Tag: tongue
Detailed Description of the vowel /i:/
The Vowels of English (R.P.): There are twenty vowel sounds in the Received Pronunciation of England (R.P.). These include twelve pure vowels and eight dipthongs, belonging to different phonemes.
Detailed description of the Vowels of RP
During the articulation of this sound, the front of the tongue is raised in the direction of the hard palate, to an almost close position. The lips are spread, and thus it is a front close unrounded vowel. It is a long vowel. The different spellings for this vowel are e, ee, ea, ie, i, ey, eo as in the words eve, tree, heat, piece, receive, police, key and people respectively. It can occur initially as in eat, medially as in beat, and finally as in see. Some more examples:
e – be, complete, even, immediate, these
ee – cheese, feed, green, free, knee, seed, eel
ea – beat, cream, dream, each, lead, reach, sea, tea, teach
ie – chief, field, relief, piece,siege
ei – deceive, receive, conceive, seize
i – machine, police, prestige, ski
English Language Learning in India
Language is meant for communication. It is best and easily learnt in meaningful contexts. We grasp the language that is spoken around us without any difficulty. We become confident and use it fluently as we grow.
But when we try to learn a new language, let us say English, we forget the manner in which we acquired our mother tongue or regional language. We scamper after rules and patterns. This way we end up as hesitant speakers of the language. To become fluent in the language, we simply have to surround ourselves with it; use it as much as we can.
There are four skills that we have to master:
Listening
Speaking
Reading
Writing
This is how we acquire our mother tongue /regional language.
Notice that an ordinary Indian student is usually proficient in at least two languages – his mother tongue or regional language and Hindi (our national language). Students in urban areas are also exposed to a third language (English) at a very early age. But few of them gain the same fluency in English as they have in the other two languages.
The problem behind it is the manner in which English is taught in most schools in India. Instead of focusing first on listening and speaking, we put more emphasis on writing and reading skills. Kindergarten kids (three to four years) are made to write the English alphabet in capital, small and cursive style. Drills and repetition form the basis of language learning. The order in which English is taught in most schools is:
Writing
Reading
Listening
Speaking
This results in students who can write and read English, are even aware of the grammar and structure of English but are extremely hesitant in speaking it.
Attempts are being made to change this scenario. Many schools are now adopting the Communicative Language Teaching Approach. The CLT approach aims at communicative competence. The focus is on real language use. Efforts are made for the learner to acquire English within a social context; to be able to communicate in the target language outside of the classroom; to know when and how to say what and to whom.
This approach is not teacher-centric but student –centric. Students are given ample opportunity to express themselves. The teacher acts as a facilitator and advisor and establishes situations which are likely to promote communication. Activities like games, story-telling,, picture strip stories, role play, advertisements etc. are introduced in the class which make language learning an enjoyable activity instead of a burden.
English is taught as a second language in most schools in India. Still only a handful of people become competent speakers of English. Most remain in awe of the language. Things are changing but a lot needs to be done especially in the manner in which language teachers are trained. It is only then that we will have more confident and competent speakers of the English language.