PART ONE 350 WORDS
One: Identify and describe a particular phonological feature that leads to problems with English pronunciation for a specified group of learners (give details of the class). You can select a segmental or suprasegmental feature. •Discuss English immersion in Taiwan and reference to Lin and Johnson •Discuss ESL3, time spent learning English with native speakers and also the influence of their Chinese Teacher (SPEECH COMMUNITIES- APPLY REFERENCE). •Identify the issue of fricative development in both L1/L2 learners and relate to the context of my teaching.
PART 2-500 WORDS
Two: With reference to your learners’ first language(s) and relevant reading, say why you think that the problem arises and the impact it has on their comprehensibility. Differences in Mandarin to English-use table to highlight sounds that are not available in Mandarin. L1-L2 Substitution
Omission of (th) sounds.
Impact- clarity, fluency. Connected speech.-the debate and how it influences comprehensibility. Add as well that as the teacher, more accepting!
Learning Strategies with analysis – 400 words
Three: Outline a strategy or set of procedures that you have used in order to help remediate the pronunciation problem, giving a rationale for your choices, and evaluate how successful this has been. Be specific about the timeframe of the strategy and how your learners responded to the treatment •Drilling
•Dental model and diagram for sound formation
•Creative Writing read aloud
•Phonemic sounds on board from grade 1
•Response – mention age appropriateness and link to introduction in regards to L1 learners having the same issues.
Conclusion and Recommendations -100 words
•FRICATIVES LATER STAGES OF PHONEMIC DEVELOPMENT IN L1 SPEAKERS- 3 REFERENCES •PROVIDES RATIONAL FOR THIS PAPER AS STUDENTS ARE SAME AGE IN ESL3 AS L1...