CHAPTER VIII
ENUNCIATION AND PRONUNCIATION
The study of the subject of enunciation should come comparatively late in the development of the pupil, say, beginning with the fifth grade. There are other fundamentals that the pupil should be well grounded in before any definite concentration of effort should be put upon enunciation.
The majority of children and adults are backward in mastering the art of correct speaking, therefore, if the teacher begins by expecting the pupil to be accurate in enunciation, which is really one of the finishing touches, he is in danger of deadening forever the desire for self-expression and enjoyment in speaking.
Pronunciation should precede any drill in enunciation. The pupil is quick to grasp correctness in right pronunciation, and desires it fully, but he cares little for enunciation. Most pupils will shy just a little when you tell them that the proper way to pronounce, or rather to enunciate the word education is ed-u-ca-tion and not ed-ji-ca-tion. Or, take the vowel (a) as in ask, which should be pronounced (ạ). Invariably the untutored will give the vowel the extreme flat sound of (ă) as in hăt, and will think that he is affected if he give it the proper soft, broad sound. He will likely think this even if you compromise with the sounds.
So our policy has been to forego acute criticism in enunciation until the student has acquired considerable momentum in speech-desire. In other words, we are more interested, during his early studies, that he develop and cultivate the desire and will to express, than that he express himself accurately. Then, later, we gradually call his attention to his slovenly speech. Above all things let us beware of quenching the sacred fire of spontaneity, for without that all speech loses its charm and power. Is it not better that the student be stimulated to speech action, even though it be imperfect in some—even in many—respects, than that he be conscious of all his defects and never speak at all?
Clearness and precision in enunciation and pronunciation mark the genuineness and strength of one’s character. Even the brightest person, if he mispronounce his words, is accused of mediocrity and is suspected of being unaccustomed to the society of refined and cultured people. There should be daily systematic drill in childhood when correct speech habits are most quickly and firmly established. Another great advantage of early training is that this is the period when the student is least self-conscious.
There are three essentials for clear and exact enunciation and pronunciation: First, an acute ear; second, diligent practice; and third, constant vigilance. These three essentials should be kept constantly in mind in carrying out the following exercises. We should first see that the student’s ear can detect the correct, pure resonances, and then pursue vigorous practice in them. At first this kind of exercise is tedious and irksome, but with accomplishment comes keen pleasure.
Let us begin with the vowel sounds. For the word exercises we shall take words often mispronounced as well as poorly enunciated. Thus we shall be doing two important things: cultivating the ear, and improving word production.