4.

VARIOUS CORRECTIVE METHODS ANDMEANS

•
4.1 THE ARTICULATORY METHOD

One of the first methods used for teaching pronunciation was the articulatory
method. A detailed study was made of the position and shape of aIl the articula-
tory organs -manners and points of articulation- in the production of a given
"sound. Pronunciation was presented descriptively, and leaming proceeded in a
~manner similar to the leaming of the rules of morphology and syntax. The
articulatory method was ver y successful and is still in widespread use today.
Advantages. The method provides: a detailed study of the position and shape
of all the articulatory organs -manners and points of articulation; it is use fuI for
post-elementary level .
Disadvantages. The following features:
• audition
• intonation and rhythm are disregarded
" • interdependence of elements (combinatory phonetics)
• spontaneity of speech
4.2 THE TAPE-RECORDER IN THE LANGUAGE LAB

Another method employed for the teaching of eorreet pronunciation eonsists

in the use of taped prograrnrnes for monitored self eorrection. For several hours,
the students seat elose to tape reeorders or in a laboratory where they listen to and
"repeat a text in the foreign language, recorded on magnetie tape. It was believed
for some time that the student had only to listen and repeat in order to pronounee
a foreign language correctly. However, the rnistake system proved to be stronger
than the eorreetion devices: the students listened and repeated on the basis of the
phonological system of theírnatíve tongue, and several hours oflanguage labora-
tory practice every day simply "helped" to fix and automatize the mistakes so
índuced,
A dvantages
• primaey of the audio-oral system is acknowledged
• perfeet models of pronunciation are provided
• structure and intonation are taken into account
• individual work allowed
• based on integration ofelements

Disadvantages
• methodology is subordinated to technological devices
• mistakes induced by students' nativc tengue are fixed and lIutollllltlnlll (d.k
of mcchanizatíon)

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 4.3 PHONOLOGICAL OPPOSITIONS

This method advocates teaching pronunciation through exercises containing

phonological oppositions. The student listens to and repeats lists of words in which
the change of a single sound causes a change of meaning for instance, seat, sit; [eel,
fill; beato bit. It was believed that such a contrast would unavoidably lead the
student to correct pronunciation. However, such is not the case; whereas a perti-
nent contrast does exist for someone who knows a Ianguage well, it does not exist
for a beginning student. The teaching of pronunciation of a foreign language should
consist of a series of conditioníng procedures under the supervision of the teacher,
who alone decides whether correct prortunciation is being acquired.
A dvantages
• great importance is given to phonernes
• correction is done on an audio-oral basis
• it is useful in post-elementary stages
Disadvantages
• it is not applicable to beginners
• prosodic features are disregarded
• the various phonetíc realizations of phonemes (allophones) are disregarded

4.4 THE VERBO-TONAL SYSTEM

To achieve correct audísion, the verbo-tonal system utilizes different elements

which constitute the acoustic system ofa language: intonation, rhythm frequencíes
and tenseness.

Basic principles

• phonetic correction is an integral part of foreign language teaching

• maximum motivation (affectivity, gestures, mimicry)

• natural Iearning (spontaneity, constant readjustrnents.just like a chíld)
• work done with structures, not with isolated phonemes
• based on the mistake system
.correction rnade in class
• based on the principIe of successive approximations

Procedures
-.J • correction through intonation and rhythm
• correction through tenseness and laxness
• corroction through comblnatory phonctics
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4.4.l CORRECTION OF INTONATION AND RHYTIIM

Correction is fírst done on the basis of intonation and rhythm. The teacher
reqüires the students to imitate correctIy the intonation and rhythm of the
sentences and rhythmic groups recorded on the tape. The students imitate intona-
tion and rhythm quite easily (provided, of course, that their attention is dírected
to these elements) because the hurnan body as a whole is very sensitive to low
frequencies (below 300 Hz), and these are the very frequencies which best transmit
intonation and rhythm. When the student succeeds in correctly imitating the "
suprasegmental features of the phonological system of the language, it is easy to
correct pronunciation of certain sounds, because correct imitation of intonation
and rhythm provides a fírm basis by means of which the pronunciation of the
individual sounds is accomplíshed,
By the eorreet imitation of íntonatíon and rhythm, the student can succes-
sfully pronounce most of the sounds of the foreign language.,However, there
always remain sounds which require special attention. The verbo-tonal system
provides several possibilities for fue correction of particular sounds.
To correct the sound /1/ pronounced with too much tenseness in a sentence
such as Is it a buüding? the sound /II should be placed at the end of a falling intona-
tion. Example: That's Bill.
When a vowel is placed at the end of a falling intonation curve its low frequen-
eies are emphasized. On the contrary, when a vowel is placed at the end of a rising
intonation curve or at the beginning of a falling curve its high frequencíes are
emphasized. The reason for this is that frequency is directIy proportional to the
square root of the tension (F fl).
In the above example, the student doesn't hear the low frequencies of the
sound /1/. Therefore, this sound wíll be better perceived at the end of a falling
intonation curve.
Rhythm can be improved by the following devices:
a) singing the melody: la, la, la, la, ... ;
b) tapping on the table or on the student's arm;
e) accelerating the rhythm in cases of stammering, as rapid rhythm can take
the student's mind away from a particular problem of pronunciation;
d) slowing down: slower rhythm can also help in some cases. It helps to
emphasize the peaks and va1leys of the intonation curve;
e) backward and forward repetition: building up technique for long sentences.
The teacher breaks up the sentence; but still keeps the same rhythm and
intonation curve for the broken-up parto Examples: Remember when/the
three of us/picked tomatoes together? But I guess tu go to the beach and
vislt some museums] and historical places too;
But I guess/I'II go to the beach and visit some museums] and hllllar/l'ol
places too;
O .hiftinR of Itreas: suppresaín
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 4.4.2 CORRECTION THROUGH TENSENESS ANO LAXNESS

