude. The matter may well be allowed to rest
there.

14 Beluchistan may for practical purposes be regarded as a

part of India.

15 In 1854, when the Regiment went to the Russian War, it is

recorded that on one of the transports “the beef had
 made several voyages to and from India, and then been
returned into store. Some barrels of peas even bore the
date 1828 plainly painted thereon. It was impossible to
boil them—also the pork (salt) was as aged as the salt
beef, and as bad.” The Islanda was better than this.

16 Australians.

17 Bombay.

18 European privates’ tents, with double roof and sides—as

some protection against heat.

19 General Cobbe did in fact command an Army Corps later

on, but the command-in-chief went to General Maude.

20 Caprice, his favourite mare, had been left at Bombay

among the sick horses.

21 Arab Village.

22 Arab Village.

23 Expeditionary Force Canteen.

24 December.

25 “Pusht i Kuh,” or Back of the Mountains, is the district so

called by the Persians, their western district.

26 Captain Eve, the senior Captain, was then second in

command of the Regiment, owing to the absence of Major
Twist, disabled, and on the particular day, as Colonel
Richardson was on other duty, Eve had taken the
Regiment into action. Captain Steele was next in seniority.

27 The man was Private T. O’Connor. In a letter from

Mesopotamia to Mr Justice Eve he writes: “I was the last
 ammunition-carrier to get wounded that day, and your son
and Captain Steele came out under heavy machine-gun
fire and carried me in as we evacuated that position that
night, thus saving me from being taken prisoner. There is
no need to tell you he was loved in the squadron, as we
have missed him as one of the finest soldiers and leaders
of men any soldier could wish to follow.”

28 The horse casualties from fire had been numerous, and

many horses had been lost from fatigue and exposure.

29 It may be well to note here that in the course of this

campaign, where the Tigris was the main line of
communication, the distances were usually calculated by
river. The distances by road, when a road existed, were
much shorter, roughly perhaps half the river distances.

30 As a fact the Infantry got across on the 23rd.

31 This was Lieutenant Payne of “D” Squadron.

32 Of the 24th February.

33 Commonly written “nullas”—ravines.

34 The Regimental Diary says 9 o’clock, the Colonel of the

Thirteenth says a little before 10.

35 Captain Eve’s mare Caprice was lost for a year or more

after the charge, but was then seen by his batman,
Private Hogg, among the horses of an Indian Cavalry
Regiment. She was recovered and brought to England.

36 Lieutenant Fitzgibbon crawled out into the open several

times to look after the wounded. It was on one of these
occasions that he found Captain Eve’s body, and removed
his watch, rings, and spurs.
37 The name was Pinnington.

38 Captain Eve.

39 Lieutenant Dawson.

40 Captain Steele of “C” Squadron.

41 Private A. Wallhead, killed after putting Lieutenant Dawson

in safety. Sergeant H. Knapman, too, was killed while
helping the wounded.

42 Private Alfred Jones.

43 His charger.

44 This was doubtless Watkins.

45 Major Twist was apparently wounded earlier, when the

three squadrons wheeled to the right.

46 Baghdad lies on both sides of the river.

47 Garden or grove.

48 6th March.

49 The bodies of these men and officers were afterwards

removed to Baghdad, and buried in the British Cemetery,
under the superintendence of the Rev. F. H. Cooke, M.C.

50 Afternoon of the 9th?

51 ? 24th February, when the pursuit began.

52 This from the officer of a conquering army.

53 March.
54 The Regimental Diary of 14th May says: “Moved into
standing camp at Chaldari.”... “The tents were on the edge
of a palm grove, but the horses were picketed down in the
open.”

55 The old camp on the Hai stream. The kit was not received
till the middle of May.

56 Khalis Canal?

57 The expedition against the Arabs in May 1917.

58 The Jebel Hamrin is described by the Colonel of the

Thirteenth as not unlike the Cheviot Hills.

59 Private J. Tunnicliffe.

60 “Includes myself and Captain Godfree (2nd in command).”

61 It may possibly be argued that both Lord Haig and Lord

Allenby were Cavalry officers, and therefore perhaps
inclined to think highly of the achievements of their own
arm. They certainly were Cavalry officers, as was Lord
French, a fact well worthy of note, but, like him, they
were something more—great leaders of armies.

62 Did not join Regiment for duty.

63 Did not join Regiment for duty. Killed with R.F.C., May 22,
1917.

64 Did not do duty with Regiment during war.

65 Did not serve with Regiment during war. Killed on active

service with 11th Hussars, 1914.

66 Did not join Regiment for duty.

 67 Did not serve with Regiment during war. Killed on active
service, 1914.

68 Did not serve with Regiment during war. Killed with R.A.F.,
Nov. 13, 1918.

69 Twice.

70 Four times.

71 Three times.

72 Three times.

73 Twice.

Transcriber’s Note:
Page 189, “they’ve chistled past my nose” changed to read
“they’ve whistled past my nose”.

Page 248, image in center of page, “IN UNFADING MEMORY”

following 8 lines illegible.

Page 363, 4504: “Crouch” changed to read “Couch.”

Page 363, “Corsica, 395” changed to read “Corsica, 95”.

Obvious printer errors corrected silently.

Inconsistent spelling and hyphenation are as in the original.

*** END OF THE PROJECT GUTENBERG EBOOK THE THIRTEENTH
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