The basketball season has finished and many are now watching baseball.

The “three strikes rule” in baseball can also be applied to speaking-clarity and a listener’s tolerance of confusion.   If the listener is still confused after three attempts to understand the speaker, the listener will start to “tune out” the speaker.

How do we keep our listeners’ attention?

Let’s review the first of the top three issues for ESOL speakers from “The Articulate Advantage” March ‘15 article.

 

Speaking Speed:

Speaking too fast often causes the speaker to eliminate key syllables within words, make sound substitutions and use incorrect linking or stress patterns.

The listener must have time to make “edits” or they will often quit trying to understand.

How do you slow down? On the website, Baseball Mental Game Tips, the author Patrick Cohn quoted Brad Holman, pitching coach for Triple-A Round Rock Express, “Don’t be too quick. Step back and take a breath.” The same holds true for speaking. Here are three strategies to slow down so that the listener may understand you better.

1. Choose an article from an online news source. An article about baseball might work. Or find another easy article. Find a paragraph that has 100 to 125 words.

  • Highlight and copy this paragraph to a word document. Do a word count to confirm the number of words.
  • Record your speaking while you read this article aloud.
  • Go back and check your time. Did you do it in less than 60 seconds? If so, you spoke too fast. Do it again until you can slow down your speaking speed enough to say it in the full 60 to 70 seconds. It feels too slow, yet this makes you very aware of your own pronunciation and your audience’s response.
  1. Next, Listen again.
  • How long were your pauses between sentences? Where did you put the pauses?
  • Using pauses between sentences allows the listener to edit and understand your content better.
  • Try for .5 to 1 second pauses between sentences. Remember, this helps the listener “edit”.
  1. Did you find words with more than two syllables in the paragraph?
  • Three, four and five+ syllable words often are mispronounced. Underline these words.
  • Use an online dictionary to determine how they are said correctly. Even if you don’t say the vowels or consonants correctly, you must be able to say the right amount of syllables. English spelling often does not give you the correct pronunciation.
  • Record the target word three times. Make certain that you are correct. If not, do it again, until you can pronounce the correct number of syllables correctly. Then record each sentence with the target word.

 

Do you need more help? Contact me for a free initial consultation. If you are a member of a Toastmaster’s Club, check out my article in the July 2014, Toastmasters magazine. “Sound Strategies To Make Sure Your English Is Understood”

You’ve worked hard, earned the degrees and certifications, acquired a position at a successful corporation, developed and contributed to successful projects, yet the significant promotions are elusive.

Your manager has asked you to:

  • Do Contribute more in meetings,
  • Be more assertive,
  • Do speak up.

It’s a constant question. What does one do or say to contribute more, to be more assertive, or speak up? Some get frustrated thinking that they have really tried multiple times, and still were not really understood.

And here is what you have:
A variable awareness of the issues without adequate transformational knowledge
or the strategies for change across increasingly demanding communicative situations.

 

Using Clear, Effective Leadership Phrases

Think of a stool. It must have at least 3 legs to be stable. Likewise, we must stabilize a new skill at all three (3) levels of practice to habitually have access to new skills.

Here’s how you can harness the Power of (3) Three within this series.

In the coming months, read each article, note the targets. Then write each of them on your Smartphone, a Post-It note or somewhere that you will see the targets daily.

  • Three (3) executive level words/ phrases of NAE (North American English)
  • Three (3) target pronunciation goals within these phrases.
  • Three (3) example situations in which to use these new phrases.

 

Practice and implement:

  • These specific pronunciation targets within the words and phrases.
  • The examples that are given or Executive Communication situations, while also developing and expanding your own Executive Communication responses in sentences through multiple sentence responses
  • Three (3) times per day, everyday, for (3) three weeks.

The top three issues for most English Speakers as an Other Language (ESOL).

Why? When these issues are intertwined most native English listeners will not be able to clearly understand the ESOL speaker no matter how much the listener tries.