Tenseness of pronunciation results from two opposing contractions of the

muscles, formed by the pressure of a muscle against some obstacle -pressure of the
tongue against the palate, pressure ofthe lips against each other, etc.- or else from
fue pressure of the air in the articulation of a sound. According to their tenseness,
sounds are classified as follows: the most tense sounds are the stops; then come
the affricates, .the nasal consonants, the fricatives, the laterals, the semivowels, and
the vowels. The voiceless consonants are more tense than the voiced consonants;
the closed vowels are more tense than the open vowels.
Initial position of a word, rhythmic group, or sentence.emphasízes tenseness
-whereas final position emphasizes lax pronunciation. Tension is also greater in
stressed syllables and when an initial consonant is combined with another conso-
nant, thus the /sl in student is tenser than the /s/ in suit. On the other hand,
there's less tension when we speak low.
The type of correctíon must correspond to the student's mistake. If he pro-
nounces an affricate in too lax a way, the correct pronunciation of the affricate can
be obtained by placing it at the beginning of a word or sentence, as in: Jack's a
good student; June, I can't remember the name 01 this tune.
IJ the student confuses the voiceless and the voiced consonants, the latter may
be corrected by placement in final position (Example: What about tñeir eyes?
Their ears? Thetr noset}, and the [ormer by pkscement in the initial position.
Example: It's Sue. Sonny, come here.

4.4.3 COMBINAJORY PHONETICS OR CORRECTION BY AD.JACENT SOUNDS

If the student pronounces a sound incorrectly, this sound may be placed next
to -in front of or following- other sounds which can best emphasize the sound
elements to be corrected and which are lacking in the student's pronunciation.
Remember the first phonological premise: sounds tend to be modified by their
environment.
If the student puts too much tensión in pronouncing both /I/'s in How much
is it? we will then place /1/ in a sentence with falling intonation and between.nasal
sounds which will favor or emphasize their laxness and low frequencies. Example:
Wai¡ a minute. We can also place it in a sentence like It's big because the bilabial
plosive Ibl emphasizes vowel openíng, and the plosive velar /g/ emphasizes centralí-
zation.

4.4.4 SHADED PRONUNCIATION

With his voice, the teacher can "shade" that ís distort, the pronunciation of
certain sounds so that the student will hear the very elements which are lacking in
J
bis pronunoíation. Nevertheless, this last tactic should be used very carefully and
excessívc uso of it shouíd be avoided. Example: Can you eat it? No, you can't.
'anvou wrar it? No.
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 In the sentence, I'm going by bus, the student produces something like 1:) I in
the word bus. Then, the teacher should work with a sound that has higher
frequencies. such as Ife ni, for example.
5. INTEGRATED PROCEDURES FOR CORRECTIVE PHONETICS
Up to now we have analyzed different methods of phonetic correction, among
them the articulatory method, the use ofthe tape-recorder, the method of phono-
logical oppositions (minimal pairs), and the verbo-tonal system. Besides this, we
could even talk ábout the usefulness of teaching phonetic transcription as an =ard-
in learning the pronunciationof a foreign language,
The so-called "methods of phonetic correction" are not methods in themselves,
but procedures based on certain theoretical considerations. Al1 these procedures
yield the best results they are integrated into a comprehensive method using various
techniques at different stages in a given foreign language course. For instance, the
tape-recorder may be used at the beginning of a class to provide a consistent native
model for the students -this assures optimum conditions for perception and imita-
tion on the part of students. Next, to guide audition and articulation. The verbo-
tonal system and articulatory procedures must be employed. This should contri-
bute to the gradual mastery of the sound system frorn a practical standpoint.
Articulatory phonetics and phonological oppositions can be used to deal with
specific trouble spots and to establish conscious control over the sound system of
the foreign languagé. 'The teaching of phonetíc transcription can help the student
leam the pronunciation of a word he has never heards before -once he has
mastered at least the basic pronunciation skílls.

EIBLIOGRAPHY
DELATTRE, PIERRE: Comparing the Phonetic Features of English, French, German
and Spanisñ. Chilton Books, Pha., New York, 1965.
LADEFOGED, PETER: Three Areas of Experimental Phonetics. Oxford University
Press, London, 1967.
RENARD, RA YMOND: Introduction ti la méthode verbo-tonale de correction
phonéttque. Didier, Paris, ~971.
SOTTO, FAUSTINO: "La Aplicación de la Lingiastica en la Enseñanza de Lenguas
Extranjeras': Artículo publicado en Boletin Informativo del Instituto Supe-
rior de Lenguas Extranjeras, junio de 1979.
- - - -- -: "Algunas cuestiones sobre la ensefianza de la fonética dentro del curso
de inglés como lengua extranjera", en Boletin Informativo del Instituto Supe-
rior Pedagógico de Lenguas Extranjeras, marzo y junio de 1979.
STOCKWELL. R. P. and 1. D. BOWEN: The Sounds of English and Sl'fl/lI.\'h '1'11
Univcrslty of Chicago PrcIs, 1965.
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