Question from a student

 A student asked me about factors for language-learning success. Here are ten things off the top of my head:

• Basic skills like listening and vocabulary are crucial. 
• Daily practice effort is very important, too. 
• Getting a lot of high-quality sleep is important to learn anything. If you drink 2+ alcoholic beverages, you will probably not get high-quality sleep.
• It's easier for bilingual people to learn a third language than it is for monolingual people to learn a second language.
• Some people are more observant than other people (they recognize patterns and nuance well). 
• Younger people tend to do better than older people.
• Women tend to speak more clearly than men (pronunciation).
• Smokers often do better than non-smokers (I think it's because they're used to meeting people in the smoking area at work and making small-talk with strangers).
• People who play a musical instrument or sing are often more sensitive to intonation than people who don't.
• Lots of lawyers struggle because they are used to legalese.

Advice: "and so on"

We recommend that you avoid certain words or expressions. One them is "and so on."

There are several reasons to avoid a word or expression:

1. It's difficult to pronounce and there's an easier substitute.
2. It has a difficult intonation pattern.
3. It doesn't have any meaning.

Last week, I recommended that you avoid "various"  because of reasons 1 and 3.

"And so on" checks all three boxes.

1. "On" is usually mispronounced as オン. That's not correct. It's spelled with an "o," but it's pronounced as アン.
2. The intonation pattern is the 1-3-2 pattern that Japanese people struggle with.
3. It doesn't mean anything.

Let's use English well (and avoid some unnecessary mistakes)!

Sound-symbol correspondence: O

One of the most frustrating things about English is the weak relationship between spelling and pronunciation. At the request of some students, I'm going to go through some of the patterns. Today I'll explain "o" pronunciation in single-syllable words (音節が一つ "o" 母音). "O" has many patterns and also many exceptions:

#1. In oC and CoC words: "o" = [a]
C = 子音
Examples: on, ox, got, hot, lot, snot, bomb
These words are some of the most common "o" pronunciation mistakes.

Exceptions happen when the final sound is made with the lips (p, b, f, v, n, and m). In these cases "o" = [u]

• In "tomb" and "womb," "o" = [u]
• In "move," "o" = [u] but in "love," "o" = [ə]
• A further exception is "comb," "o" = [o]

#2. In CooPBFVNM, words: "o" = [u]
C = 子音
Examples: poop, boob, poof, soon, boom, woof, proove, 

"Groove" doesn't fit the pattern exactly, but same principle applies: when you have a labial (lip) consonant at the end of the word, "o" = [u]

#3. In CoCe words: "o" = [o]
C = 子音
Examples: Cole, Dole, nope, stole, vote, dote, grove

#4. In CoaC words: "o" = [o]
C = 子音
Examples: goat, moat, groat, boat

#5. In Cood, Cook, and Could words: "o" = [ʊ]
C = 子音
Examples: good, stood, book, took, could, should
The ʊ vowel is pronounced like [u], but with flat lips.

#6. In Co, CoE and CoW words: "o" = [o]

C = 子音
Examples: bow, fro, go, hoe, mow, so, grow, tow, toe

There are exceptions though:

• "to," "two," and "too" are all pronounced [tu]

#7. Some CoW words: "o" = [au]
This is a diphthong (二重母音)

Examples: ow, growl, fowl, plow

It can be confusing:

• Like rule #6, "bow" is [bo] if it's a weapon (noun)
• Like rule #7, "bow" is [bau] if it's an action (verb)

#8. In CoY and CoiC words, "oy" = [oi]

Examples: boy, coy, foil, moil, toy

I will probably have to come back and edit this, but I think it's pretty complete as it is.

Sound-symbol correspondence: I

One of the most frustrating things about English is the weak relationship between spelling and pronunciation. At the request of some students, I'm going to go through some of the patterns. Today I'll explain "i" pronunciation in single-syllable words (音節が一つ "a" 母音). There are only two different pronunciations and three patterns:

#1. In CiC words: "i" = [I]
C = 子音
Examples: Brim, chick, fig, him, limb, pins, win

In the following video, Rachel uses "EE" instead of [i] and "IH" instead of [I]. But that's just a spelling difference.

