Difference between revisions of "Pronunciation exercises: /ɪ/ vs /iː/"

From Teflpedia
(exp.)
(ɪ better than i)
Line 1: Line 1:
 
{{Phonetics}}
 
{{Phonetics}}
  
Together with the page [[possible pronunciation difficulties]], this page sets out some common [[words]] [[teachers]] can use to help their [[students]] become more aware of how they can improve their [[pronunciation]] of the [[vowel]] sounds '''[[IPA phonetic symbol (vowel) /i/|/i/]]''' and '''[[IPA phonetic symbol (vowel) /i:/|/i:/]]'''.
+
Together with the page [[possible pronunciation difficulties]], this page sets out some common [[words]] [[teachers]] can use to help their [[students]] become more aware of how they can improve their [[pronunciation]] of the [[vowel]] sounds '''[[IPA phonetic symbol (vowel) /i/|/ɪ/]]''' and '''[[IPA phonetic symbol (vowel) /i:/|/i:/]]'''.
  
 
Depending on their [[mother tongue]] (L1), students may have difficulty distinguishing between these two sounds. More often than not, these supposed difficulties depend more on the interference of L1 than on the actual difficulties posed by English, and many, if not most students will greatly improve their pronunciation by simply becoming aware of certain differences - together with a minimum of practice. A simple way of introducing the difficulty is with common words like ''eat'' vs ''it''; ''seat'' vs ''sit'' and ''we'll''/''wheel'' vs ''will''.
 
Depending on their [[mother tongue]] (L1), students may have difficulty distinguishing between these two sounds. More often than not, these supposed difficulties depend more on the interference of L1 than on the actual difficulties posed by English, and many, if not most students will greatly improve their pronunciation by simply becoming aware of certain differences - together with a minimum of practice. A simple way of introducing the difficulty is with common words like ''eat'' vs ''it''; ''seat'' vs ''sit'' and ''we'll''/''wheel'' vs ''will''.
Line 7: Line 7:
 
Don't forget that [[intonation]], [[linking]] and [[stress]], both for individual words and for [[Stress-timed language|sentence stress]], are also, of course, of vital importance in speaking better English.
 
Don't forget that [[intonation]], [[linking]] and [[stress]], both for individual words and for [[Stress-timed language|sentence stress]], are also, of course, of vital importance in speaking better English.
  
==/i/==  
+
==/ɪ/==  
*it - is - his - him - sit - in - six;
+
*it - is - his - him - kit - sit - in - six;
  
 
==/i:/==
 
==/i:/==
*eat - feel - feet - meet/meat;
+
*eat - feel - feet - fleece - meet/meat;
  
==/i/ vs /i:/==
+
==/ɪ/ vs /i:/==
 
*bit - beat; bitch - beach; dip - deep; each - itch; fill - feel; filled - field; fit - feet/feat; heal/heel - hill; hip - heap; heat - hit; eat - it; keep - kip; keel - kill; leak/leek - lick; meal - mill; pill - peal/peel; pit - Pete; seat - sit; rid - read/reed; scene/seen - sin; scheme - skim; seek - sick; slip - sleep; sleet - slit; steal/steel- still; teak - tick; team - Tim; will - wheel/we'll; wheat - wit; weep - whip;
 
*bit - beat; bitch - beach; dip - deep; each - itch; fill - feel; filled - field; fit - feet/feat; heal/heel - hill; hip - heap; heat - hit; eat - it; keep - kip; keel - kill; leak/leek - lick; meal - mill; pill - peal/peel; pit - Pete; seat - sit; rid - read/reed; scene/seen - sin; scheme - skim; seek - sick; slip - sleep; sleet - slit; steal/steel- still; teak - tick; team - Tim; will - wheel/we'll; wheat - wit; weep - whip;
  
 
==Spanish L1==
 
==Spanish L1==
This is certainly the case of students whose L1 is Spanish, be they from Madrid, Spain or from Madrid, Mexico. Basically the "problem" is that, although '''/i/''' is very similar to the Spanish vowel '''"i"''', it's actually shorter and there may be a tendency to over-compensate, sitcom-like, to "Eet ees..." (for "It is..."), while not being aware that '''/i:/''' is a [[diphthong]]. And, strangely, the opposite is also true, the tendency being to shorten the '''/i:/''' so it becomes '''/i/''', with unfortunate consequences in words like "sheet".
+
This is certainly the case of students whose L1 is Spanish, be they from Madrid, Spain or from Madrid, Mexico. Basically the "problem" is that, although '''/ɪ/''' is very similar to the Spanish vowel '''"i"''', it's actually shorter and there may be a tendency to over-compensate, sitcom-like, to "Eet ees..." (for "It is..."), while not being aware that '''/i:/''' is a [[diphthong]]. And the opposite is also true, the tendency being to shorten the '''/i:/''' so it becomes '''/ɪ/''', with unfortunate consequences in words like "sheet".
  
 
== References ==
 
== References ==

Revision as of 20:29, 28 October 2013

Template:Phonetics

Together with the page possible pronunciation difficulties, this page sets out some common words teachers can use to help their students become more aware of how they can improve their pronunciation of the vowel sounds /ɪ/ and /i:/.

Depending on their mother tongue (L1), students may have difficulty distinguishing between these two sounds. More often than not, these supposed difficulties depend more on the interference of L1 than on the actual difficulties posed by English, and many, if not most students will greatly improve their pronunciation by simply becoming aware of certain differences - together with a minimum of practice. A simple way of introducing the difficulty is with common words like eat vs it; seat vs sit and we'll/wheel vs will.

Don't forget that intonation, linking and stress, both for individual words and for sentence stress, are also, of course, of vital importance in speaking better English.

/ɪ/

  • it - is - his - him - kit - sit - in - six;

/i:/

  • eat - feel - feet - fleece - meet/meat;

/ɪ/ vs /i:/

  • bit - beat; bitch - beach; dip - deep; each - itch; fill - feel; filled - field; fit - feet/feat; heal/heel - hill; hip - heap; heat - hit; eat - it; keep - kip; keel - kill; leak/leek - lick; meal - mill; pill - peal/peel; pit - Pete; seat - sit; rid - read/reed; scene/seen - sin; scheme - skim; seek - sick; slip - sleep; sleet - slit; steal/steel- still; teak - tick; team - Tim; will - wheel/we'll; wheat - wit; weep - whip;

Spanish L1

This is certainly the case of students whose L1 is Spanish, be they from Madrid, Spain or from Madrid, Mexico. Basically the "problem" is that, although /ɪ/ is very similar to the Spanish vowel "i", it's actually shorter and there may be a tendency to over-compensate, sitcom-like, to "Eet ees..." (for "It is..."), while not being aware that /i:/ is a diphthong. And the opposite is also true, the tendency being to shorten the /i:/ so it becomes /ɪ/, with unfortunate consequences in words like "sheet".

References


See also

External links