Pronunciation Tactics or Techniques To Speed Up Learning Clear English Speech
Why you should grow tongue muscle fibers using pronunciation tactics or techniques to most efficiently acquire and maintain clear American English speaking.
Understand this: By the time native-born children are 4 to 5 years old, they typically have a 1,500 to 2,200-word expressive vocabulary (Barnes, 2022). They pronounce most sounds correctly but may still have trouble with TH, R, S, L, V, CH, SH, and Z. At 8-years-old, native-born children have mastered all speech sounds as well as rate, pitch and volume and are capable of carrying on a conversation with an adult (Stewart, 2022). Notice that even for native-borns, the TH and L are not acquired accurately by 4 to 5 year old children who have been talking for 4 years!
Now for the topic at hand. Specific speaking tactics and exercises have speeded up learning and increased accuracy of English speech sounds for our student-learners. How do we know? Not just because we hear that, but because that is measured by assessments.
If you know the “why” you will understand the “how.”
For skeletal muscles (tongue muscles are skeletal), there are two kinds of muscle fibers, slow twitch muscle fibers and fast twitch muscle fibers. Scientific evidence indicates average percentage of slow twitch muscle fibers in human tongue is 54% — two-year-olds and adults (Sanders et al 2013).
Most English consonant and vowel sounds have an extended duration in time, double or more, compared to the quick consonants or vowels. Additionally, when the task is to speak clearly, English talkers do feature enhancement—they extend the duration of speech sounds (the slow consonants and lengthier duration vowels) and range of articulator movements (which is congruent with the task-dynamic model of speech production—Kelso & Tuller, 1984).
Getting the long duration English consonants (16 of 24 total consonant sounds) and vowels ( 9 of 14 vowel sounds) and mastering a different position of articulators for clear easy to perceive English speech sounds is challenging, to say the least, to the nonnative speaker. That two pronged skill is so critical, we teach it right away. Of course for some speech sounds, the positioning and speed of the articulators ( tongue, lips, teeth, jaw, vocal folds/chords) are the same as for other languages. It’s where English is different that makes the challenge.
For example TH both voiced and not voiced and L are high error speech sounds for nonnative speakers.
To produce clear, easy to understand TH or L speech sounds requires the tongue to be extended forward and for the duration of the speech sound to be extended for at least double or greater duration in time than a quick English sound such as the consonant sound D. With the eye, humans can’t see the slow twitch muscle fibers in the tongue. But it stands to reason that slow twitch muscle fibers are activated to push the tongue blade forward and to extend out or stretch out the tongue blade so the tip extends to the front of the mouth.
To systematize the new learning and to simplify (and because it works!), we teach the position of the tongue tip for the TH sounds and the L consonant sound to be the same. That is, push forward the tip of the tongue so it goes between the upper and lower front teeth or, better yet, to touch the lower lip.
Consonants TH and L are slow in speed and duration of the speech sound is lengthier than the quick consonants. The action of pushing the tongue tip all the way to the position of between upper and lower teeth or to touch the lower lip gives sensory feedback to the brain when the target has been reached. Critically, it takes time— milliseconds— for that tongue action which adds to the duration in time of the TH and L English speech sounds.
Thus you as speaker are taking advantage of biomechanical characteristics of movement of the tongue to extend the duration of the speech sound for the slow consonants TH and L. It stands to reason that your brain processes the task of pushing your tongue forward to the lower lip or between top and bottom front teeth and activates exactly the correct slow twitch muscle fibers. The central nervous system and the slow twitch muscle fibers must learn this pattern for easy to perceive North American English consonants TH and L. To make that tongue gesture and movement habitual takes much repeated practice.
Take home message for today, to acquire accurate American English pronunciation requires a tongue forward position for the consonants TH voiced and unvoiced and for L (and for the American short vowel A). The same is true for maintaining the accurate pronunciation for these speech sounds and maintaining the strength of those slow muscle fibers in the tongue needed for these speech sounds. The key for acquiring accuracy and maintaining speech sound accuracy is activating the slow muscle fibers to push forward and stretch forward the tongue—that stretching and lengthening the tongue blade not only grows the slow twitch muscle fibers but also biomechanically lengthens the duration of the speech sound when coordinated with voicing at the vocal folds.
