 Mae'r bobl yn gwneud i'r riser fanyfaroeb? Rwy'n credu, roi ddod at y gallwn y pryd yn ymgyrchu. Mae'r riser yn darparu ac yn ei bwrdd y ddweud, ai ddod i'r ddau o'r bwysig ac mae'n rhai i chi'n ddych chi'n ffordd o'r panwyö. Felly mae'na ddefnyddio eich pryd full ar hyn oed, ac mae'n ddi'n mynd i'n gwybod, a'i fideb i'r riser a dymlu i ddod i'r riser, mae'n ddain i'r riser yn y dda i'r riser. Felly, y gallwn yn defnyddol rhaglen i fynd i'w rhoi, ond erbyn a'r f Georgiau, maio'r pengylcheddau cyrraedd i gael ei dyn am y toriau, mae'r grannau ddinshau'r unig, ac mae'r gwahau'r unrhyw gyrdd, sy'n mynd i gael gweithio i ddefnyddu sydd wedi'u'n mynd i'r llai, gallw'r Llachol, Llexys. Felly, mae'n ddinshau'r llai a'r grannau a'r Gwyrdd i Gweithhwyll mwy. It's kind of a go-to resource if you want to look at that. If Michele has a nice birthday... That's a nice birthday for me. If you look at the error around itself, the error in pronunciation, and then this is what's written that you can't read. There is error correction. So I do think that the error correction needs to go on. Ond eich bod yn ei wneud yn ei ystyried, mae'n fyddi'r fflaen â'i rwy'n ymgymellau. Felly wyddech chi'r lyfan yw'r bod yn golygu am y prif beth y gwrthyn sy'n ei ffial. A mae'n golygu am brife'r mêl 1. Mae'n cael ei wneud o'r wych drwy'r rhain ac yn cynnwys, gyda'i reu mewn gwirionedd. Ty拜odd neu'r argyfer nhw'n bobl ar mun wedi'u rhydwg doedd. llawer o'ch cerddwyr anodd, am ychydig, e'ch ymgyrch gwrdd, y cael eu ffordd, i ychydig ar ysgrifetau gwrdd. Dechreuur, ymgyrch, mae'r sleif yma, ystod o'i artefynyddhau, ymgyrch ymgyrchdeddiadau, dyna'r cerddwyr erbyn sy'n ddweud hyn, felly dod i'ch cychwyn o un fawr a chyffyrdd dweud. Felly erbyn i'ch gwaith cystidium cyllwyn, ylai'r achos gwyddon ynghyng nghael. and go beneath the surface. So just as an example, I took from the learning English the systems that Spanish students, so I took a small case study just of seven Spanish students, and we had a look at, and you be familiar with this maybe, we know that the onshaded areas here, these sounds here like... zh sh zh jw jw jw they don't exist in Castilian Spanish, in Peninsula Spanish. Felly ydych chi'n meddwl gyda'r hynny, yn cael y byddechrau i ddweud. Rwy'n meddwl i'n meddwl yma, felly rydyn ni'n gweithio'r ysgolwch i'r ein cyfanyddiaeth a'r bobl hyn yn ymwyllteithio, a'r bobl hefyd, oherwydd nid yn ymwneud yma ar un nesaf 6 ysgolwch chi'n edrych. Mae'n bwysig i dda i'r tyfnwys ymddangos cyfanyddur Cymreig, sef rydyn ni'n meddwl gwaith yma, a'r byddoch chi ddweud yn ysgolwch ar gael. We know that we can expect from our own experience that if a Spanish student doesn't have z for eyes, they are going to substitute their closest version of that, which would be ice. So we are aware of that. I targeted very specific features just for the sake of the study to make it manageable. So I targeted very specific features and kind of grouped them together as you know that insertion of that vowel before an SP cluster, say an S cluster of consonants, a study, a student, a school and so on, where in Spanish you are not allowed to start straight into the cluster you have to put in a vowel. And consonant cluster reduction, we know that Spanish students have difficulty with words like explain, explain, because even though consonant clusters occur in Spanish, they don't occur as frequently as we have them in English and they can find it very difficult. The jerk, your substitution can be difficult as well. And then I grouped all these ones where these consonants can be missing, I just call that sibilant confusion, where those sibilants can become interchange, so you have a word like casual, and if they don't have that z sound they may say casual or casual. So these can add up, there can be kind of leakage to the super segmental level, to that level of say word stress and intonation patterns, say for example if your Spanish students say I am studying a Spanish in the school and suddenly the rhythm starts to drift. And there's a research that says that we actually start identifying words for intelligibility as listeners, we actually pay more attention to the syllable structure than to the sounds, and that when we're searching and we don't get the word, we don't immediately search for alternative sounds, we search for similar syllabic structures in our searching. So that's kind of interesting how even the segmental level can as I say leak into the super segmental and cause intelligibility problems. So very quickly this was, in my masters I had done this myself where I sort of targeted these features and just taught it myself. My study is to look at, say take a novice teacher, we took a teacher who was teaching and learning on the MA course and she taught six classes with her own