#2. In CiCe words: "i" = [ai]
This sounds the same as "アイ."

Examples: bribe, chime, fine, knife, lime, slide

#3. In Cind words: "i" = [ai]
This sounds the same as "アイ."

Examples: bind, find, grind, mind

It's certainly possible that I missed other single-syllable "i" patterns. Please let me know if you think I did!

Sound-symbol correspondence: A

One of the most frustrating things about English is the weak relationship between spelling and pronunciation. At the request of some students, I'm going to go through some of the patterns, starting with the letter "a" in single-syllable words (音節が一つ "a" 母音).

Rule #1: if the spelling is CaC, then "a" = [æ]

C: 子音

Simple examples: bat, cap, dam, fax, gaff, hat, lamb, man, nab, pat, ran, Sam, tax, vat, wax, zap

Complex examples: class, dragged, flack, glass, hacked, lags, maps, nags, prams, rats, scratch, tracks, wags

Here's a video that explains æ:

Rule #2: in CaCe or CCaCe, "a" = [e]

[e] = え

Examples: bake, crate, drake, fate, gate, hate, Jake, lame, made, Nate, prate, rake, stake, tare, vane

Rule #3: CaiC = [e]

[e] = え

Simple examples: brain, claim, gain, laid, maid, paid, rain, stain, train, wain

Complex examples: bakes, crates, grated, fairs, mares, prates, rains, stains, taken

Rule #4: ang = [eŋ]

Example: angles, bang, fangs, sang

Here is a video explaining [ŋ]:

Rule #5: ank = [enk]

Examples: ankles, bank, Frank, tanks, thank

Rule #6: aw = [ɔ]

Examples: awe, brawl, draws, law, raw, saws

Rule #7: alk = [ɔk]

(really: the "l" is silent)

Examples: balk, chalk, stalks, talk

Rule #8: ay = [e]

Examples: bay, days, fray, hay, may, stay

Rule #9: ar = [ar] 

word-final all = [all]

These are the only times a single-syllable word that is spelled with an "a" sounds like ア.

Examples: are, bar, fart, heart, mark, parse, start, and all of the "all" words: all, ball, call, fall, etc.

I'm pretty sure that's all the single-syllable patterns. Please let me know if I missed some.

The Importance of Syllables

One of the problems we hear in class is people eliminating syllables. For example, pronouncing the three syllable word "predator" [prƐ də tər] as the two syllable word “player” [ple: yər]. Here are some others we’ve heard in class:

• “squirrel” [skwIr əl] and “school” [sku:l] (2 syllables reduced to 1)
• “minimum” [mI nə məm] and “memo” [mƐ mo] (3 syllables reduced to 2)
• “exterior” [Ɛks ti:r i ər] and “extra” [Ɛks črə] (4 syllables reduced to 2)

This is a problem. If you have the wrong number of syllables, it will be difficult for the listener to understand what you’re trying to say.

The closest analogy I can think of offhand is the difference between 恵子、結構、and　傾向. Context can help the listener, so that 恵子です will seldom be misinterpreted as 結構です, but it’s still an obvious error that you want to avoid.

Please use English well!

environment

We had some problems with the word "environment" this week. The problem is that the middle part of the word doesn't sound like it's spelled. Specifically, the middle two syllables, "viron" looks like [vai ran], but it's actually [vai ərn].

The second vowel and the "r" switch places.

This is just like the word "iron," which is pronounced [ai ərn], not [ai ran].

Please use English well!

H and F

We had an interesting pronunciation problem last week: someone substituted an F for an H and said "fur" instead of "her." Jennifer Tarle has great videos on how to make the H sound and the F sound. Basically, if the air sound is audible, the listener will interpret it as an F.

Please use English well!

Very highly recommended!

