Thoughts on coaches as “motivators”

There can be so many different factors that affect intelligibility. It’s a combination of  incorrect pronunciation of words, rhythm, intonation, volume, word stress ….

So how do we “measure out” corrections when we have limited hours with clients and so much we all want to achieve? Give too many, too quickly, too soon, too forcefully, and it’s easy to overwhelm and discourage.

Our clients are often busy people with careers and families. They’re also, often, successful, hard-working and tired. Though we think that age brings patience, often successful people are proud and confident of their achievements. High achievers can also get discouraged in a new endeavour that demands changes to entrenched habits tied into their identity.

We need to be mindful and ready to adapt to their needs. Less can be more.

And we need to model and motivate.

We want them to look forward to these “extracurricular” studies. We want to motivate them to practise wherever they can, with whatever time they have. In some ways, as demanding as learning new communication skills can be, our classes and their individual practice can be a beautiful refuge from the pressures of workplace and family.

We need to make their classes joyful and uplifting. More than just informative or instructive, we need to energize and encourage.

Whether we’re working with groups or coaching individuals, our exuberance should be infectious and our support –– unambiguous.

Everyone can learn … everyone. If we can help them to be patient and forgiving of themselves. If we can inspire them to adopt realistic expectations. A plateau precedes progress. And the most minuscule improvement is a step forward and deserves celebration.

If we can be coaches and motivators, we can work with a recipe that will fuel the success of our clients.

Your thoughts are most welcome.

Don’t forget to check out this week’s One-Minute Words 

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Thoughts on how to let go and speak with passion!

Last week I wrote about the relationship between the music of English and the art of the sale /2018/09/14/thoughts-on-the-music-of-english-and-the-art-of-the-sale/

As you’ve probably figured out, I have a special feeling for the power of music in the English language. The fact is there’s power in the music of every language. But since I coach English-language communication skills, I focus on my native language.

Connecting clients with the rhythm and the melodies of English pulls them into the “spirit” of the language, for sure. But how do we pull them in? How do we help our clients/students to let down their guard and try something that may be entirely new for them?

First, of course, by modelling.

Our own passion is infectious. Our voice doesn’t need to be loud. It does need to be dynamic. We need to speak with conviction – with sincerity, honesty, humour, calm and confidence.

But you can also play with commercial jingles, old and new, to inspire and motivate your clients.

The music of jingles most often (but not always: Coca Cola’s “I’d like to teach the world to sing” [that part’s okay] “in perfect harmony” [that part’s not]) imitates English syllable stress perfectly: (Alka Seltzer antacid) “Plop. Plop. Fizz. Fizz. Oh, what a relief it is,” (Kit Kat chocolate bars) “Break me off a piece of that KitKat bar;” (Wrigley’s Juicy Fruit chewing gum) “The taste is gonna move ya when you pop it in your mouth;” (Nationwide Insurance) “Nationwide is on your side.”

They’re so catchy that they’re quite capable of taking over the brain and the body. That’s exactly what a good commercial jingle is supposed to do – stick in your head forever – persuade you to buy.

Get your clients/students to take these short jingle sentences and use them with different intention. Get them to overact like crazy. Make it dramatic: angry, pleading, hysterical with laughter, fearful, demanding. Where does the voice move? Up? Down? When does it move? How does it move? Do the words get faster? Slower? Let the rhythm and the melody — the music — take the body along. Gesture. Walk.

Stand up and be intimidating. Then relax, sit down, smile and say it in jest. When do they breathe? When do they pause? Have them say it with the same high drama in their native language. Have them say it again but with no words. Have them say it in gibberish. Play. Explore. Let the imagination run wild. Be children.

Then take it all  back into the words of the presentation, the speech, the sales pitch, whatever. Take each sentence and make it rhythmic. Really exaggerate the syllable stress. Inject every emotion you can think of into the way you/they speak. Go over the top. Pull out all the stops.

And after all that, bring it back. Be clear on the intention of what’s being said. Modulate the dynamics. Make sure the keywords are crystal clear. Find the places to pause.

The exercise works with students in a classroom setting, in business with members of the rank and file and even with executives. It allows them to let go, be a little wild and walk around in someone else’s shoes for awhile.

The music is there inside all of us and it’s powerfully persuasive.

What do you think?

To listen to the jingles I referenced, go to https://youtu.be/gZ1nfdO_3Aw

And don’t forget to check out this week’s One-Minute Words at https://www.youtube.com/watch?v=cfYf8kBkeL0&list=UUtLnMIqmYW9uRCi_Kx48AaQ

 

Thoughts on how to improve English pronunciation by wrecking your native language

Okay, no misunderstandings here, please! I’m not talking about ridiculing languages that aren’t English. I’m talking about using them with a sense of humour to help you understand English pronunciation in a powerful way.

There’s a particular exercise that I love to do with my clients. At first they think I’m crazy. But then they begin to understand the purpose. Once they truly get into it, it’s ridiculously fun and very very enlightening.