  1. Speaking Speed:
    Speaking too fast often causes the speaker to eliminate key syllables within words, make sound substitutions and use incorrect linking or stress patterns.
    If the speaker is speaking too quickly, the listener also has less time to make “edits” and will often quit trying to understand after two or three requests for clarification.
  2. Rhythm:
    The two rhythm aspects of NAE are: Linking – NAE words often link the ending sound of words with the beginning sound of the following word. Example: “Sound of = soun-duv”
    NAE is a “stress-timed” language. High content words, such as nouns, active verbs, adjectives and adverbs. having longer duration than “function” words, such as prepositions, pronouns, auxiliary verb [is, are.am..].
  3. Vowel Substitutions: In most languages, vowels carry much of the meaning of a word.
    NA English has many more, as well as some very different, vowel sounds [18] than Spanish [5], Mandarin [~5], And different uses of vowels than French [12 pure & 7 total semi & nasal vowels], Tamil [13]; Persian [8].

Resources:

The First Step :   Listening Differentiation to understand the differences between different sounds or pronunciations. If one cannot hear differences from one individual speech sound to another then they will not be able to make their own attempts at a target sound correctly:

Best: English Talk Shop has an excellent Listening component / “Listen and Choose”/ to their different versions of the American Speechsounds online software ($75.00 -$150.00). One must attain a 90% on their first choice of each task to be considered “proficient”.

It also will list the all the target pronunciation segments (Rhythm and stress patterns, consonants, all vowels sounds) for multiple background languages.

Purchase through Accent Management Group, LLC / p.thesier@accentmgtgroup.com, for a significant discount.

Good: American English Pronunciation Practice – Many-Things: Free: This has short lists and a small listening component of only consonants and vowels. However, does not give as much information for languages sound differences.

 

The Second Step:   Get an Accountability Partner. It must be someone who speaks NA English proficiently; A Canadian or American with whom you are comfortable. This could be someone at work, or in the community. If you belong to a Toastmasters club in your community, ask another member to be your accountability partner for only specific pronunciation targets.

 

The Third Step:   Record your efforts and redo each effort until you and your accountability partner agree that you have achieved 90% on your three targets.

Upcoming Resource Lists for Practice: Executive Leadership Phrase Examples:

  • Target Vowel – Long /I/: “I would like your advice.”
  • Target Vowel – Long /A/: “Negotiate in good faith”
  • Target Vowel – Long /O/: “Focus on our goal”
  • Target Vowel – Long /E/: “ Acquire by a feasible means ”
  • Target – /Split Vowels/: “Establish our Pri-orities”; “Good exper-i-ence”

On one of my travels early in my career, I purchased a Dutch newspaper. As I read through some of the articles, it seemed as if I could understand the subject matter. I asked a Dutch friend to read it to me.

Even though it was written with the Latin alphabet, the same one used for English, the pronunciation was far different than I expected. There was no way for me to follow my friend’s oral reading of the sounds that she used for the letters. Her sounds were very different than my English sounds version of the same letters.

 

This is the problem many other speakers of other languages that use the Latin alphabet have with English pronunciation. Although they are the same symbols or combination, they are assigned differing sounds.

My clients that speak Spanish as a first language have the same struggle.

Here are some reasons why.

 

Spanish is a one of the most common languages spoken in the world, yet the sounds systems do not match the English spellings.

  • Spanish has 5 pure vowels and 5 diphthongs. North American English [NAE] has approximately 18 vowel sounds.
  • Spanish has 18 consonant sounds.   English has 24 consonant sounds.

As you have probably determined, Spanish speakers do not have some of the same vowel sounds, or as many consonant sounds as do NAE [North American English] speakers.

The most notable variant is that Spanish spelling is consistent with how a word is said.

 

Not so with English. Find a copy of the poem “English is Tough Stuff”.  In the title, the last part of “Tough” is said the same way as the last part of “stuff”. Yet the spelling is very different. The remainder of the poem becomes increasingly difficult due to the variances of the spelling.

Why? Because England’s English has been formed though centuries as a language of adaptation to invasions [Anglo-Saxons; Normans: Romans, etc] and then England as a country relying on international commerce.

 

These variances occur throughout English writing, though as children English speakers learn many of the differences through many years of spelling lessons.

However, don’t ask a Native English speaker to recite the poem, “English is Tough Stuff”. They may be almost as baffled as you.

 

Spanish pronunciation differences can interchange:

ship” or “sheep”; “tot” for taught”, or “come” for “comb”; “fool” for ““full” .

They can add the “eh” sound before /s/ consonant blends. “”ehstreet” or “Eh stove”.

