Supra-segmental Features in the English Language Textbook 2012

Supra-segmental Features English Language Textbook

By Yadira Edith Oceguera Guareo

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Introduction
Suprasegmentals are features of language that deal with intelligibility and pronunciation. Kenworthy (1987) mentions that intelligibility is being understood by a listener at a given time in a given situation which in terms of EFL would be a more realistic goal to be pursued than getting a native-like pronunciation. Suprasegmental features are linking, stress, rhythm and intonation. They are called suprasegmentals due to the fact that they go beyond the segmental features (phonemes) of any language. The importance of suprasegmentals as we stated already, is that they give intelligibility and help to improve pronunciation in an extensive way. Jenkins (2002) emphasizes that effective communicative pronunciation competence can be achieved more through improving suprasegmental production in preference to segmental. It is very important to provide students with exercises to help them understand and manage supra-segmental as much as possible, to understand and produce better English. In this paper we will briefly analyze three different English-language textbooks to answer next questions: 1. Are suprasegmentals deal with from the beginning? Left for the end? Or not deal with at all? 2. Are the exercises designed to help learners both at the receptive and the productive level? 3. What is the teachers role in the type of exercise provided? Does teacher have to supplement them in any way? 4. Are students instructed to monitor themselves and do work on their own, or is the work intended to be done during the class time? The textbooks to be analyzed are: a) Magic 5, primary school textbook b) Interchange 3, adult learners textbook c) Touchstone

Magic by Richmond Publishing

Magic is the textbook I am working with right now. It is a six level course designed for primary school. The way Magic deals with pronunciation aspects in general is through some listen and

Supra-segmental Features in the English Language Textbook 2012 repeat exercises, short conversations or stories; listening exercises are also used for introducing new grammar aspects as well as practicing, but there are no specific exercises to deal with suprasegmentals in a separate or remarkable way that could make learners aware of them; the textbook only offers exercises for general pronunciation through repetition drills. There also appear some songs which students can easily remember and help them with the three aspects of suprasegmentals: word stress rhythm and intonation; but they rarely appear in the textbook. In this type of exercises teachers role is to make sure students are pronouncing correctly, correct pronunciation mistakes, try students to imitate intonation, word stress and rhythm. It would be necessary for teacher to supplement the textbook exercises by preparing some sessions of pronunciation practice focused on suprasegmentals. The work for pronunciation, apart from the songs, is designed to be done during class time. In fact the textbook comes with a CD, but it only contains the songs; students have no more chance to practice pronunciation and listening skills at home.

Interchange by Cambridge University Press

Interchange is a series textbook designed for adults. Interchange deals with suprasegmentals in every unit. This textbook contains exercises for students to practice suprasegmentals at both, receptive and productive levels, like in the example below:

In the above exercise, linked words are practice. The first part of the exercise is provided for students to listen and practice (receptive-productive). The second part of the exercise is provided for students to identify, by listening, linked sounds (receptive). The third part of the exercise is provided for the students to say some sentences containing linking sounds (productive).

Supra-segmental Features in the English Language Textbook 2012 Teachers role in these exercises is to help students to clarify what they are asked to do in case they do not identify the tasks clearly, as well as correct and help them to practice, but teachers aim should be to become him/herself a speech coach to train students. In my personal opinion, Interchange has enough practicing exercises, but it would depend on class needs (identified by the teacher), to take the decision of offering supplementary exercises. The textbook is accompanied by a CD which contains self-study exercises for students to have extra practice.

Touchstone by Cambridge University Press

Touchstone is a series book designed for English language learners from teens to adults. We can find a section in every unit of each of the books which is called Speaking naturally; this section is specially designed to work with suprasegmentals, like in the example below:
About you

3 Speaking naturally Checking information

Asking for Information

A Whats his name? A How old is he? A What color is his hair? B Joshua Murray. B Ninety-five. B White.
Checking Information

A Whats his name? A How old is he? A What color is his hair?

A Listen and repeat the questions and answers above. Notice how the stress
and intonation are different in the checking questions.

B Pair work Ask your partner to describe his or her best friend.
Ask information questions and checking questions. Then change roles. A So, tell me about your best friend. Whats her name? B Her names Sam. A Whats her name? B Sam. Its short for Samantha. A How tall is she?

We can see how the textbook presents the suprasegmental feature to be worked out first. In this case it is stress and intonation. The A section of the exercise is worked with the CD to listen and repeat (receptive-productive levels) the B section of the exercise is made for the students to practice the difference in stress and intonation when producing asking for information or checking questions (productive level).

Supra-segmental Features in the English Language Textbook 2012 The teachers role in this case is to monitor, guide and correct when necessary and once again teacher should try to coach students more than just correct pronunciation. In my opinion it would depend on class needs the decision of supplementing the exercises for practicing. Touchstone comes with a CD for students to practice exercises at home. This practice includes suprasegmentals.

Conclusion
Pronunciation can be one of the most difficult parts of a language for EFL learners to master and one of the least favorite topics for teachers to address in the EFL classroom. All learners can do well in learning the pronunciation of a foreign language if the teacher and learner participate together in the total learning process. Research has shown that intelligible pronunciation is seen as an essential component of communicative competence. The teacher must set obtainable aims that are applicable for the communication needs of the learner. The learner must also become part of the learning process, actively involved in their own learning. The content of the course should be integrated with the content emphasizing the teaching of suprasegmentals, linking pronunciation with listening comprehension. With the teacher acting as a 'speech coach', rather than as a mere checker of pronunciation, the feedback given to the student can encourage learners to improve their pronunciation.

References

JENKINS, J. (2002). A SOCIOLINGUISTICALLY BASED, EMPIRICALLY RESEARCHED PRONUNCIATION SYLLABUS FOR ENGLISH AS AN INTERNATIONAL LANGUAGE . APPLIED LINGUISTICS , 23, 83-103. KENWORTHY, J. (1987) TEACHING ENGLISH PRONUNCIATON, UK LONGMAN MCCARTHY M., MCCARTEN, J., SANDIFORD, H. COLOMBO TOUCHSTONE 2 STUDENT'S BOOK/WORKBOOK WITH AUDIO CD/CD-ROM. C AMBRIDGE UNIVERSITY PRESS RICHARDS, J.C., HULL, J. & PROCTOR, S. (2004) INTERCHANGE STUDENT S BOOK 1 WITH AUDIO CD, CAMBRIDGE UNIVERSITY PRESS, 3RD EDITION. GALLAGHER, T., MARTN, D., MENNDEZ, M., SCHMIDT, C. (2004). MAGIC 5. RICHMOND PUBLISHING