I’ll begin by having them translate a simple sentence or two into their native language, be it Spanish, Polish, Arabic, French, Mandarin, whatever. It can be as simple as “My name is [XXX] and I’m studying English pronunciation. Then I’ll ask them to pretend they’re anglophones trying to learn this foreign language, but with no feeling for the language at all, none whatsoever!!! It sounds terrible – truly awful!! The English-speaker just can’t manage to imitate the accent: wrong sounds, wrong syllable stress, wrong word stress … wrong … wrong… wrong. But it’s so bad that it’s cute. It makes you laugh in a loving way. The idea is to be playful and outrageous, by really trying to capture the authentic sound of the English language transferred to your native language.

There’s no anger, no frustration – just lots of love and appreciation for this anglophone trying so hard and failing miserably.

Why do this exercise that seems so pointless and silly?

Simple –– the more you can “massacre” the accent of your native language with an English-speaker’s accent, the better you understand the essence of the Canadian accent (or standard North American accent, whatever you want to call it). Where does the tongue need to go? How wide does your mouth have to open? What’s the shape of your lips? How different is it from what you would automatically do?

It actually takes a lot of thought. It’s not so easy.

And you tend to want to speak quickly because it’s easier to slip back into the accent that comes naturally. But you’ve got to slow down – be deliberate. Pretend you’re that anglophone. Think of yourself in different clothes, maybe with a different hair colour. Anything – just pretend. Step into the shoes of this imaginary anglophone.

What makes it so difficult for them to adapt to your accent? Insert the sounds that don’t exist in your native language: for example, that pointed vowel /a/ as is black (/æ/); that rhotic /r/ back in the throat with the tip of your tongue down, pulling back and up. Think of the vowels and consonants that have been especially difficult for you to correct in English and use them to replace the consonants and vowels in your language. You want to make your own language sound as terrible as you can.

You’re really being two people: the anglophone who’s wrecking the sound of your native language and the native speaker who’s listening with amusement (if not outright laughter) at just how far from authentic it sounds.

You’re putting yourself inside the body and the mind of the English speaker trying to speak your language. So really exaggerate the differences. Don’t be afraid to make it totally absurd. How does their foreign accent sound in your native language? How do their sounds feel inside your mouth?

It’s a surprisingly powerful and revealing exercise.

Have you, the speaker of ESL, or your clients/students (if you’re a coach or a teacher) ever tried it? If you’ve done it or used it, tell me how it worked. What sentences did you use?

And don’t forget to check out the latest word-of-the week at One-Minute Words on The Canadian Pronunciation Coach YouTube channel.

Thoughts on staying motivated and managing expectations

For the last two weeks, I’ve talked about how practising in a different way, in small manageable chunks with complete attention, totally absorbed in the task at hand, can bring about improvement more quickly. It’s much more effective to practise for shorter periods before the muscles start to weaken and the mind starts to wander.

Still, there’s what I call the “frustration” factor. You’re working with full concentration and practising every day, but in your own mind, change seems to be taking forever.

How do you stay motivated? How do you keep going? How do you not give up?

The first thing, of course, is to have a very clear long-term goal in mind. Is it:

• to get through conversations without being asked to repeat yourself?
• to get that promotion that has been held back because of your communication skills?
• to communicate more effectively with colleagues, clients, customers, patients?
• to make yourself understood on the telephone?
• to speak more like your kids?

Having your long-term goal clearly in mind is very important. Equally important is having reasonable expectations: understanding that learning takes place in five stages and recognizing and embracing each stage as it arrives.

Stage 1

When you first begin the study of accent management, expect that you’ll leave class and forget everything you’ve learned. Why should you remember anything? You’re letting go of habits you’ve held from the time you started learning this new language – quite possibly years! You’re going to refocus your brain, reprogram your ears, retrain your muscles and strengthen your memory. So just congratulate yourself on having had the courage to actually begin a program of study.

Stage 2

Very soon you begin to develop awareness. You start noticing sounds that you’d never heard before. Certain patterns begin to emerge. You hear syllable stress. This is very exciting. Embrace it, but don’t get too excited. Just keep practising exactly as you have been, in manageable little chunks with full attention, every day. Keep listening passively and absorb what you hear. The filter between your native language and English is beginning to dissipate.

Stage 3

You start noticing your mistakes. You may get frustrated, even angry with yourself. You just can’t seem to make the changes you need to match the sounds and rhythms you’re hearing all around you. That’s okay. Your mind is making the connections. You’re on the verge of change! Keep practising in small manageable chunks, with full attention.

Stage 4

It happens at last! Your awareness shifts. Your muscles get into the correct positions to create the sounds you’ve been hearing. You’re remembering where to put the syllable stress, the word stress. You begin experimenting with the short-form English you’ve been hearing but were afraid to use: gotta, hafta, doncha, wanna. You start, tentatively, linking one syllable to the next.

Stage 5

Now your speech begins to flow as your muscles get stronger and move more quickly. You incorporate more of the English vernacular. You drop consonants, change vowels, add words and expressions in a way you had never thought you would.

These are the stages of learning, and they arrive with continuous concerted focused practice. There are bumps along the way, for sure. At times you may feel stuck.

But like a baby, you’ve been taking small steps, falling down and getting back up, listening to the world around you with innocence and wonder until you start to take note, understand, imitate and make things your own. So keep your long-term goal in mind, but be supportive of your growth.

Be patient. Be determined. And above all, don’t give up.