 

Of note is the failure to pronounce the end consonant accurately or strongly enough ; e.g. cart for the English word card or brish for bridge or thing for think.

And swallowing of sounds in other consonant clusters; examples: next becomes nes and instead becomes istead.

The rhythm and stress patterns will be different as well. Again, the rules for these patterns are different than English.

 

What to do:

It is critical to be able to hear the differences. Listening training is the first step of each of the following. Stress pattern difference training is usually the beginning format.

Next, producing the sound from words to conversations requires a series of training exercises and guidance in how to change muscle patterns.

Seek professional guidance. Next, practice in a safe forum such as a Toastmasters international club in your area.

 

Phyllis Thesier, MAT CCC-SP has been training professionals in effective English communication, accent management strategies, voice and presentation skills for over 25 years in corporations across the USA and Asia. She offers personal training for individuals and groups in bootcamps and workshops or customized training.

For more information and a free initial assessment, Contact her at p.thesier@accentmgtgroup.com or +01 216 -644-9250.

Recently, I attended the annual NECINA (New England Chinese Information and Networking Association) in the KMPG Conference center in downtown Boston.

 

They had an impressive list of distinguished speakers, including Dr. Peter Petri, the Founding Dean of Brandeis International School of Business, and Mr. Harry Zhu, founder and CEO of Wayou Networks, MA in Physics from Harvard and past president of Carbonite China.    Each was knowledgeable and engaging.  Some participants took notes on their phones.

 

Then Ms. Liqi Peng, Global Brand Director, Proctor and Gamble spoke.  She addressed several topics on leadership, many of which were about culture and communication differences in a Chinese workplace and a Western workplace.  She cited some of her experiences with phrases one should not use in the Western workplace and the consequences.  And, she gave the audience more appropriate responses.

I noticed many more participants taking notes.

 

We can talk about specific behaviors expected in communication styles in order to advance, yet, most often, we want to know what transitional phrases and words to say and when to say them.

 

These resources are often included in our training, targeting speaking clarity and accent, pause and body language during the role-playing as well as giving the individuals specific and meaningful vocabulary and phrasing strategies for effective leadership communication in a Western workplace.

 

Here are some phrases to use in different scenarios:

For Negotiations And Confirmation Of Terms*:

  • Just to confirm, we ….
  • Per our agreement, you will……, And, we will…
  • As you agreed, you will …

 

Phrases To Effectively Respond To Others Ideas Include: Hint: Use “We” or “That” versus “you” **

  • “Name”, That is an interesting/thought provoking idea/concept…
  • That / this opens up some considerations for ….
  • We may want to consider…..

 

Phrases To Use With Your Boss: Hint: Use “We” or “That versus “you” **

  • ….. to do what is best for the team/project/company. 
  • ..…to do what will increase marketability / productivity / possibilities /…
  • I look forward to working on this.. /…. with you/.. OR  ” I appreciate the opportunity to ….”

 

These are only some that work well in the Western workplace.  Here are strategies to implement these.  You will notice more positive responses to your ideas.

  • Take a small notebook or use your smartphone into meetings or on teleconferences:
  • Document “transitional phrases” that the leaders and/or savvy communicators use
  • Take one phrase a week and work it into your daily communication.

 

**Resources: Christopher Wright’s “Quick Business English System” and “How to Say It at Work “ by Jack Griffin.

What happened?  How did you respond?

Notice – I did not say “react”.  Responding is a more careful planned action or set of actions.  It takes thought, reviewing one’s expectations and making changes to effect a more positive outcome.

Here is how my life changed.

In June, my husband was offered an exceptional opportunity to work with an outstanding company. It meant moving from Wisconsin to Nebraska.  Selling our house and moving to another, as well as moving my office.

Although, everything was planned and scheduled, the moves did not go according to the timetables.  My trip to the Toastmasters’ Conference in Malaysia was cancelled.  Meetings rescheduled or held via phone, while I was sitting in airports or on the side of a road.  I begged forgiveness, asked for advice and thankfully all participants graciously shared similar stories as well as successful strategies.

Clients and colleagues have offered feedback on how to navigate specific situations.  However, they would not have offered if I had not asked.

So, Let me ask you…..

  • What has changed in your professional life?
  • What expectations do you have of yourself for this change?
  • What expectations do your colleagues have?  Who have you asked?
  • What communication expectations do others have of you now?
  • What are your planned responses?
  • How can I help you find the resources that you want?

