How to cure the 'grunt'

Interestingly, it appears to be culturally and linguistically universal. Moreover, it is particularly prevalent in young adolescent men learning English. Often, it is accompanied by lack of facial gesture or expression, which makes it even more difficult for the receiver to understand what is trying to said.

For such a significant and universal utterance which occurs at a set age and does not seem to be gender specific, you may wonder why this linguistic landmark does not feature in the stages of language development. Let’s see, we start with crying at birth, cooing at 6 weeks, babbling at six months, intonation patterns at eight months, one-word utterances at one year, two-word utterances at 18 months, word inflections at 24 months, question and negatives at 27 months, rare and complex constructions at five years, mature speech at 10 years, and . . .
the single sounded grunt at 13 years.

Not only does the grunt cause difficulties for the listener, but it can have a negative effect on the communication skills of the speaker.

Learn English students taking English exams, including GCSE English and IGCSE English, are required to demonstrate their ability to speak English clearly and to communicate with confidence. Further, learn English students are asked to perform in front of a group and to discuss a topic.

Many learn English students suffering from the grunt syndrome are referred to us from their anguished parents who can no longer communicate with their sons or daughters. These special learn English students follow our LAMDA training programme in speaking, communication and performance skills. They receive intensive elocution lessons and are taught how to express themselves using clear English pronunciation. Also, they are taught the importance of eye contact and making a positive presence. Many of our learn English students following our LAMDA programme continue into acting or TV presentation training.

So, if you are living with the grunt, then do not despair.

There is light at the end of the tunnel.

Chinese Parent: “Should I speak English at home?”
Us: “Is he speaking and learning English at school?”
Chinese Parent: “Yes”

Often we receive telephone calls from anxious overseas parents with young children attending UK schools.

Parents are eager for their children to speak their native language as well as learn English. This appears to create confusion, particularly for the parents: “Do I speak English or my native language?”, “Shall we just speak one language to her?”, “We don’t understand why he gets the languages mixed up?”

Environmental Input plays an important role in acquiring a first language and second language and for its development. By input, we mean what your son or daughter may hear at home, school, or chatting with their friends. The important question is how much input is needed to become bilingual?

If a child hears 10 hours of English each day and only two hours of Chinese, then it is likely that he or she will learn English more quickly. Further, it is more probable that the child will not achieve the same level of grammatical ability in Chinese when compared to a native Chinese speaker.

So, what should you do if you wish your son or daughter to speak English and their mother tongue equally?

The answer is simple. You should make sure that your son or daughter receives equal amounts of each language so as to reach a native level of proficiency.

One way may be for your son or daughter to speak English and for you to respond in your native language. This method always seems to create puzzled expressions upon the faces of onlookers as they try to assess whether their hearing is failing them. Regardless, it is an effective way of balancing the bilingual input of each language.

But remember . . .

The key time to learn English, Chinese, Spanish or any other world language has a shelf life.

Keep an eye on the expiry date.

The English vowels are the problem.

The Spanish accent is stubborn to reduce.

Many learn English Spanish speakers struggle in speaking good English.

Our learn English Spanish speakers are dedicated, conscientious and methodical students, so why do they need to work harder at reducing their accent than other European language speaker? This is a very interesting question.

Although the consonants of English and Spanish have similarities, it is the old chestnut of the English vowel system and English stress patterns which seek to cause difficulties and stand in the way for our Spanish speakers learning English.

Strangely, our Spanish neighbours – the Catalans – do not struggle as much, nor do they face the same challenges which confront our Spanish speakers learning English. Indeed, they would appear to be at an advantage.

Why is this?

This is because Catalan contains a wide range of vowels and has a stress pattern system similar to that of English.

So what are the difficulties in learning English pronunciation for Spanish speakers? Well, there are several . . .

Firstly, the Spanish speaker encounters problems in recognising and sounding English vowels.