methods that she had learned just in general and then she did another six weeks of using the methodology that I had given her based on phonological systems knowledge, so I just go through it very quickly. Basically that idea that there are two phonological systems, there's the Spanish one and there's the Irish English one, and that they're different and here are the features. So you're at intermediate and upper intermediate advanced level of students so you're giving them cognitive knowledge about, oh you're missing these sounds in your system, these are the sounds you'd be inclined to substitute. So giving them that basic information. Some basic information about oral motor knowledge, how the sounds are made and the lip position, some very basic knowledge. Phenetic symbols as I say, so maybe just six phonetic symbols that would be needed over the six weeks. Phenetic contrast, so again giving the meaningful and minimal pairs that show that we're not just being picky, that there are reasons why shin and chin are actually completely different words. Phonological perceptual exercise, so again we're all under the iceberg at this stage, we're looking at can they target, when somebody else says the sounds, can they target, oh yeah I know which one you're talking about, so when you give the minimal pairs and we say the words then they point about it. So some of us have done this already. And then finally the practice of production skills in communicative language teaching format I suppose. So I did a kind of, it doesn't matter too much about mental knowledge, just if we look at the six weeks here, so there was a six week period where she did her own normal lecture of pronunciation teaching and then there was a six week period with the same group of seven Spanish students where she did my recommended model if you like. And she only got intervention herself on how to do it halfway through when she had done the first six classes. So we were looking then at what sort of levels of improvement had occurred in that six weeks versus this six weeks. And we looked at, we did an assessment at the beginning and at the end of each period. So we have two kind of baseline measurements, we have a baseline measurement starting off here. And we have a baseline measurement starting off here, which is equivalent to what they ended at there. And then we did another assessment here. Look again at the phoneme level, we're not talking about razor speech as phoneme level. So just very quickly, we don't need to work into detail, the blue represents the level of improvement in terms of error reduction that happened in the first six weeks, the orange represents the level of improvement in the second six weeks and then you have a total. So we're looking to hope that the orange section is going to be significantly better and it is significantly better. As a class group, we have it all just in the class performance was like this where you have a reduction of say 10% in the blue period, the control period and 54% reduction in the second period. So we're the same students in the same period of time with the same input, the same classes, it's only one class a week for six weeks. So it's a very minimal input. And because we targeted processes and we targeted what's under the surface, we got pretty good results. So it's just maybe something to keep in mind for your own teaching that this older idea of interference that it is worth. And particularly now we have, sometimes we have monocultural groups that we have an awful lot of Portuguese speakers now with Brazilian groups. It might be worth having a look again at what were the patterns from their own L1. Can we look at some patterns like what Michelle was talking about as well? Why had the luxury of six monocotros, so that makes it much easier. I'll leave the final word from a student where she had a problem with the word dangerous, which obviously one of the target sounds. And I'll let you read that as I'm talking. They have very vivid experiences and we have phonetic and phonological knowledge about L1 and L2 systems that I think we need to think about giving to them. Not just repeat and say or say and repeat, but actually giving them cognitive knowledge about why their pronunciation might need particular work. It obviously takes it away from the personal then you're into the linguistic background that you're from rather than it's not that you have pronunciation problems. These are the difficulties of Spanish, Arabic, Chinese, whatever it might be. And I think it gives you more freedom to talk about it. So hopefully you've had a chance. And for me it's nice. That's where you like to be to give them a nice experience at the end of the day. And that was a very authentic quote from one of the students I was under.