While you are thinking these through, here is an interview that I had with Helen Fu of HealthFactor, Massachusetts. Helen recently moved from Kansas to Massachusetts because her husband found his ideal job.  She then created her own television show and started a program to increase her speaking skills. All to increase her professional influence in her new arena.

Health Factor Speech Coach with Helen Fu:

 

 

 

Are you working on getting your great ideas understood?  You have worked hard to develop these ideas.  Now is your time to shine.  Here is how.

With all that we are asked to do, it is often difficult to recall the sequences of steps necessary to add the American accent.  Here is a quick “review”.

The Review from October 1, 2013: In order of importance:

  • Resolution: Realize that it takes lots of practice to gain a new skill.  Resolve to do what it takes.
  • Professional Software: The best interactive software that I’ve found in the last twenty years is English Talk Shop.  http://www.englishtalkshop.com/.   Start with the “LISTEN & CHOOSE” segment.  You can’t say a sound that you can’t hear!
    Contact me for a discount code on each program. 
  • Find a Mentor:  It’s best to have a native North American English speaker as a mentor to help when there are questions.
  • Toastmasters International clubs:http://www.toastmasters.org/ are good place to find and use mentors. Look up “Find a Club” on the upper right or on the Left sidebar to find clubs near you.  Visit those that say: “Open to all.
  • Decrease your Speaking Rate to 100-110 WPM [Words Per Minute]: Often, your listeners must “edit” what you are saying. That means that it will take them extra time to determine the words.  If they have to edit more than 2 or 3 times in a couple of sentences, they often stop listening.

The “Rest of the Story” May, 2014

  • Listening Discrimination: Can you hear the differences between two words with the two different sounds in single words or short phrases? If we cannot hear the differences in the speech of someone else, then how would we be able to detect if we are pronouncing it correctly or incorrectly?  Your ability to hear the differences in all of your accent targets must be at 90% accuracy across ten sets of ten lists (100 trials). “English Talk Shop” has an excellent tool to help a student accomplish this.
  • Speaking:  Single Words: Basically, one cannot run correctly if they are not walking correctly.  We must start with single words.  One sound at a time –

EXAMPLE: *Target three (3) words with the sound that you want to change

*Practice these initially, at three sets of each target sound in single words. Do this with your mentor.

*Attain a 90% correct on each of three successive sets of each of the sounds.

*Choose 3 more. And continue the process until you have 20-30 words with that target sound in the beginning, middle or final positions of words. Example: “Those: mother: bathe”

  • Phrases: Use the “English Talk Shop” phrases or something similar. Record, listen and assess yourself 20 to 30 times.  Listen and assess.
    Are you at 9 of 10 correct?  If not, ask a mentor to listen and grade you until you are at 90% for each set of 10 phrases.
  • Sentence Reading: Use the sentences in English Talk Shop. Listen and score your efforts.
    Did you make the correct sound/stress pattern/linking 9 out of 10 times? If not, again, use your mentor.
  • Responses in Sentences & Phrases: EXAMPLE:
    *Create your own sentences and phrases with the words with target sound. Or you can type the target word into “Google”.   There you will find multiple sentences from articles or websites.
    *Read and Record these and play each on back.  Does it sound correct? If not, do NOT proceed until you can make the sound correctly.
    *Next:  Pull out a word or phrase and design a new sentence without writing or reading it. Record this.  Does it sound better or worse? Say 90% correctly.
  • Cannot determine this as yet?  Record a “memo” on your phone and text or email it to your mentor.  What do they say?
  • Paragraph Reading:
    *Choose a paragraph from a favorite newspaper or professional publication.  Even better, a white paper related to your industry.  You want to increase your clarity in your industry to increase your prospects of advancing.
    *Hi-light one target sound in all of the words of a paragraph with yellow. For example:  For all of the /th/ sounds throughout the paper.
    *Read, Record, Replay and Assess: Did you produce 90% of them correctly?  If not, do it again until you can do it three (3) times in a row.
  • Still uncertain if it is correct or not?  Record a “memo” on your phone and text or email it to your mentor or to me at: p.thesier@accentmgtgroup.com. I will be happy to listen and give you a free analysis.
  • Finally!    Multiple Sentences: 60 Second Reply: Most of what we do throughout our workday is respond to questions from colleagues and clients on the phone or in meetings.  These are usually “extemporaneous”. This means that we often know what we are talking about, yet it is not a “prepared” speech.  However, these situations often cause individuals to speak less clearly.
  • To practice, have a mentor at your work ask you questions and have you record your responses.  Again, Record, Replay and Assess. How did you do?  If it is not 90% across three successive tries….Try again.  You must be able to have control at an “automatic” level.