Seeing and hearing is understanding.
Below is our speech tip 4 for WORLD— see the pronunciation for L. Hmm, picture says “PAPER.” Unfortunate that YouTube made a mistake for the picture– but click on this YouTube video for WORLD and L. You’ll be glad you did!
Copyright 2022 by Clear Talk Mastery, Inc
Speed Up Learning Clear English Speech- Grow Tongue Muscle Fibers via Exercises and Tactics
Speed up Learning Clear English Speech — Grow Tongue Muscle Fibers via Exercises and Tactics
We will describe specific exercises and tactics which have speeded up learning and increased accuracy of English speech sounds for our student-learners (measured by assessment).
First, scientific physiological information. If you know the “why” you will understand the “how.” For skeletal muscles (tongue muscles are skeletal), there are two kinds of muscle fibers, slow twitch muscle fibers and fast twitch muscle fibers Scientific evidence indicates average percentage of slow twitch muscle fibers in human tongue is 54% — two-year-olds and adults (Sanders et al 2013). Most English consonant and vowel sounds have an extended duration in time, double or more, compared to the quick consonants or vowels. Additionally, when the task is to speak clearly, English talkers do feature enhancement— for slow English consonants, they extend the duration and articulator movements (which is congruent with the task-dynamic model of speech production—Kelso & Tuller, 1984). Getting the English duration and position of articulators is challenging to the nonnative speaker. That is so critical, we teach that right away. Of course for some speech sounds, the positioning and speed of the articulators are the same as for other languages. It’s where English is different that makes the challenge.
TH both voiced and not voiced and L are high error speech sounds for nonnative speakers.
To acquire clear, easy to understand TH or L speech sounds require the tongue to be extended forward and for the duration of the speech sound to be extended for at least double or greater duration than a quick English sound such as the consonant sound D. With the eye, humans can’t see the slow twitch muscle fibers in the tongue. But it stands to reason that slow twitch muscle fibers are activated to push the tongue blade forward and to extend out or stretch out the tongue tip to extend to the front of the mouth.
We teach the position of the tongue tip for the TH sounds and the L consonant sound to be the same—push forward the tip of the tongue so it goes between the upper and lower front teeth or, better yet, to touch the lower lip. Those consonants are slow in speed with durations lengthier than the quick consonants. The action of pushing the tongue tip all the way to the position of between upper and lower teeth or all the way to touch the lower lip gives sensory feedback to the brain when the target has been reached— and it takes time— milliseconds—which adds to the duration. Thus you as speaker are taking advantage of biomechanical characteristics of movement of the tongue forward to extend the duration of the speech sound for the slow consonants TH and L. Likely your brain processes the task of pushing your tongue forward to the lower lip or between top and bottom front teeth and activates exactly the correct slow twitch muscle fibers. The central nervous system and the slow twitch muscle fibers must learn this pattern for easy to perceive North American English consonants TH and L. To make that tongue gesture and movement habitual takes much repeated practice.
So where does muscle strengthening come in? Lengthening muscle fibers, in this case slow twitch muscle fibers, will make those fibers grow in length. Maximum extending of the tongue muscles for maximum lengthening we call workout practice—like going to a fitness center and doing exercises like boat rowing or doing yoga exercise muscle stretches to build muscles. Maximum stretch for many people is to push the tongue tip down past their lower lip and down the chin.
Specifically, for TH and L stretch out forward the tongue blade and direct the tongue tip to go down — to extend between the top and bottom front teeth and go down toward the bottom of the chin as far as you can for workout practice. Do this during home practice—direct practice and during coaching sessions (for our student-learners).
However, in daily life English speaking, do not stretch your tongue out and down toward your chin as much as you are able—too weird. Do that for home practice and with your coach. For speech in daily life for conversation and presentations, push your tongue forward to go between your upper and lower teeth or to go to your lower lip. I personally like lower lip best because the sensory system feels the tongue muscles stretch forward and feel the tongue tip on the lower lip.
