English. Develop your command of the English language with us.

This English pronunciation course will give you the confidence and ability to communicate clearly in the workplace – ensuring your unique perspective and experience is heard and valued.

Overseas-born professionals bring vital diversity to a workplace, but sometimes you may struggle to get your message across due to your accent and the inherent difficulties of English pronunciation. This course aims to help you communicate effectively by minimising obstacles which may sometimes arise not only from the way you speak, but also from how others perceive the way you speak.

Through our interactive workshops focusing on speech sounds, intonation and social context, you will improve your communicative confidence and reinforce your professional capabilities.

Outcomes

By the end of this course, you should have acquired the knowledge and tools to continue addressing, practising and improving your pronunciation skills. Additionally, you should be able to:

• manipulate your vocal tract to correctly form individual phonemes (consonants and vowels)
• link sounds with timing for improved speech rhythm
• express yourself more efficiently and persuasively with meaningful use of intonation and stress
• self-monitor and self-correct your own pronunciation skills
• identify speech patterns and nuances particular to Australian speakers
• communicate with Australian-born professionals with improved confidence.

Content

Introduction to various elements of pronunciation, and discussion of individual needs and objectives

• Segmental and suprasegmental aspects of pronunciation
• The importance of pronunciation for overseas-born professionals
  • It is now commonly agreed by teachers that explicit pronunciation teaching is a crucial aspect of structured language learning (Fraser, 1999). Firstly, confidence with pronunciation enables learners – such as overseas-born professionals – the ability to interact confidently with native speakers, which is fundamental to all aspects of their linguistic development. Secondly, poor pronunciation diminishes favourable language skills and condemns overseas-born professionals to less than their deserved work, academic and social advancement. Without sufficient pronunciation skills, the professional’s ability to communicate effectively, persuasively and professionally is critically limited (Varasarin, 2007). By making improvements to their pronunciation, overseas-born professionals can improve their confidence and motivation. They also stand to improve their comprehension and fluency levels as well as learn to self-monitor and self-correct their pronunciation over time for lasting communicative gains (Al-Azzawi & Barany, 2015; Thompson & Gaddes, 2005).
• Individual needs and objectives
• Phonemes and sounds in isolation – consonants

Intonation: Rising and falling speech patterns and inflection

• Voice and vocal quality
• Summary of the group’s needs and objectives
• Intonation: rising and falling speech patterns
• Intonation: inflection
• Sounds in isolation – consonants

Rhythm – word and sentence stress

• Understanding syllables and syllable stress
• Word and sentence stress
• Rhythm
• Sounds in isolation – consonants

Linking in connected speech

• Connected speech: linking and sound mergers
• Sounds in isolation – consonants

Vowels – monophthongs

• Volume
• Australian voices
• Chunking
• Sounds in isolation – vowels (monophthongs)

Vowels – diphthongs

• Sounds in isolation – vowels (diphthongs)
• Summing it all up
• Suggestions for self-study

Intended audience

Suitable for advanced second-language English speakers who have a high level vocabulary and grammar knowledge.

This course does not provide instruction in grammar, writing, spelling or comprehension.

Delivery style

Delivery modes

• Face-to-face, presenter-taught workshop
• Online workshop via the platform Zoom

Presented in an actively engaging way, combining presenter explanation, instruction and demonstration, as well as interactive discussions, group work and pair work activities. Active participation is highly encouraged and beneficial.

Recommended reading

Ashton, H & Shepherd, S 2012, Work on Your Accent: Clearer Pronunciation for Better Communication, HarperCollins.

Boyer, S 2001, Understanding English pronunciation: an integrated practice course, Boyer Educational Resources.

Cameron, S 2011, Perfecting Your English Pronunciation, McGraw-Hill Education.

Cox, F 2012, Australian English Pronunciation and Transcription, Cambridge University Press.

References

Al-Azzawi, MB & Barany, LKS 2015, ‘Teaching Pronunciation: Revisited’, Arab World English Journal (AWEJ), vol. 6, no. 4, pp. 153–165.

Fraser, H 1999, ‘ESL pronunciation teaching: Could it be more effective?’, Australian Language Matters, vol.7, no. 4, pp. 7–8.

Thompson, T & Gaddes, M 2005, ‘The Importance of Teaching Pronunciation to Adult Learners’, Asian EFL Journal.

Varasarin, P 2007, An Action Research Study of Pronunciation Training, Language Learning Strategies and Speaking Confidence, Victoria University.