UPDATES:

I’m traveling again this summer.  If you are in any of these places, too, Contact me!  Let’s have a cup of tea or coffee.

May 30, 2014 – June 15, 2014: Clients in Massachusetts at TechSandBox.org

June 5, 2014 – TV Guest of Helen Fu: Your Health Compass: http://www.westfordcat.org/

June 5, 2014:  9am – 10:30am Toastmasters at TechSandbox.org

August 20  – 27, 2014: Malaysia:  Toastmasters International World Conference

 

Last week I had the opportunity to talk with several business managers, one an international business manager. He mentioned the term “FUD”.  When speaking with a national salesperson a few days later, I heard the same term, F.U.D.  When I asked for a definition, they explained that uncertainties and expectations might lead someone to make decisions about a person or item before the individual has fully researched it.

New Positions, Job Searches and Networking

Fear, uncertainty and doubt (FUD) enter into communication success when we walk into a room of strangers.  To allay these feelings, individuals often may make judgments and conclusion before they have even heard someone else speak.

What are they wearing? Is the other person someone of similar or different nationality or background?  They begin to make judgments about the other person’s communication patterns before the other person speaks.

First Impressions

A colleague of mine speaks Standard American English. She sounds like one of our broadcast journalists.  She is of Indian descent and was raised in the USA and Europe.  She does speak four other languages with appropriate pronunciation for each language.

At times, she has been mistaken as being of Latin descent with another person proclaiming that they cannot understand her because they immediately assumed that she would be speaking with a Spanish accent.  The other person made an “auditory” judgment because of a “visual” cue.  These are difficult to maneuver.

Team Communication

However, most international teams work to overcome these first impressions, especially during meeting and teleconferences.   What happens when they try three times and still do not fully understand their colleagues?   Uncertainty creeps in.

Team members may ask another familiar colleague to explain later or they may ask for repetitions.  If that doesn’t work, they ask more questions, ask for written data or set up more meetings.

Fear creeps in before following meetings.  Doubt creates distrust or passivity.   Work is delayed, incomplete or cast aside.  Time and Cost overruns ensue.

 

Siow Vigman, former CFO for Dr. Fresh, LLC and former CFO of Guitar Center, has more information in the Dec/Jan 2013 article, Global Challenges in Workforce Solutions magazine.

Strategies for Successful Clarity and Productivity

To avoid the Fear-Uncertainty-Doubt outcomes in multicultural communication, here are three strategies.

  • Establish a Global Mentoring program similar to one designed by IBM in 2008.  When team members have mentors from other cultures, they are more likely to have collaboration by increased cultural intelligence, accent and language familiarity.
  • According to a new study from Duke’s Fuqua School of Business, live face-to- face interactions demonstrated greater out put and increased trust.
  • The best communication is through repetition of ideas and in small segments.
    • Make plans to discuss three (3) simple ideas related to one (1) subject at a time.
    • Use written format before the meetings (emails): With the meeting and after the meeting for feedback and understanding.
    • Check-up and Follow-up with each participant and their mentors before and after the meeting.

This is the second in the continuing series giving you tips and strategies how to help you ADD the English accent to your speaking style.

English Clarity Basic Strategies: Here is the set of strategies and an interactive software program, “English Talk Shop” that can help you attain better English clarity.   In the following segments, we will address the primary consonants, vowels and other segments that differing languages differ from the North American English [NAE] “Accent”.

Three Things You Need to Know:

  1. The letters in English words do NOT have the same sound rule system as Spanish.
  2. English has many different sounds, rhythm and stress patterns rules that are different than Spanish.
  3. Spanish only shares 20 sounds of the 41 English sounds. And 12 of the 25 rhythm-stress rules.

Sound Components You Need to Know:  All language sound-systems have muscle movement components that make up how each sound is made in a very rapid tiny muscle movement sequences.

