Phonemic systems

Every language has its own unique set of sounds, or phonemes, that make up its pronunciation system. For language learners, these differences can pose significant challenges, especially when the sounds of their native language don’t exist in the language they’re learning. As teachers, understanding these differences is crucial for helping students improve their pronunciation and communication skills. In this lesson, we’ll explore how to identify and describe differences in phonemic systems and how to use this knowledge to plan and teach more effectively.

What are phonemic systems?

A phonemic system is the set of distinct sounds (phonemes) that are used in a language to distinguish meaning. For example, in English, the sounds /p/ and /b/ are distinct phonemes because they change the meaning of words (e.g., “pat” vs. “bat”). However, not all languages have the same phonemes, and this can create challenges for learners.

Common differences in phonemic systems

Here are some key ways in which the phonemic systems of languages can differ:

Sounds that don’t exist in the learner’s language:

Some sounds in the target language may not exist in the learner’s native language, making them difficult to pronounce or even hear.
Example: The English “th” sounds (/θ/ as in “think” and /ð/ as in “this”) don’t exist in many languages, such as French or Mandarin.

Sounds that are similar but not identical:

Some sounds may exist in both languages but are pronounced slightly differently, leading to confusion or mispronunciation.
Example: The English /r/ sound is different from the Spanish /r/ (rolled) or the French /r/ (guttural).

Phoneme distribution:

Some sounds may exist in both languages but are used in different contexts or positions within words.
Example: In English, the /ŋ/ sound (as in “sing”) only occurs at the end of syllables, while in some languages, it can appear at the beginning.

Tonal vs. non-tonal languages:

In tonal languages like Mandarin or Thai, the pitch or tone of a word changes its meaning. In non-tonal languages like English, tone is used for emphasis or emotion but doesn’t change word meaning.
Example: In Mandarin, the word “ma” can mean “mother,” “horse,” “scold,” or “hemp” depending on the tone.

Vowel systems:

Languages vary in the number and types of vowels they use. English, for example, has a complex vowel system with many diphthongs (combined vowel sounds), while Spanish has a simpler system.
Example: English learners often struggle with the difference between /ɪ/ (as in “sit”) and /i:/ (as in “seat”).

Consonant clusters:

Some languages allow complex consonant clusters, while others don’t. This can make certain words difficult for learners to pronounce.
Example: English words like “strengths” (/strɛŋθs/) can be challenging for speakers of languages like Japanese, which have simpler syllable structures.

How to identify phonemic differences

To help students overcome pronunciation challenges, teachers need to identify the specific differences between the phonemic systems of the learners’ native language and the target language. Here’s how:

Compare phoneme inventories:

Research the phonemes of both languages and identify which sounds are missing or different.
Example: Compare the vowel systems of Spanish and English to identify sounds like /ɪ/ and /i:/ that Spanish speakers might find challenging.

Analyze common pronunciation errors:

Listen to your students’ pronunciation and note recurring errors. These often point to phonemic differences.
Example: If French students consistently replace the English /h/ sound with a silent pause, it’s because /h/ doesn’t exist in French.

Use minimal pairs:

Minimal pairs are words that differ by only one sound (e.g., “ship” vs. “sheep”). Use them to identify which sounds students struggle with.
Example: If students confuse “bat” and “vat,” they may be having trouble with the /b/ and /v/ sounds.

Consider syllable structure:

Analyze how syllables are formed in both languages. For example, some languages don’t allow consonant clusters or final consonants.
Example: Japanese learners might add vowels to break up clusters, pronouncing “strike” as “sutoraiku.”

How to use this knowledge in teaching

Once you’ve identified the phonemic differences, you can use this knowledge to plan targeted pronunciation lessons. Here’s how:

Focus on problem sounds:

Prioritize sounds that don’t exist in the learners’ native language or are significantly different.
Example: Teach Spanish speakers the English “th” sounds (/θ/ and /ð/) through drills and practice.

Use minimal pairs for practice:

Use minimal pairs to help students distinguish between similar sounds.
Example: Practice “ship” vs. “sheep” to help students hear and produce the difference between /ɪ/ and /i:/.

Teach mouth and tongue positioning:

Show students how to position their mouth, tongue, and lips to produce unfamiliar sounds. Use diagrams or mirrors if needed.
Example: Demonstrate how to place the tongue between the teeth for the “th” sounds.

Incorporate listening practice:

Help students recognize problem sounds through listening exercises. Use recordings, videos, or live demonstrations.
Example: Play recordings of native speakers and ask students to identify specific sounds or words.

Provide plenty of practice:

Use drills, repetition, and real-life tasks to help students practice problem sounds in context.
Example: Have students read aloud, repeat sentences, or engage in role-plays that focus on specific sounds.

Be patient and encouraging:

Pronunciation can be challenging, so provide positive feedback and celebrate small improvements.
Example: Praise students for correctly pronouncing a difficult sound, even if it’s just once.

Practical activities for teaching pronunciation

Here are some classroom activities to help students practice phonemic differences:

Minimal pair drills:
- Use flashcards or audio recordings to practice minimal pairs like “bat” vs. “vat” or “ship” vs. “sheep.”
Tongue twisters:
- Use tongue twisters to practice challenging sounds and improve fluency.
- Example: “She sells seashells by the seashore” for /s/ and /ʃ/ sounds.
Phoneme bingo:
- Create bingo cards with words containing problem sounds. Call out words, and students mark them on their cards.
Listening and imitation:
- Play recordings of native speakers and ask students to imitate the pronunciation.
Role-plays:
- Use role-plays to practice problem sounds in real-life contexts, such as ordering food or asking for directions.

Real-world examples in the classroom

Minimal Pair Drills: Spanish students practice “think” (/θɪŋk/) vs. “sink” (/sɪŋk/) to master the “th” sound.
Tongue Twisters: Japanese students practice “red lorry, yellow lorry” to improve their /r/ and /l/ pronunciation.
Phoneme Bingo: French students play bingo with words like “hat,” “cat,” and “bat” to practice the /h/ sound.
Role-Plays: German students role-play a job interview, focusing on pronouncing final consonants clearly.

Final thoughts

Understanding the differences in phonemic systems is essential for helping students improve their pronunciation and communication skills. By identifying problem sounds, using targeted activities, and providing plenty of practice, you can help your students overcome these challenges and speak more confidently.

So, the next time you plan a pronunciation lesson, remember to focus on the specific needs of your students and celebrate their progress. Happy teaching!

To your CELTA journal

Think about your favorite ways to teach pronunciation.
Reflect on your favorite ways to teach pronunciation for different purposes, such as minimal-pairs, tongue-twisters, or phoneme-bingo. Write in your CELTA journal about your experiences, the strategies you use, and why they are effective. Describe any challenges you have faced, such as varying reading levels or learner engagement, and explain how you addressed them.

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