And, secondly, the voiced consonants which appear at the end of a word cause difficulty – these are particularly important sounds to native English speakers, especially in verb phrases – where we need to know where we are in time.

However, the most challenging to Spanish speakers learning English pronunciation must be the English pronunciation sounds of ‘sh’, ‘ch’, ‘j’, ’g’, ‘dge’ as only European Spanish has ‘ch’. Despite the advantage, or so it may seem to have the ‘ch’ sound, the articulatory organs of the lips may have developed the production of the sound block to be produced in the opposite direction to that of English – to linguists and ELT teachers such as ourselves – we find this aspect of applied linguistics fascinating and that’s why we enjoy doing what we do!

So, what is the answer for our Spanish speakers out there learning English?

It’s simple . . . Ready? Let’s Go . . .

Bring the lips forward as to kiss your partner – and say. . .

‘Cho’ ‘Choo’ . . .’Cho’ ‘Choo’ . . . ‘Cho’ ‘Choo’ . . .

Hold the lips in the same position – don’t let go – not even for a second!

Now say . . .

‘Judge’

See, it’s easy when you know how.

Whoa!

Learning English?

Slow down . . .

Cool, calm and quintessential – that’s English!

Cool white pearls, red luscious strawberries and the open . . . Ah. Don’t forget to breathe out for the aspiration of ‘h’, Darlings!

And now . . .

We are ready for a Pimms and light afternoon conversation, whilst reclined on a Chelsea camomile lawn in front of the River Thames.

This is the English culture of high society English . . .

Filled with anxiety, anguishes and eager to get to the winning post, many learn English students wish to gallop ahead on the Ascot racecourse in learning English. Indeed, if they have not been taught the foundations or principles of spoken English then, naturally, they will apply the rudiments of their native language.

Applying the principles of one’s own native language to English patterns is not incorrect as long as the speed of delivery, intonation, stress and rhythm practice matches those of English.

This is where the difficulty comes . . .

Despite popular belief, English is slow in English pronunciation with certain sound blocks held in producing the distinctive Englishness which is frequently heard amongst the middle to upper classes.

Our students say “We want to hear the English harmonies” and they are not wrong in their analysis. Native English speakers speak in verse, as in poetry, with the sound blocks held to produce connectivity, linking and assimilation. By holding sound, English intonation, stress and rhythm may acquire its distinctive poetic harmony. Have you ever wondered why English music has taken the world by storm? Look at the lyrics of some English songs – delivery, intonation, stress, and rhythm – all in an enjoyable form.

So learn English students, the next time you hear your favourite piece of English vocal music – Think . . . Intonation, stress and rhythm.

Another Pimms?

In English, of course!

If you are a Japanese speaker learning English, then sing.

And why is singing important for Japanese speakers? Read on . . .

The structure of the Japanese language is limited to short consonant-vowel sounds which, phonetically, produce short sounds in comparison to English phonemes.

Further, Japanese language tends to make its speakers minimalise lip and jaw movement which may cause difficulty in learning English pronunciation.

As a consequence, Japanese speakers may struggle with using the lips and tongue in forming English consonants and holding some English vowel sounds. This creates confusion with words such as ‘caught’ with ‘coat’, and ‘bought’ with ‘boat’.

There may also be difficulties for the Japanese speaker in extending the breathe control to support those long English sounds which risk cutting short the sounds produced.

A combination of limited sounds and articulation movement, together with weak breathe support may cause additional problems when learning English elocution. A major challenge may be that of forming connectivity and assimilation in English pronunciation. Therefore, we hear the distinctive disjointed sound pattern from a Japanese speaker learning English.

To build articulation in the lips and jaw, vocal exercises such as /ah/ /aw/ /oo/ may be beneficial – watch our video for assistance – English vowels. If you are a Japanese speaker learning English, practise your exercises standing in order to encourage a longer breath and support from the diaphragm – this is important. Once the long vowel sounds have been mastered, then join the English sounds together holding the end of one sound to the beginning of the next. A good way to achieve connectivity is to find an English song and sing. For learning English elocution kids, find an English nursery rhyme to sing and join the sounds together in a fun way by adding movement to encourage long breathes.

