Pronunciation Instruction Will Help Enrich Learners’ Vocabulary knowledge Kazuhito Yamato (Kobe University) Takamichi Isoda (Ritsumeikan University) Shusaku Kida (Doshisha University) 1 RELC 58th International Conference 11/03/2024 Room 602ɹ14:50ʙ15:20

Acknowledgment 2 •This study is supported by JSPS KAKENHI Grant Number JP22K00761. Handouts & slides •Handout for demonstration is available. Please fi nd the 4 pages of A4 paper. •Also available from the QR code →

Outline of the presentation 3 Purpose To demonstrate that incorporating prosodic instruction will not only help learners to learn phonetic forms of words but also help enrich other aspects of the vocabulary knowledge such as grammatical function. Outline 1. Introduction 2. Integration is the key 3. Make prosodic features user-friendly: “Three Principles approach” 4. Demonstration and Rationale: Integrating prosody with vocabulary skills

Outline of the presentation 4 1. Introduction 2. Integration is the key 3. Make prosodic features user- friendly: “Three Principles approach” 4. Demonstration and Rationale: Integrating prosody with vocabulary skills

Outline of the presentation 5 1. Introduction 2. Integration is the key 3. Make prosodic features user- friendly: “Three Principles approach” 4. Demonstration and Rationale: Integrating prosody with vocabulary skills

1. Introduction • pronunciation teaching/learning • Teachers and Learners are aware of the needs and importance of pronunciation → needs teaching • It’s rare for teachers to have a chance to teach a stand-alone pronunciation class → needs an integration • Teachers feel less con fi dent and not enough training (Shibata et al., 2008; Murphy, 2018) → needs teacher training/user-friendly approach 6

1. Introduction • vocabulary teaching/learning • vocabulary knowledge is important; not only breadth, but also depth (Lewis, 2002; Nation, 2001; Schmitt, 2010ʣ • introducing word combinations (phrasal verbs, collocations, idioms) is necessary (Kasahara, 2011; Lewis, 2002) • contextual learning/repetition in different contexts (Toomer et al., 2024; Suzuki et al., 2022) • Pronunciation, perhaps receiving the least attention in vocabulary research, is also one of the important aspects of speaking pro fi ciency (Uchihara, 2021, p.122). 7

Outline of the presentation 8 1. Introduction 2. Integration is the key 3. Make prosodic features user- friendly: “Three Principles approach” 4. Demonstration and Rationale: Integrating prosody with vocabulary skills

Outline of the presentation 9 1. Introduction 2. Integration is the key 3. Make prosodic features user- friendly: “Three Principles approach” 4. Demonstration and Rationale: Integrating prosody with vocabulary skills

2. Integration is the key •pronunciation teaching/learning •needs for prosody teaching •Japanese EFL learners have problems with prosodic features (Nanjo, 2010; Saito & Ueda, 2011; Saito, 2017; Matsusaka, 1986) •needs for a simple, user-friendly pedagogical approach for teaching prosodic features •“Three principles approach” (Yamato & Isoda, 2023) (good reinforcement for learners and quick reference for teachers; similar to Gilbert (2008)’s Prosody Pyramid) 10

2. Integration is the key •integrating pronunciation with other skills •Celce-Murcia et al. (2010) •“teachers must balance the needs of their students within a somewhat fi xed curriculum. If this is the case, pronunciation is not always explicitly included even in a speaking course, and teachers need to fi nd ways to integrate pronunciation into existing curriculum and textbook materials (p.281).” •Sicola & Darcy (2015) •“Making pronunciation targets an inherent part of every lesson could represent an effective solution to carryover and automaticity issues (p.427).” ➡ Communicative framework for teaching pronunciation (Celce- Muricia et al., 2010) 11

2. Integration is the key •integrating pronunciation with vocabulary skills •Gilbert (2008) •“learners tend to ignore stress patterns when they learn vocabulary. … After all, if learners have failed to learn the stress pattern for a new word, they may also fail to recognize that word when it occurs in spoken form (p.6)” •Collocation, co-text, words combinations (Lewis, 2002; Webb & Nation, 2017; Schmitt & Schmitt, 2020) •Multi-dimentional nature of vocab (Nation, 2001; Webb & Nation, 2017) •Engagement (Schmitt & Schmitt, 2020) 12

Outline of the presentation 13 1. Introduction 2. Integration is the key 3. Make prosodic features user- friendly: “Three Principles approach” 4. Demonstration and Rationale: Integrating prosody with vocabulary skills

