PSYCHOLINGUISTICS WORKSHOP

Dr. Robin C Barr : Psycholinguistics and teaching pronunciation
( Prof. Barr holds a PhD in Linguistics from Harvard with concentrations in both Indo-European and psycholinguistics. Her research on morphology involves the relationship between language learning and language change )   reference https://www.american.edu/cas/faculty/rbarr.cfm
 
 Myths about teaching pronunciation
 
Native speakers -traditional way : teacher demonstrates proper pronunciation - Ss imitate - teacher points out Ss' error.
 
Clearly vs normal conversations - different accent
 
Consonant and vowels - comprehensibility depends on suprasegmental ( a lemon tree?) Stress in wrong way and somehow stress is more important than consonant and vowels
 
Pronunciation vs language learning tasks  - it's essential to reading and writing; it's even important for grammar and vocabulary
 
 How the brain processes language?
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Broca's area- phonological syntax, suppresses innate language perception, overrides lower level processing ( motor control, auditory processing) make things simple ( filter the sounds ) 
 
- tell adults to listen harder is useless
-make the brain don't think that we are learning a language
- phonological awareness caused the change of the brain 
- bypass : visual, kinesthetic, muscle memory, musical, non linguistics sound, production leads to perception
 
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 Wernicke's area  -Right hemisphere (intonation and rhythms)
 
Voice on set time 
Ph P B : pie spy  buy
Baby was born with knowing how to tell the difference between sounds. ( Categorical perception) 
 
understand how the brain cnceal linguistics information and increase your students "Accuracy"
 
 Like vowel chart, picture, hands to feel the air, mirror, magic lollipop or hard candy,
- vowel yoga 
- stress , length, and intonation( koosh ball: 
- the travolta 
- robber band : stress and vowel length 
- kazoo game for intonation and rhythms
 
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