Tutor: Come in ...
Amanda Hi.
T: Oh hi, Amanda .. You've come to discuss your mid-term assignment, haven't you?
A: Yes, that's right
T: So, what have you decided to do?
A: 1Well, I thought I could base my study on pronunciation and get students to do some self-assessment of their own pronunciation skills.
T: 1That's interesting. You mean get them to record themselves...
A: 1That's right then listen back and see where their weaknesses lie.
T: Good idea. You could also do some peer evaluation.
A: Oh yes... see whether their assessment of themselves matches what their classmates think.
T: Ah-hah. So. how are you planning to do the assignment?
A: 2Well, I'm going to select a short extract from somewhere and ask them to read it aloud. Maybe something from one of the textbooks we're reading.
T: 2Why don't you look up one of my lectures on the website and find a suitable extract there? That way, you'll be using authentic spoken language, rather than written text, and it will be a model for students to listen to.
A: 2Oh yes. that's a much better idea I'll still have to write it out, though, won't I?
T: Yes - I don't think you can expect them to remember it. Even a sentence is hard to recall.
A: No. and it isn't a memory test... So when I choose the extract, what features do I need to think about?
T: Um,3 first I'd say pick something... well, something that's about a paragraph long but that makes sense out of the context of the lecture.
A: 3Right - a clear. well-structured passage...
T: 3Yes, because to read something well, you've got to be able to understand it, haven't you?
A: Yes. that might mean taking a while to make the selection .. I guess it shouldn't consist entirely of short words!
T: 4No - that's an obvious one. You need to think about what features of pronunciation you're going to focus on. Then make sure that your extract has examples of these.
A: So some multi-syllable words... Things like probably and approximately.
T: Yes - some challenges! And then there's sentence length.
A: Mmm - I should include some complex sentences so that the students have to show they know where to pause.
T: Exactly I wouldn't worry about how many sentences there are - but what you do need are some obvious main points.
A: So that they can stress things?
T: Yes, particular words or phrases should stand out as significant. You know, we've already covered this in our classes over the weeks...
CD1 Track 11
Tutor: Now. let me see. Is there a lecture that I could recommend for you?
Amanda: What about the one you did at the start of term on, on the history of English?
T: 5Yes, you could go for that - it had a lot of information which was clearly sequenced and presented, so you might find a nice chunk you can use. The topic's a bit dull, though
A: Uh-huh. I guess it's good to use something enjoyable.
T: Yes, you might as well. 6You have a choice. so ... um ... the lecture on gestures and signs certainly went down well.
A: 6Oh, I really liked that one, but I'm not sure that the content is related to what I'm doing.
T: Mmm. Does that matter? OK - 7there's the one on intonation patterns - I didn't take long to put that together. though... It might be a bit...
A: ... 7the topic's certainly more closely linked to the whole area of pronunciation.
T: OK. so could be good just watch out in case there are too many examples or models.
A: The assignment after that lecture was fun.
T: 8What about language and rhythm? That was one of my mini-lectures...
A: 8Oh right, so I wouldn't have to spend too much time going through the content to find something.
T: No. whereas the one on intonation pattern was a lot longer. Well, you've got a few to choose from there .
A: So whatever I choose. I'll need to type it out and give them a copy each and then get them to record themselves reading the paragraph aloud.
T: Yes - give them about ten minutes to prepare. You can record in next Tuesday's class if you like.
A: 9Oh thanks. Do we have the equipment?
T: 9That's also important - yes! They could use mobile phones. couldn't they? Though the sound quality may not be good on all of them.
A: Technology can be unreliable at times ... but OK
T: 8Well, we can also bring in some of the department's digital recorders. You just need to book those in advance.
A: OK, thanks.
T: Well, good luck, and let me know if you need any more help. It Will certainly be interesting to look at your findings afterwards.
A: Thanks, Dr White.