Outline of the presentation 14 1. Introduction 2. Integration is the key 3. Make prosodic features user- friendly: “Three Principles approach” 4. Demonstration and Rationale: Integrating prosody with vocabulary skills

3. Make prosodic features user-friendly: “Three Principles approach” •This approach… -summarises prosodic features as three accessible rules for teachers and students; -interrelates syllable, stress, rhythm, and intonation; -enables teachers to integrate prosody instruction into their classes seamlessly and to devise customised activities using any chosen textbooks! 15 Three Principles approach (Yamato & Isoda, 2023) 1.Strike a beat where there is a vowel. 2.When there are more than one beat, differentiate strong and weak beats. 3.When there are more than one strong beat, make one of them more salient than the others.

3. Make prosodic features user-friendly: “Three Principles approach” •What can we do with this approach? -Analyse texts/passages with this approach -Integrate prosody instruction into classes (cf. Celce- Murcia et al.(2010)’s communicative framework) -Develop activities based on a textbook in hand 16 Three Principles approach 1.Strike a beat where there is a vowel. 2.When there are more than one beat, differentiate strong and weak beats. 3.When there are more than one strong beat, make one of them more salient than the others.

3. Make prosodic features user-friendly: “Three Principles approach” •Principle 1 … -covers “syllable structure” ‣Beats or syllables can be counted by “humming” -prevents unnecessary “vowel insertion” 17 “Three Principles” approach 1.Strike a beat where there is a vowel. strike ɹɹ ετϥΠΫ /straɪk/ su to ra i ku

3. Make prosodic features user-friendly: “Three Principles approach” • Principle 2 … •illustrates word stress/phrasal stress •shows reduced vowels 18 “Three Principles” approach 2.When there are more than one beat, differentiate strong and weak beats. bananaɹɹ ό φ φ /bənænə/ ba na na

3. Make prosodic features user-friendly: “Three Principles approach” •Principle 2 … • illustrates strong beats tend to be content words and weak beats to be function words •leads to “rhythm in English” (stressed beats are repeated with regular intervals) 19 “Three Principles” approach 2. When there are more than one beat, differentiate strong and weak beats. Cats eat ɹ fi sh. The cats eat ɹ the fi sh. The cats are eating the fi sh. The cats will have eaten the fi sh.

3. Make prosodic features user-friendly: “Three Principles approach” •Principle 3 … •illustrates “primary stress” in words and “Nucleus placement principle” in sentences •Nucleus placed elsewhere re fl ects speaker’s intention 20 “Three Principles” approach 3.When there are more than one strong beat, make one of them more salient than the others. universityɹI go to school by bus. A: Where do you go by bus? B: I go to school by bus.

Outline of the presentation 21 1. Introduction 2. Integration is the key 3. Make prosodic features user- friendly: “Three Principles approach” 4. Demonstration and Rationale: Integrating prosody with vocabulary skills

Outline of the presentation 22 1. Introduction 2. Integration is the key 3. Make prosodic features user- friendly: “Three Principles approach” 4. Demonstration and Rationale: Integrating prosody with vocabulary skills

4. Demonstration and Rationale: Integrating prosody with vocabulary skills •Demonstration 1.Text Comprehension 2.Dictation 3.Phrase Search 4.Rhythm Practice 5.Retelling 23

4. Demonstration and Rationale: Integrating prosody with vocabulary skills •Demonstration 1.Text Comprehension 2.Dictation 3.Phrase Search 4.Rhythm Practice 5.Retelling 24

4. Demonstration and Rationale: Integrating prosody with vocabulary skills •Demonstration 1.Text Comprehension 2.Dictation 3.Phrase Search 4.Rhythm Practice 5.Retelling 25

4. Demonstration and Rationale: Integrating prosody with vocabulary skills •Demonstration 1.Text Comprehension 2.Dictation 3.Phrase Search 4.Rhythm Practice 5.Retelling 26

4. Demonstration and Rationale: Integrating prosody with vocabulary skills •Demonstration 1.Text Comprehension 2.Dictation 3.Phrase Search 4.Rhythm Practice 5.Retelling 27