Tactic advice. For any practice with reading words and words in sentences, do the maximum extension exercise/training called Workout Mode for home practice. When in public or friends, extend tongue to lower lip or between teeth– we call that Leveled-Up or Careful Leveled-Up Clear Talk Mode.
The longer you extend the duration of the speech sounds TH and L, and hold onto the extension of the tongues slow twitch muscle fibers, the more you are loading the muscles, and the more muscle growth you will get for slow twitch muscle fibers. Enhance the feature of lengthy duration of the voicing for the consonants TH and L to at least double the speech sound length compared to English quick consonants such as D or B.
Tongue strengthening exercises. In the last year we have had student-learners add to their vocal strength exercises (5 days a week), tongue strength exercises where they do the sounds for TH with a voice and TH with no voice, and L using the extended tongue to as far out and down to the chin for as long in duration time as they can. Their homework assignment includes doing that 3 times for each speech sound consonant of L, TH no voice, and TH voiced for 5 days a week. Maximum time for this tongue slow twitch muscle fiber exercise is 3 minutes total.
Yay for students. In 2003, a student from South Korea taught me the position of the tongue for TH and L she had learned as a teenager —it worked!
A video is worth a thousand words— so imitate our You Tube English speech tip videos so for direct practice you can see and hear the exact positioning of the tongue for L and TH. The biomechanical extension of the tongue along with the action at the vocal folds for a voice automatically renders the feature enhancement for clear, easy to understand English speech sounds L and TH. YouTube videos English Speech Tip Number 35 for L, in the words “file” and “value.” Following that are English Speech Tip video 45 for voiced TH in “that” and unvoiced TH in English Speech Tip 53 for “thirty” and “thirteen.”
15 Dimensions For Acquiring Clear English Speech
Why would you want to read this article? It’s for people who are a little intense about getting the best out of learning.
Intro to the 15 Dimensions for Acquiring Clear English Speech
Methodology of Clear Talk Mastery Courses
Physics has its M string theory, with eleven dimensions – the explanation and theory behind all things “physics.” We submit that acquisition of clear North American English speech has fifteen dimensions.
For nonnative-born speakers of North American English speech (adults), prior learning of English is typically five to seven years. Thus they are not newbies with zero knowledge.
The time has come to communicate detail for the methodology of Clear Talk Mastery courses which is achieving gains with student-learners previously unheard of. Even with us, the additional consistent gains of student-learners in the last two years has surpassed and surprised us. In the preceding twenty years, student-learner made great gains – but between 2020 and beginning of 2023, the gains have even significantly surpassed those.
Why the big leap forward? Actively since 2017, my dream has been to put everything we have learned together and come up with coherent theory for how best to facilitate acquisition of clear North American English. I’ve done lots and lots of thinking, putting ideas, our experience, and findings from scientific assessments together. Especially the last 18 months was the delving back into the seminal and current research on as many of the 15 dimensions as possible. The great leap came because I was doing all that thinking, researching, and working on Edition 4 of three of our textbooks so as to get all that information down on paper (in the textbooks!).
How to innovate? That is what we have strived for since 2000—to find as many ways as possible to help nonnative-born adult speakers of English acquire clear English efficiently for long lasting learning. To paraphrase Confucius: Reflection is gold, imitation is quickest, and experience the most painful. Innovation requires all three avenues. For imitation, humbly remember that we are all standing on the shoulders of many others who have come before us. For experience, if you are not making enough mistakes (and feeling bad about it), then you are not innovating. Reflection takes oodles of time. Like Einstein said, “If I had an hour to solve a problem, I would spend 55 minutes thinking about the problem and five minutes thinking about the solution.” In 2017, we had reached 17 years of providing instruction for successful clear speaking mastery of North American English and it was then I started my big thinking to codify and describe the many dimensions which are described in this article.
For this article, rejoice– you get the end of the story first.
Below are the 15 dimensions for a person with English as a second language to successfully acquire clear North American English speech communication. Success is defined as efficient and long lasting learning.
- Critical importance of assessment– initial diagnostic assessment to determine needs, then mid course and end of course assessment to monitor progress, redirect goals and methodology for the course(s), and also use the end-of-course assessment to scientifically assess the success for different strategies, tactics, and methodologies.
