The concepts of Tongue Twister
1. Definition
of Tongue Twister
Karin M. Cintron (1999-2012)
state that tongue
twisters are sentences containing alliteration. Alliteration refers to the same
phonetic sound repeated at the beginning of each wood, for several words. For
example. “Sally sang songs on Sunday. “repeat the “s” sound many times. Most
tongue twisters use rhyme and alliteration. Ryme is an important aspect of
tongue twisters because it makes them easier to remember. Tongue twister have
also been used in scientific research as part of the effort to prove reading
silently still requires speech articulation as if the words were being read
aloud.
Goldrick. M and
Blumstein S. E. (2008: 7) assumed that the tongue twister paradigm induces
phonological planning errors, in addition Ministry of Education and Sports
(2008: 7) Tongue twisters are characterized
by repetition of certain sounds and words or phrases with emphasis on
pronunciation, stress, intonation, speed and speech. They are also intended to
help the learners identify the difference between similar and confusing letter
sounds.
. The tongue twisters
selected are simple enough and short to suit the level and ability of the child. For a start they should be said
slowly, several times but with time, the speed at which the tongue twister is
said should be increased. Tongue twisters help develop speech skills and help
in speech therapy
Tongue
Twisters are hard to say because the repetition of the same phonetic sound
creates issues with pronunciation and clarity of words. Native English speakers
find great fun in learning tongue twisters because many people turn them into
games to see how many people can say them three times, fast it same in ELLIS
(2006: 66) Tongue twister A
phrase marked by
alliteration that is
difficult to pronounce, especially to pronounce quickly.
For example, the phrase She sells sea
shells by the seashore is a tongue twister
Mary Elizabeth (2003-2012). Shifting from a single sound to a blend or
digraph.
Shifting between /s/ and /sh/ is quite tricky, so you will find many tongue twisters that play on this sound combination: She
sells seashells by the seashore. and The sixth sheik's sixth sheep's
sick. In the following tongue twister, we
see a shift between /k/ and two blends: /kr/ and /kl/: How can a clam cram
in a clean cream can?
2. Why
Use Tongue Twister
There
are some reasons for using tongue twister in language lessons:
First, tongue twister is
enjoyable. Tongue twister can help the students to use the intonation better
and better. Besides that it can make the English lessons very enjoyable by
taking the attention of the students at once. Who wouldn’t like listening to other
twisting tongues?:) Isn’t it fun to hear funny mistake? (By Merveoflaz,
subbmitted on 5 February, 2011 – 16:15).
Secondly, Tongue twister is fun.
Using tongue twister is a fun way to teach pronunciation . it’s particularly a
good technique to teach sounds and increase the students’ speaking ability. The
students’ shouldn’t focus on the speed while practizing tongue twister. If they
say tongue twister at a reasonable speed, they can learn the correct sound and
the pronunciation correctly. (By Bulent, submitted on 6 February, 2011-
00:24).
Tongue
twisters
are one of the few types of spoken word play that are fun to recite and are a
great tool to aid children’s language development.
Attempting to recite a tricky
rhyme or tongue
twister
as fast as possible without tripping over your tongue is a great challenge –
try saying “She sells
sea shells”
or “Peter
Piper picked a peck of pickled peppers” and you can’t help but smile and
enjoy the race to get it right.
Tongue twisters usually rely on
alliteration – the repetition of a sound starting with a similar letter - with
a phrase designed such that it is made very easy to slip (hence the fun).
Alex Brooks (1996-2012) state
that tongue twisters are not only a linguistic fun and game but serve a
practical purpose for language and speech development. For example, tongue
twisters may be used by foreign students of English to increase their accent
and speech pathologists often use them as a tool to help those with speech
difficulties.
After all, verbal language is only a part of the way usually get meaning from context. In this case tongue twister is included. Tongue twister are not only categorized as as fun, enjoyable, but also it has another contribution like motivate and stimulate the learners to be more active in receiving the materials from the teachers.
3. Procedures
of Tongue Twister
According to Joyce. K (2002:2) the Procedure of tongue
twisters follows write some English tongue twisters on the board or on pieces
of paper to distribute to students. Ask them to read the tongue twisters aloud.
Then faster. Then three times in a row. All levels and ages enjoy tongue
twisters. They work well as a warm-up to get
students speaking, and they help students to practise pronouncing
difficult sounds in English and
Bennett, R., & Bennett, S. T. (1991: 326). States the tongue
twister from ask children to repeat a variety of
tongue twisters, Encourage children to increase their speed or to make up some
original verses. Examples - “Sally sells seashells by the seashore” or “Bubby
baby buggy bumpers” or “Busy Barry Bear barely bakes berries” or “Peter Pepper
picked a peck of pickled peppers”.
Based on Macmillan & McGraw (2006:1) Instructional Strategy Whole and Small Group Read students a tongue twister that includes more than one sound that you have been working on in your class. Read aloud the tongue twister as a group and ask students to clap every time they hear the sounds. Ask students to make up a tongue twister or rhyming poem of their own that uses a pattern or sound that you have worked on in your class. Have pairs share them with other groups.
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