Jennifer Tarle has released a new iBook, Improve your Pronunciation: Common Sound Mistakes of Japanese Speakers, and we like it a lot! It's available through the Apple Store.

Jennifer is a speech-language pathologist (言語聴覚士). She has worked with about 20 E4TG students in the past two years and has gotten very good results.

Check it out!

Sex problems?

Japanese people struggle mightily with "he" and "she." We recently heard this is class:

• "He has a date with her boyfriend."

And since so many people don't stop the airflow of their breath, we sometimes get sentences like this:

• "She made a promise with her boyfriends."

Maybe my students have more interesting sex lives than I thought.

Both of these were said in answers to task 5 (Problem, Solution 1 & 2, Opinion, Reason).

To solve the first problem, keep track of the sex of the speakers. I recommend dividing your notes with a line down the center of the page, and keeping notes on what the woman says on one side, and what the man says on the other. Then only talk about the speaker who has the problem. That way you'll only use "he" or "she" on any given task.

To solve the second problem, you need to work on your breathing. Rebecca Linquist has a 4 part video series on breathing:

Please use English well!

発音のクラス：生徒さんの声

Here is the feedback from the September pronunciation class. I'll post it on the E4TG homepage the next time we update.

This class will be a regular part of the weekend afternoon curriculum. If you think you have pronunciation problems, I recommend it. Contact Donald Miller to register.

1. Nickname: Yuki

2. My opinion

クラス受講のきっかけは、”英語を話す上で話す内容の善し悪しに関わらず、正しい発音なしでは通じないのでは？”という思いからである。SpeakingのクラスでICレコーダーで自分の発音を聞いて決意した。

初回授業はリップストレッチ、タングストレッチの練習からスタートし、全４回の授業を通じて母音、子音一つ一つの発音をクリアにしていく。Brianの説明はいつも明快で、テンポよく進み、非常にわかりやすかった。

特に、舌と唇の動きについては筋肉の動きから徹底的に分解して説明してくれるので、発音のメカニズムを理解しやすい点が気に入っていた。

また宿題用の教材も充実しており、それを上述のストレッチとあわせて毎日欠かさず行う事で、今までうまく発音できなかった音が少しづつ発音できる感覚がついてきた。

結果、今ままでうまく発音できなかった音（"world", "three", "after that" などthとr）が発音できるようになった。

まだ習得したてで、発音の上達は単語ベース、ショートセンテンスのレベルでしか発揮できないが、継続的に練習してTOEFL Speakingでも効果を発揮したいと思う。

1. Nickname: Aki

2. Describe your opinion of the class:
Brianのpronunciationクラスは、英語の発音に関する脳の働かせ方を変えてくれます。私は純ドメですが、舌・唇・focal point等をどのように意識するかをBrianから学んで練習することにより、日々気持ちよく英語の発音ができるようになっていることを実感しています。また、生徒の質問に真摯に回答してくれますので、英語の発音に関する自分の疑問を解決しつつ実力を伸ばすことができます。とても楽しいクラスですので、笑いながら発音方法を学びたい人全てにお勧めできるクラスです。

1.      Nickname: Katsura
2. Brianのクラスの授業内容
クラスは4回×3時間で完結する内容で、初回に英語特有の口や舌の動かし方を学んだあと、
母音・子音とその組合わせを4週間かけて網羅する形式となっています。授業後にはエクササイズ教材が復習用に貰えます。