- From the beginning of instruction, training for six Clear Talk Strategies and four Tactics. The 6 Strategies were derived from decades of previous research about the difference between characteristics of clear compared to casual English, the characteristics of speech sounds accurately perceived as North American English, and clear speaking training used for improving the speech intelligibility of person’s speaking English.
- Systematic learning for positioning and action of articulators, and coordination between articulator systems (e.g. vocal folds and voicing coordinated with positioning and action especially of articulators tongue, lips, teeth and jaw),
- Muscle strengthening for requisite slow and fast muscle fibers (MF) needed for North American English accurate pronunciation especially for the tongue, lips, jaw and muscles attached to the vocal folds (for voicing). Muscle strengthening is associated with growth of numbers of slow and fast MFs. We used both direct articulator exercise and modes of clear talking to specifically grow and strengthen requisite speech muscles for North American English,
- Systematic learning for sequencing of English speech communication skills, especially English speech intelligibility (e.g. speech sound accuracy before adding learning skills for word syllable accent stress and voice inflection of sentences).
- Using the categories of coordinative structures or coordinated modes observed during 20 years of instruction, which we give the terms Workout Clear Talk Mode, Careful Leveled-up Clear Talk Mode and Leveled- Up Clear Talk Mode– all of which are conscious but get easier with lots of practice,
- Cognitive learning (learning rules and patterns) to “bootstrap” physical learning and enhance memory for the complex procedural and multidimensional learning needed for English speech intelligibility and speech communication,
- Employing mastery learning principles (80 to 90% mastery before graduating to the next module’s learning) which also adheres to the well known principle of “don’t add too much learning too quickly.”
- Distributed learning or spaced learning for the procedural learning associated with the complexity of intelligible North American English and for long lasting learning– “What’s the good of efficient learning if you forget everything within months (or years) of finishing your instruction.”
- Combining skills to level-up communication proficiency including, for example, combining thinking information and talking clearly at the same time or combining voice inflection patterns during sentences/connected speech and high English speech sound articulation accuracy,
- Speech feedback to the student-learner and standards of speech production which train high level attention and increased duration of time for attention to the task of accuracy– “It’s not practice makes perfect, but perfect practice makes perfect,”
- Student-learner’s commitment to the program of learning (e.g. 12 consecutive weeks, etc) –“It takes 70 days of practice every day to change a habit”, for example, changing Spanglish, Chinglish, Indian English, Vietnamese English, Arabic English, etc., to clear North American English speech,
- Student-learner’s personal involvement in doing direct practice homework, deliberate practice in daily life, and focused attention during coachings– plus using enhanced tutoring via 24/7 video and audio lessons for direct home practice,
- Student-learner’s belief in the learning principles explained by the coach/instructor and in the textbook, videos, audios,
- Student-learner attachment to wanting to go to the next level of communication in English and notably the process of learning, interaction, encouragement with another human person who is coach or instructor.
It is all of these 15 dimensions which contribute to the exceptional progress of our student-learners for acquiring clear North American speech communication. Note especially that without attributes of the student-learner for commitment, involvement, belief, and attachment, exceptional gains for acquisition of clear North American English speech could not be achieved.
©Clear Talk Mastery, Inc. 2023
Intro to the 15 Dimension for Acquiring Clear North American English
Why would you want to read this article? It’s for people who are a little intense about getting the best out of learning.
Article One: Intro to the15 Dimensions for Acquiring Clear Talk
Methodology of Clear Talk Mastery Courses
Physics has its M string theory, with eleven dimensions – the explanation and theory behind all things “physics.” We submit that acquisition of clear North American English speech has fifteen dimensions.
For nonnative-born speakers of North American English speech (adults), prior learning of English is typically five to seven years. Thus they are not newbies with zero knowledge.
The time has come to communicate detail for the methodology of Clear Talk Mastery courses which is achieving gains with student-learners previously unheard of. Even with us, the additional consistent gains of student-learners in the last two years has surpassed and surprised us. In the preceding twenty years, student-learner made great gains – but between 2020 and beginning of 2023, the gains have even significantly surpassed those.