Consonants have three components. Place: Manner and Voicing

  • PlaceWhere is the sound made in the mouth? For English Consonants, there are seven (7) possible places.
  • Manner: How is it made?
    • With friction (Fricative):
    • With friction + stopped. (Affricate):
    • With a exPlosion feature? (Plosive);
    • As a gliding sound / (Glide):
    • Or as a liquid free flowing sound? (Liquid)
  • Voicing: Ask yourself – For each consonant in English – Is the larynx (voice box) turned on when the sound is said or is it off?

Vowels of English are made using the voice moving across different select tense or relaxed movements of the tongue and openness of the mouth and jaw.  Other English vowels are blended combination of two single vowels – called diphthongs. For example: /Bet/ (Single vowel sound) versus /Bait/ (a Diphthong )

Differences:  With Consonants, we often see that most substitutions are because of voicing and / or a difference in place (where the tongue goes to make a sound).    Vowel differences between languages are usually in response to:

  • Not having the sound within your first language sound system (“mother tongue”)
  • Difficulty forming the sound around consonants that are not usual sound combinations within the your first language.

Yet, with differing versions/dialects of many languages, it can be most of the components are involved in the substitutions or omissions.  When tired or stressed, muscle groups tend to revert to old learned sequenced sound patterns of movements of the first languageEven though the vocabulary may be English. It may not sound like it.

Although Latin American Spanish has many variances across countries, it is mutually understood in many of the countries.  Spain has some larger variances, yet Latin American Spanish is usually understood in Spain.

The NAE / English sounds that differ:  NOTE-Spellings are often different.    Phonemes in NAE – English that are not found in Spanish include the following vowels and consonants:

Vowels: Spanish has only 5 vowels: English as 17+: Spanish vowels are much shorter in duration than English vowels, so the word will sound “ cut-off” to an English listener

* /ae/ sound as in “ pack” – Common substitution may be an /eh/ as in “peck”

* /ai:/ diphthong – long “I” sound as in “pie” — Common substitution may be an /ah/

* /ei:/ diphthong – long “A” sound as in “ pay;” — Common substitution may be an /e/

* /eh/ short “e” sound as in “pet” — Common substitution may be an /ih/

* /ah/ sound as in “pot” — Common substitution may be an /e-/

* /uah/ diphthong – sound as in “foot”  — Common substitution may be an /ih/

* /ih/ sound as in “pit” — Common substitution may be an /ee/

* /ow/ diphthong – sound as in “Brown” — Common substitution may be an /uh/

Consonants: There be either final consonant deletions or these substitutions; Many consonant blends may have one sound dropped OT with /s/ blends – There is usually an added /eh/ as in “estreet”

* /v/ sound as in “various; river, love”  — Common substitution may sound like  /b/ or /f/

* /z/ sound as in “ zoo; easy; knees” – Common substitution may be an /s/

* /sh/ sound as in “sheet; social; quiche” — Common substitution may be an /s/

* /zh/ sound as in “ vision; beige” – Common substitution may be an /s/ or /z/

* /ch/ sound as in “ chair; nature; watch” — Common substitutions may be an /sh/:

* /J/ sound as in “jeans; logic; package” — Common substitution may be /ch/

* /th/ voiceless – sound as in “ thick; healthy; with” — Common substitution may be a /t/ or /f/

* /th/ voiced – sound as in “these; either, smooth” — Common substitution may be a /d/ or /z/

Listen to each word on a pronunciation website such as the Merriam Webster Dictionary You can see the spelling, the simplified pronunciation, the IPA spelling as well as Hear the pronunciation of the sound in the word.    Record your effort – Have Mentor listen – Then record each word correctly 9 out of 10 times.

Next continue to follow the steps as listed in the English Clarity Basic Strategies from a single word

Now that you have a set of strategies and, hopefully, an interactive software program, or  “English Talk Shop”,  you can attain better English clarity. Here are some English accent targets.

In the following segments, we will address the primary consonants, vowels and other pronunciation code systems that differ from the North American English [NAE] “Accent”.

Sound Components You Need to Know:

All English consonants and vowels have behavioral components that make up how each sound is made in a very rapid tiny muscle movement sequences.

Consonants have three components. Place: Manner and Voicing

Place:  Where is the sound made in the mouth? For Consonants, there are seven (7) possible places.