So, if you are learning English – sing!

English karaoke anybody?

Is learning English easier for Korean speakers?

Learning English for Korean speakers must be easy.

Why?  I hear you say.

Because Korean speakers have observed an aspect in speaking English that few learn English students miss. 

Well, what is it? 

English speakers move their lips and tongue more to produce English phonemes.  Further, there is greater flexibility in the tip and back of the tongue on English pronunciation.  Learn English Korean speakers have identified this important point and attributed the flexibility of the tongue to be the main component in producing good clear English. 

However, as the old adage goes, a little knowledge is a dangerous thing.  The tongue is a muscle and, like any other muscle will acquire flexibility and strength with regular exercise.  Articulation exercises assist in bringing flexibility to the tip and back of the tongue which will allow the tongue to move with ease in producing difficult English sounds. Therefore, we were slightly taken back to learn of the practice amongst Learn English Korean students to undergo tongue surgery in order to facilitate greater flexibility in English pronunciation.

Tongue surgery is unnecessary in producing clarity and intelligibility in English, unless there is a physical defect which may also prevent the production of clarity and intelligibility in the speaker’s native language, and which may only be considered as a last resort by specialists.

There is an abundance of free articulation exercise material available, indeed, visit us on YouTube http://www.youtube.com/watch?v=LDWgnWduOLc but, please, no more tongue surgery for learn English students.

There has been a growing concern amongst parents and primary school teachers that young children are not speaking properly.

The importance for children to learn English elocution does not only relate to articulating well with clarity and intelligibility.  The relationship between hearing the sound blocks which make English words and reproducing those sound blocks into spoken English cannot be emphasised enough.  Indeed, if a child cannot hear, identify and distinguish the phonetics of a word or its syllables, then it is understandable that there will be difficulties in reading, writing and spelling.  Further, the child may also lose confidence in communication and self-esteem.

If the area of weakness is not strengthened, this may lead in later years to the pupil encountering difficulties in one of the most important examinations, namely GCSE English which also tests the ability of the student in speaking and listening. 

Therefore, elocution is not about speaking posh.  Elocution is the nucleus upon which other important areas of learning and development are built which feature strongly throughout the educational years of the child and the career path of the adult.

If your child is struggling to be understood, then now is the time to act!

English Elocution is the Latest Fashion Accessory!

What do Baroness Joan Bakewell, the Duchess of Cornwall and a JobSeeker all have in common?

Answer: The promotion of English pronunciation, more commonly known as ‘English Elocution’.

With today’s strong competition for jobs, places at schools, colleges and universities, decision-makers may be becoming increasingly influenced by how people perform, present and communicate with confidence.

For jobseekers, the ability to be able to sell oneself, not only at interview, but with one’s JobCentre adviser has become a nececssity. Indeed, if a jobseeker is unable to communicate in English adequately in front of his or her adviser, then there is a risk that the claimant’s entitlement will be stopped. The stance of the JobCentre is simple – no English, no employment, and no entitlement. Therefore, it is imperative that today’s jobseeker has good English pronunciation and can communicate with confidence.

There is an abundance of free learning English materials available together with a wide range of learn English online options. As Business English training providers, we deliver specialised English pronunciation for overseas speakers, such as our English Pronunciation for Chinese Speakers, straight to the desk in 30 minute units, which makes learning English cost-effective and rapid as it targets each speaker’s weakness directly.

It has never been more important than now, to learn English. If you feel that you could do with some tightening-up or fine tunining on how you communicate, but do not have the time, then look at some of our learn English online courses.

Remember . . .

In a fragile job market, good English pronunciation may be your strongest attribute!