In this guest post, Arizio Sweeting, a Cambridge ESOL Oral Examiner, shares his tips for using colours and hand signals to help learners grasp pronunciation.
To teach or not to teach pronunciation? That’s the question. As paradoxical as this question may be, the answer for it should be simple: pronunciation is communication, and thus, worthy of attention in the language classroom. As an advocate for the teaching of connected speech, I am always looking for ways of raising my learners’ awareness of this productive capacity of spoken language.
In this post, I would like to share a colour-coding system I have been using with my learners to help them focus on prosodic features such as stress, elision, assimilation, linking and intonation. I have called it, Traffic Lights.
Traffic lights are useful signals, so I thought they would be a helpful aid to guide my learners in their journey of discovery about connected speech. The Traffic Lights system is also supported by hand gestures such as finger clicking, hand waves, hand strokes and finger to thumb movements, which I believe help learners to relax rather than worrying too much about trying to work out what is happening in the mouth in order to allow themselves to enjoy the pronunciation practice via a more active and kinaesthetic approach.
Understandably, articulation exercises tend to focus too much on the ear and the mouth at times. However, for many learners this experience is rather daunting and unpleasant. By giving them an opportunity to visualise and cognitively shift the focus of the brain away from these body ‘instruments’, they stand a better chance of visualising and thus becoming more attune to natural speech. While observing my learners in action in the classroom, I have noticed some clear improvement in their ability to speak more intelligibly, even though their initial reactions to the approach being reserved.
At the beginning of your course, introduce the learners to the systems. For this, the learners will need to have a four-colour pen and a copy of the Traffic Lights card below (which I like to laminate for them).
Ask the learners to attach this card to their file, as they will need to refer to it on a regular basis during the course.
Start by showing the learners some functional language for introductions of your choice. Here are some common get-to-know-each other questions:
First, get the learners to use the red ink in their pen to mark the STRESS in the language above e.g.
Encourage the learners to analyse this language in pairs or small groups. Monitor and assist where necessary.