Manner: How is it made?

  • [a] With Friction (Fricative):
  • [b] With friction + stopped. (Affricate):
  • [c] With a plosive feature? (Plosive);
  • [d] As a gliding sound / (Glide):
  • [e] Or as a liquid free flowing sound? (Liquid)

Voicing: Ask yourself – For each consonant in English – Is the larynx (voice box) turned on when the sound is said or is it off ?

Vowels of English are made using the voice moving across different select tense or relaxed movements of the tongue and openness of the mouth and jaw.  Other English vowels are blended combination of two single vowels – called diphthongs.

Differences:  With Consonants, we often see that most substitutions are because of voicing and / or place.

Vowel differences between languages are usually in response to:

  • Not having the sound within the that individuals mother 1st language sound system or
  • Difficulty forming the sound around consonants that are not usual sound combinations within the first language.

Yet with differing versions/dialects of many languages, it can be all components that are involved in the substitutions or omissions.

When tired or stressed, muscle groups tend to revert to old learned sequenced sound patterns of movements of the first language.  Even though the vocabulary may be English.

LANGUAGE SOUND SYSTEM DIFFERENCES:

Mandarin: Mainland Standard: Although Mandarin has approximately four “dialects” / versions, it is mutually understood across most of China.

The NAE / English sounds that differ:

NOTE- Spellings are often different.

Phonemes in NAE – English that are not found in Mandarin include the following vowels and consonants:

Vowels:

* /ae/ sound as in “ back” – Common substitution may be an /ah/

* /ai:/ diphthong – long “I” sound as in “lime” — Common substitution may be an /ah/

* /ei:/ diphthong – long “A” sound as in “ grey;” — Common substitution may be an /eh/

* /i:/ long “E” sound as in “green” — Common substitution may be an /ih/

* /eh/ sound as in “Red” — Common substitution may be an /ih/

* /ow/ diphthong – sound as in “Yellow”  — Common substitution may be an /ah/

* /oo/ sound as in “Wood” — Common substitution may be an /uh/

* /ow/ diphthong – sound as in “Brown” — Common substitution may be an /uh/

* /u:/ long “U” sound as in “ “Blue” — Common substitution may be an /ah/

Consonants: There be either final consonant deletions or these substitutions;

* /v/ sound as in “various; river, love”  — Common substitution may be an /f/ or /w/

* /z/ sound as in “ zoo; easy; knees” – Common substitution may be an /s/

* /sh/ sound as in “sheet; social; quiche” — Common substitution may be an /s/

* /zh/ sound as in “ vision; beige” — Common substitution may be an /s/ or /z/

* /ch/ sound as in “ chair; nature; watch” — Common substitutions may be an /ts/:

  • (/ts/  & /dz/ are common sounds in Mandarin)

* /J/ sound as in “jeans; logic; package” — Common substitution may be an /dz/

* /th/ voiceless – sound as in “ thick; healthy; with” — Common substitution may be a /s/ or /f/

* /th/ voiced – sound as in “these; either, smooth” — Common substitution may be a /d/ or /z/

Listen to each word on a pronunciation website such as www.dictionary.com.  You can see the spelling, the simplified pronunciation, the IPA spelling as well as Hear the pronunciation of the sound in the word.   Record your effort – Have Mentor listen – Then record correctly 9 out of 10 times.

It takes practice to override old learning. 

Resolve to do what it takes.   Practice and desire make magic happen.

Initial Strategies:

Realize that it takes lots of practice to gain a new skill.  Resolve to do what it takes. This story and video from Fast Company demonstrate the practice across time that each skill takes.

http://www.fastcompany.com/3015027/leadership-now/want-to-conquer-a-new-skill-do-it-every-day

Professional Software:

The best interactive software that I’ve found in the last twenty years is English Talk Shop.

http://www.englishtalkshop.com/

I’ve tried so many software programs and can only recommend English Talk Shop as a premier program. It starts with mastering one’s listening discrimination skill and continues up to common response found in the working world.   *Contact me for a discount code on each program.

Sequential Strategies:
1. Find a Mentor:  It’s best to have a native North American English speaker as a mentor to help when there are questions.  Toastmasters International clubs:  http://www.toastmasters.org/  are good place to find and use mentors. Look up “Find a Club” on the upper right or on the Left sidebar to find clubs near you.  Visit those that say “Open to All”.