Why the big leap forward? Actively since 2017, my dream has been to put everything we have learned together and come up with coherent theory for how best to facilitate acquisition of clear North American English. I’ve done lots and lots of thinking, putting ideas, our experience, and findings from scientific assessments together. Especially the last 18 months was the delving back into the seminal and current research on as many of the 15 dimensions as possible. The great leap came because I was doing all that thinking, researching, and working on Edition 4 of three of our textbooks so as to get all that information down on paper (in the textbooks!).
How to innovate? That is what we have strived for since 2000—to find as many ways as possible to help nonnative-born adult speakers of English acquire clear English efficiently for long lasting learning. To paraphrase Confucius: Reflection is gold, imitation is quickest, and experience the most painful. Innovation requires all three avenues. For imitation, humbly remember that we are all standing on the shoulders of many others who have come before us. For experience, if you are not making enough mistakes (and feeling bad about it), then you are not innovating. Reflection takes oodles of time. Like Einstein said, “If I had an hour to solve a problem, I would spend 55 minutes thinking about the problem and five minutes thinking about the solution.” In 2017, we had reached 17 years of providing instruction for successful clear speaking mastery of North American English and it was then I started my big thinking to codify and describe the many dimensions which are described in this article.
For this article, rejoice– you get the end of the story first.
Below are the 15 dimensions for a person with English as a second language to successfully acquire clear North American English speech communication. Success is defined as efficient and long lasting learning.
- Critical importance of assessment– initial diagnostic assessment to determine needs, then mid course and end of course assessment to monitor progress, redirect goals and methodology for the course(s), and also use the end-of-course assessment to scientifically assess the success for different strategies, tactics, and methodologies.
- From the beginning of instruction, training for six Clear Talk Strategies and four Tactics. The 6 Strategies were derived from decades of previous research about the difference between characteristics of clear compared to casual English, the characteristics of speech sounds accurately perceived as North American English, and clear speaking training used for improving the speech intelligibility of person’s speaking English.
- Systematic learning for positioning and action of articulators, and coordination between articulator systems (e.g. vocal folds and voicing coordinated with positioning and action especially of articulators tongue, lips, teeth and jaw),
- Muscle strengthening for requisite slow and fast muscle fibers (MF) needed for North American English accurate pronunciation especially for the tongue, lips, jaw and muscles attached to the vocal folds (for voicing). Muscle strengthening is associated with numbers of slow and fast MFs. We used both direct articulator exercise and modes of clear talking to specifically grow and strengthen requisite speech muscles for North American English,
- Systematic learning for sequencing of English speech communication skills, especially English speech intelligibility (e.g. speech sound accuracy before adding learning skills for word syllable accent stress and voice inflection of sentences).
- Using the categories of coordinative structures or coordinated modes observed during 20 years of instruction, which we give the terms Workout Clear Talk Mode, Careful Leveled-up Clear Talk Mode and Leveled- Up Clear Talk Mode– all of which are conscious but get easier with lots of practice,
- Cognitive learning (learning rules and patterns) to “bootstrap” physical learning and enhance memory for the complex procedural and multidimensional learning needed for English speech intelligibility and speech communication,
- Employing mastery learning principles (80 to 90% mastery before graduating to the next module’s learning) which also adheres to the well known principle of “don’t add too much learning too quickly.”
- Distributed learning or spaced learning for the procedural learning associated with the complexity of intelligible North American English and for long lasting learning– “What’s the good of efficient learning if you forget everything within months (or years) of finishing your instruction,”
- Combining skills to level-up communication proficiency including, for example, combining thinking information and talking clearly at the same time or combining voice inflection patterns during sentences/connected speech and high English speech sound articulation accuracy,
- Speech feedback to the student-learner and standards of speech production which train high level attention and increased duration of time for attention to the task of accuracy– “It’s not practice makes perfect, but perfect practice makes perfect,”
- Student-learner’s commitment to the program of learning (e.g. 12 consecutive weeks, etc) –“It takes 70 days of practice every day to change a habit”– for example, changing Spanglish, Chinglish, Indian English, Vietnamese English, Arabic English, etc., to clear North American English speech,
- Student-learner’s personal involvement in doing direct practice homework, deliberate practice in daily life, and focused attention during coachings– plus using enhanced tutoring via 24/7 video and audio lessons for direct home practice,
- Student-learner’s belief in the learning principles explained by the coach/instructor and in the textbook, videos, audios,
- Student-learner attachment to wanting to go to the next level of communication in English and notably the process of learning, interaction, encouragement with another human person who is coach or instructor.