Brianのクラスの感想
そもそも、英語のNative Speakerが日本人に英語の発音を教えるという組み合わせが、どの程度助けになるのかが良く分からなかったのですが（日本語の場合でも、Non-Nativeの人が何故その音を発音出来ないのかというのは、日本人からしたら分からないと思います）、実際に授業を受けてみるとその点は全く問題ありませんでした。
クラスでは、生徒一人一人が、英語を発音していく場面が多いのですが、Brianは、誤った発音がどういう口、舌の動きによって出てくるのかを直ぐに突き止め、正しい発音にするために的確なアドバイスを与えてくれました。これが何回も続くうちに、徐々に自分が苦手とする発音が分かってきて、復習の際にはその音を集中的に練習することで、ある程度効率的に発音を良くすることが出来ます。
ただし、時間の制約もあって、授業は音節レベル・単語レベルの音に集中した授業となるので、文や文章レベルでの発音やイントネーションについては、（ある程度授業でも触れてはくれますが）生徒一人一人の自主的な練習に委ねられる部分が大きいです。
なお、Brianが授業を盛り上げようとしてくれたのもあり、クラスの雰囲気は非常に良かったです。
積極的なクラスだったらしく、質問もどんどん出てきて、他の方の質問を聞いて初めて「そういえば自分も分からないな」という事も何回もあり、非常に勉強になりました。

下記のような方に、特にお勧めしたい授業です。

*長期的な視点から、自分の英語の発音を良くしたいと思っている方
*授業以外に、毎日一定時間発音の為に時間を取れる方
*Nativeの英語をある程度聞き取れる方（Brianの英語はかなり分かりやすい方だと思います）
*英語を話すのに抵抗がない方

Nickname: YK

Opinion: 発音に問題があることを認識していて、改善を目指される方にはブライアンのクラスを受けることを是非お勧めします。

単に正しい方法を教えるだけでなく、自分の発音方法の何がダメなのか具体的に指摘してもらえます。

どうやらブライアンには、生徒の口の中の動きが手に取るように分かるようです。

音についての指摘だけでなく、舌・唇・口角の動きを指摘・指導してもらえるのが最大のポイントだと思います。

日本人が苦手とするr,l,thといった子音の発音ももちろん大きな収穫ですが、それ以外にも以下のような収穫がありました。

(1)単語レベルの発音は問題なくとも、文章中に登場した場合に突然おかしくなる音を発見できたこと

(2)全ての子音・母音の発音をひと通り学びなおしたことで、それぞれの音に注意を払うようになったこと（例えばdsとzの区別。結果リスニングの精度が上がったように思います。）

もちろん、3時間×4回のクラスですので、授業だけで完結するものではないと思います。

宿題、そして、受講後の自主練習でカバーしていく必要がありますが、自分の弱点を認識し、正しい発音方法を理解したことは、スピーキングの基礎力の強化につながったと思います。

最後に、ブライアンのクラスはとても楽しく、たった1ヶ月でクラスが終わってしまったのが、残念でなりません。

1.Nickname: Soichiro

2.発音は、TOEFLのSPEAKINGのみならず、英語を話す上で必須である。しっかり発音していないとそもそも伝わらないし、評価すらされない。

にも関わらず一人ではどうしようもないもの。自分では、正しく話しているつもりでも、録音して聞いてみると全くうまくいっていないことは多々あった。

それに対して、Brian はクラスの中で、主に2つのことを教えてくれた。

1.正しい発音の仕方を1からしっかりと教えてくれること

特に多くの人が苦手としているr/lやth/z/dは徹底的に教えてくれる

2.1人 1人苦手としている発音を見抜き、それに対する解決方法を個々にカスタマイズして見つけてくれること

同じ音でも、うまく出せない生徒に対しては、それを出すために様々な解決方法を考えてくれる

Brian のおかげで、始める前と後の自分の声を聞き比べても、明らかな上達が見られるようになり、

自信を持って話すことが出来るようになった。

Pronunciation Classes and Privates

Pronunciation problems are a HUGE issue for Japanese, even for some 帰国子女. I think E4TG is the only TOEFL preparation school in Japan to hire speech-language pathologists (言語聴覚士) to teach pronunciation classes.