4. Demonstration and Rationale: Integrating prosody with vocabulary skills •Rationale •Prosody is integrated into vocabulary learning; 1) to make prosody instruction more meaningful 2) to enrich vocabulary knowledge •Why practice vocabulary in the form of phrases? 1) good vehicle for teaching prosody 2) to exemplify how words work; to make word meaning clearer (Schmitt & Schmitt, 2020) •Why dictation? 1) to sensitize learners about stress, rhythm, connected speech 2) to promote phrase-level processing (Webb & Nation, 2017; Schmitt & Schmitt, 2020) 28

4. Demonstration and Rationale: Integrating prosody with vocabulary skills •Rationale •Why rhythm practice? 1) to promote chunking and fl uency 2) Fluency development is highly likely to enrich knowledge of partially-known words and to develop knowledge of multiword combinations (Webb & Nation, 2017) •Why retelling? 1) going beyond rote repetition: Communicative framework for teaching pronunciation 2) linked skills; increases engagement with the words/phrases (Nation, 2013; Schmitt & Schmitt, 2020) •What is recommended in teaching prosody coincides with what is recommended in teaching vocabulary; therefore, they work in synergy with each other. 29

4. Demonstration and Rationale: Integrating prosody with vocabulary skills •Rationale Communicative framework for teaching pronunciation (Celce-Murcia, et al, 2020) 30 1 DESCRIPTION AND ANALYSIS oral and written illustrations of how the feature is produced and when it occurs within spoken discourse 2 LISTENING DISCRIMINATION focused listening practice with feedback on learners' ability to correctly discriminate the feature 3 CONTROLED PRACTICE oral reading of minimal-pair sentences, short dialogues, etc., with special attention paid to the highlighted feature in order to raise learner consciousness 4 GUIDED PRACTICE structured communication exercises, such as information-gap activities or cued dialogues, that enable the learner to monitor for the speci fi ed feature 5 COMMUNICATIVE PRACTICE less structured, fl uency-building activities (e.g., role play, problem solving) that require the learner to attend to both form and content of the utterances

31 Take-home messages Yamato, K., Isoda, T., & Kida, S. (2024). Pronunciation instruction will help enrich learners’ vocabulary knowledge. [Supplement] The list of suggested activities are from the link below or QR code! https://bit.ly/RELC2024_suggestedactivities •Pronunciation, esp. prosodic instruction, will help enrich various facets of vocabulary knowledge. •Using the proposed principles of prosodic features, tasks and activities can be integrated with vocabulary skills in the classroom.

32 Reference • Ahmad, K. (2016) Integrating pronunciation with vocabulary skills. In Jones, T. (ed.). Pronunciation in the classroom. (pp. 1-16). TESOL Press • ALC (2008). Kyukyoku no eigo lisuningu vol. 3 (Ultimate listening vol. 3). ALC • Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2005). Teaching pronunciation: A course book and reference guide (2nd Ed.). Cambridge University Press. • Clenton, J. & Booth, P. (2021). Vocabulary and the four skills: Pedagogy, practice, and implications for teaching vocabulary. Routledge. • Gilbert, J. B. (2008). Teaching pronunciation: Using the prosody pyramid. NY: Cambridge University Press. • Grant, L. (Ed.). (2014). Pronunciation myths: Applying second language research to classroom teaching. Ann Arbor, MH: University of Michigan Press. • Kasahara, K. (2011). The effect of known-and-unknown word combinations on intentional vocabulary learning. System, 39, 491-499. • Lewis, M. (2002). The lexical approach: The state of ELT and a way forward. Thomson-Heinle.

33 Reference • Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press. • Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan. • Schmitt, N & Schmitt, D (2020). Vocabulary in language teaching (2nd ed). Cambridge University Press. • Suzuki, Y., Eguchi, M., & De Jong, N. (2022). Does the reuse of constructions promote fl uency development in task repetition? A usage-based perspective. TESOL Quarterly, 56(4), 1290-1319. • Toomer, M., Elgort, I., & Coxhead, A. (2024). Contextual learning of L2 lexical and grammatical collocations with and without typographic enhancement. System, 121, https://doi.org/10.1016/j.system.2024.103235. • Thomson, I., & Derwing, T. M. (2014). Effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326-344. • Webb, S. & Nation, P. (2017). How vocabulary is learned. Oxford University Press. • Yamato, K., & Isoda, T. (2023, October 14). A pedagogical framework for integrated instruction of English prosody. [Presentation] An IATEFL PronSIG online conference. https://speakerdeck.com/otamayuzak/a- pedagogical-framework-for-integrated-instruction-of-english- prosody