It is all of these 15 dimensions which contribute to the exceptional progress of our student-learners for acquiring clear North American speech communication. Note especially that without attributes of the student-learner for commitment, involvement, belief, and attachment, exceptional gains for acquisition of clear North American English speech could not be achieved.
©Clear Talk Mastery, Inc. 2023
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Accent reduction: Key Skill- Get the Vowels
Accent reduction: Key Skill – Get the Vowels
Have you noticed that people are most likely to say to you “What?” “What did you say?” after you have said a multiple syllable word?
Critical information for multiple syllable words– each syllable has a meaning and there are 14 vowel sounds (some people say 17) for North American English and 5 letters –a, e, i, o, u, and sometimes y.
Pronunciation Alert: Say each vowel in a multiple syllable word clearly.
When ESOL (English Speakers of Other Languages) people speak multiple syllable words in English, they often shorten or reduce unstressed syllables to a very short vowel sound. They do this because it is easier not to move the tongue very much. In fact, sometimes the speaker moves his tongue so little that the vowel is so short in time that the listener is actually unable to determine which vowel letter it represents in the word– (a, e, i, o, u– short vowel pronunciation or long vowel pronunciation. The academic term for that is “schwa vowel.”
However, studies show that when speakers are aiming to talk more clearly, they will say the vowels more clearly. When they say the vowels more clearly, listeners say, “It is easy to understand you.” This is true for clear speech in English and in other languages.
For our training for clear American English, we train speakers to make all vowels in a word more accurately to match the written vowel. For example, the “ment” in “appointment” would be pronounced as “ment” with a short vowel “e” and not “mint” with a short “I” or a schwa, which is an indistinguishable vowel. By aiming for accurate pronunciation to match the written vowel letter, the speaker makes it easier for the listener to process accurately “ment.” This is a suffix which often changes verbs into nouns.
Also, by paying attention to the vowels and saying them more accurately, the speakers are anchoring better in their brain the accurate spelling. One important reason to master accurate spelling is that the meaning of the syllable is in the spelling. For example, “ment” is a suffix which takes a verb and makes it a noun. “Mint” is a flavor such as in “peppermint” or “spearmint.”
The prefix syllable “ex” is another example. Saying the short American vowel “e” in “ex” clearly makes it easy for listeners to process the prefix “ex” and understand the meaning of the prefix with the rest of the word. For instance, “exit,” “extreme,” “extend.” If the speaker made the vowel sound like a short “i” as in “ix” or an indistinguishable vowel as in a schwa and closer to “uh,” then the listener would not know he was hearing the very common prefix, “ex.” Being able to easily and quickly process the “ex,” means that the listener can identify the word right away and combine it with the other words in the sentence to easily understand the information of the entire sentence.
Here is a second important practical reason to master spelling. In the last 10 years, more and more employers are asking us if we can help our students-learners (and their employees) get spelling more accurate because it is embarrassing to them when emails go out with inaccurate spelling.
Yay, yay. The extra effort to speak the vowels very clearly has big time benefit — to the speaker, the listener, and also to the employer and the individual’s career advancement.
Be sure to watch our English Speech Tips videos and Accent Reduction Tip videos for more English pronunciation and accent reduction exercise.
Check out our “ever better!” coached courses by clicking “Services” on our website www.ClearTalkMastery.com. For first time English Clear Talk pronunciation learns and to efficiently renew your coached course learning, check out the subscription program called ClearTalk Weekly, www.subscription.cleartalkmastery.com
PS- It really is true that we have made exceptional strides in our teaching for mastery and long-term learning in these pandemic years with gains previous thought impossible (even by us!).