I am more than happy to introduce students (even students not taking the regular TOEFL speaking classes) to these three speech-language pathologists:

1. Brian Walker teaches group classes at E4TG on weekend afternoons. The classes are 3 hours/week for four weeks, limited to 5 students, and include intensive practice in-class and practice exercises at home. ￥45,000/4 weeks.
2. Sandrine Wu teaches private lessons at E4TG, usually on Tuesday night and Sunday morning. You can focus on your specific problems with her. ￥12,000/hour; ￥6000/30 minutes.
3. Jennifer Tarle provides on-line accent reduction. She's worked with many students in the past. We hope to bring her to Japan next spring for some special classes.

Pronunciation classes with a speech-language pathologist can't turn you into a native speaker overnight, but they are the best way to improve your English pronunciation. Please contact me if you are interested.

Please use English well!

Past tense syllables

When does the past tense "ed" become a separate syllable?

1. If the verb ends in voiceless　（無声音） [ch] [f],[k], [p], [s], or [sh], then –ed is not articulated as a separate syllable, as [t].

botched           [ba:cht]

stuffed              [stəft]

picked             [pIkt]

skipped            [skIpt]

confessed        [can  fEst]

wished             [wIsht]

2. If the verb ends in [t] or [d], then –ed is articulated as a separate syllable, as [əd] or [Id].

competed        [cəm  pi:  tId]

waited             [we:  tId]

busted             [bəs  tId]

The last syllable is usually reduced and difficult to hear.

If the verb ends in any other sound, then –ed is articulated as [d].  It is not pronounced as a separate syllable. These are voiced.

cleaned            [kli:nd]

bobbed            [babd]

stormed           [stormd]

gagged             [gægd]

cleansed          [klEnzd]

 

Please use English well!

Sees & These

Jennifer Tarle has a great new video for TH & S sounds. I know you guys need this. Have fun!

Mouth Stretching

As promised to the Monday night class, here's Rebecca's mouth stretching video. I strongly recommend this. The older you are, the more likely it is that you don't move your mouth enough.

Thanks Rebecca!

Tense mouths

The Japanese mouth and jaw is pretty tense compared to the American mouth and jaw. This is because 4 of the 5 Japanese vowels are tense （あ is relaxed).

Rebecca Linquist has a good video explaining the basic problem and what to do:

I do recommend Rebecca's video lessons for accent reduction. She's helped quite a of my current and former students improve their accent. You can learn more about her program at the English by the Hour homepage.

Pronunciation Class

As I've blogged about extensively, many Japanese people have consistent English pronunciation problems. We work on some of them in the TOEFL speaking classes, but some people will benefit from a dedicated pronunciation class


So E4TG is starting a pronunciation class with a certified speech-language pathologist. It will be a small group class (5 students/class), with lots of individual feedback. The price will be ￥45,000/4 weeks, and it will run on Saturday afternoons (3-6 p.m.) from June 9 through June 30 at our office near Tokyo Station.


E-mail me to apply for the class.

A sumo class?

Piggybacking on the post earlier this week on r/l/w pronunciation, here's a mistake I heard in class last week:

• I go to a sumo English class every Saturday

If you read the earlier post, you can probably figure out that he meant "a small English class," but he rounded his lips instead of smiling. You must smile for the English "l"! He also added a syllable between "s" and "m" instead of blending them.


Some mistakes are funnier than others.


Please use English well!

Try this: "Growl"

I am superbusy getting all the new students through orientation, but I want to post a reminder on the difference between r, l, and w:

1. For the "r", keep your tongue down and purse your lips. Don't round the lips.
2. For the "l", keep your tongue on the back of your top front teeth and smile.
3. For the "w", tightly round your lips.

 Practice with the word "growl." If you can say that word well, you shouldn't have a problem with any other r/l/w word.


Please use English well!

R-Insertion

Here's a problem we had in class today: r-insertion. It happens when a word ends in a vowel, especially [a] (ア) or [o] （オ）. If your tongue moves from the bottom of your mouth to the middle of your mouth when you say the vowel, it can sound like an "r".


A word like "so" can sound like "sore," "sofa" can sound like "so far," and "idea" can sound like "I dear."


This is a serious problem for some people, and it can change the meaning of what you say, so please learn to use English well!