Listening discrimination: Can you hear the differences between two words with the two different sounds in single words or short phrases?

If we cannot hear the differences in the speech of someone else, then how would one be able to detect if we are pronouncing it correctly or incorrectly?

Your ability to hear the differences in all of your accent targets must be at 90% accuracy across ten sets of ten lists (100 trials). English Talk Shop has an excellent tool to help a student accomplish this.

3. Speaking:  Speaking Speed:  Many individuals think that English speakers speak very quickly.  Then they try to do this without having control of the English sound system.  It does not work.

All languages have different sound systems that are intricately coordinated by muscles of the mouth and throat. One must speak slower in order to monitor and correct the differences in these movements.

The Rainbow” passage is a standard used by linguists to assess differences in speaking speed of connected words in English.

When the sunlight strikes raindrops in the air, they act as a prism and form a rainbow. The rainbow is a division of white light into many beautiful colors. These take the shape of a long round arch, with its path high above, and its two ends apparently beyond the horizon. There is, according to legend, a boiling pot of gold at one end. People look, but no one ever finds it. When a man looks for something beyond his reach, his friends say he is looking for the pot of gold at the end of the rainbow.

To gain Control of your speaking muscles: You must say and record this paragraph in 55-60 seconds consistently 9 out of 10 times.

4. Speaking: Single Words: Basically, one cannot run correctly if they are not walking correctly. We must start with single words.

  • One sound at a Time –
    • Target three (3) words with the sound that you want to change
    • Practice these at ten sets of each one in single word level initially with your mentor.
    • Attain a 90% correct level on each set of three.
    • Choose 3 more.  And continue the process until you have 20-30 words with that target sound in the initial middle or final positions of words.

5. Speaking: Phrases: Use is English Talk Shop phrases. Record, listen and assess yourself 20 to 30 times.  Listen and assess.  Are you at 9 of 10 correct?  If not, ask a mentor to listen.

6. Speaking: Sentence Reading: Use the sentences in English Talk Shop. Listen and score your efforts.  Did you make the correct sound/stress pattern/linking 9 out of 10 times?

7. Speaking: Sentences / Phrases:

  • Create your own sentences and phrases with the words with target sound.  Or you can type the target word into “Google”.  There you will find multiple sentences from articles or websites.
  • Read and Record these and play each on back.  Does it sound correct? If not, do NOT proceed until you can make the sound correctly.  Ask your mentor to help.
  • Next:  Pull out a word or phrase and design a new sentence without writing or reading it.  Record this.  Does it sound better or worse?
  • Say 90% correctly.
    • Cannot determine this as yet?  Record a “memo” on your phone and text or email it to your mentor.  What do they say?

8. Speaking: Paragraph Reading:

  • Choose a paragraph from a favorite newspaper or professional publication.  Even better, a white paper related to your industry.  You want to increase your clarity in your industry to increase your prospects of advancing.
    • Hi-lite one target sound in all of the words of a paragraph with yellow. For example:  For all of the /th/ sounds throughout the paper.
    • Read, Record, Replay and Assess: Did you produce 90% of them correctly?  If not, do it again.
      Still uncertain if it is correct or not?  Record a “memo” on your phone and text or email it to your mentor or to me at: p.thesier@accentmgtgroup.com. I will be happy to listen.9.  Speaking: Multiple Sentences: 30 Second Reply:  Approximately 50 words: 5-7 SentencesMost of what we do throughout our workday is respond to questions from colleagues and clients on the phone or in meetings.  These are usually “extemporaneous”. This means that we often know what we are talking about, yet it is not a “prepared” speech.  However, these situations often cause individuals to speak less clearly.

      • To practice, have a mentor at your work ask you questions and have you record your responses.  Again, Record, Replay and Assess. How did you do?  If it is not 90%, try again.


      Finally
      :  If you are having a difficulty changing your muscle movements to make the appropriate sound, find a speech pathologist that specializes in Accent Training or contact me at p.thesier@AccentMgtGroup.com.  AMG can help you with your initial issue and then guide you to one of several training options through Accent Management Group, LLC.  We have on-site, on-line individual, group or combination options for training, feedback and practice that start at  $29.95* per hour per person.  [*Group of 5 – Distance Coaching + Mini-Assessment]