COURSE PROGRAM PHONETICS AND PHONOLOGY: ENGLISH

Transcripción

Plan de trabajo de la asignatura Fonética y fonología del inglés
Licenciatura en Licenciatura en Enseñanza de (Alemán) (Español) (Francés) (Inglés) (Italiano)
como Lengua Extranjera (LICEL) del Sistema Universidad Abierta
COURSE PROGRAM
PHONETICS AND PHONOLOGY: ENGLISH
General objective:
At the end of the course, students will be able to distinguish basic phenomena that underlie
the comprehension and production of speech. Through the field of phonetics and phonology,
students will also identify problems related to pronunciation and make proposals aiming at
providing solutions for improving the learning and teaching of the language sound system.
Period
Professor
Dora Luz Garcia Torres
Semester
2016-1
2nd
CONTACT INFORMATION AND SCHEDULE
SUAyED
Telephone
E-mail
Class
Office hour
SAE
1
56.23.16.17
56.23.15.71
[email protected]
Mobile phone
Course will be conducted through SAE,
however, every second Saturday of the
month, a reunion is programmed from 12:00 to
14:00 hrs. to solve questions and clarify
doubts. Please, check our calendar at the end
of the program to see meeting days.
To log in to this course at SAE:
1) Request the course password to your professor.
2) Enter http://sae.acatlan.unam.mx
3) Enter your user name: account number (9 numbers, no dash, if
you needed numbers, add zero(s) at the beginning)
4) Enter your personal password: date of birth (4 numbers
corresponding to the year, followed by 2 to the month and 2 to
the day: yyyymmdd)
5) Enter at SAE, click on the name of the course.
6) Enter the course password.
Tutoring will be conducted through SAE.
Distance
Office hours
2nd Saturday of the month from 12 to 14 hrs.
(check in Licel Office which classroom)
(044) 55-4051-0547
In the following log in, you will only be asked to enter your username
and personal password.
Mtra. Dora Luz García Torres
COURSEWORK AND EVALUATION
MIDTERM EVALUATION
Units
Assessment activities
Score
Deadlines
1, 2, 3
Activities and reading
journals (12)
24
Sundays
1&2
Research reports (2)
4
September
November
1,2, 3
Field project:
Design of activities
12
November
Midterm total score
40
Feedback
Instructions
Three days after  Activities will be found at the SAE platform. These
handing in
assignments are distributed by topic and per week.
material
 Journal. This is a written reflection about the reading
assigned. It must be written in English and submitted for
evaluation using the following criteria: One page maximum
(minimum three paragraphs), Arial font, size 11 and 1.5
spaces in between.
Three days after
Students will look for published articles and investigations
handing in
on the phonetics and phonology of languages. A guideline
material
to follow will be provided.
Information and guidelines for the development and
design of the proposal is at the SAE platform. All projects
Three days after
must be sent via email. They must show reliable sources
handing in
to frame the proposal. The use of APA citation is a must.
material
Avoid the incorrect use of citing, as you could put yourself
in practices of plagiarism, which has legal implications.
Projects sent out of date (late works) will not be accepted
for evaluation.
FINAL EVALUATION
2
Final exam
60
Final grade
100
Check calendar
COURSE POLICIES

Individual and group work: Throughout the course, assignments are provided per week and guided by a specific reading. Readings are
accompanied by a set of activities and a reading journal, which are worked individually. Each reading will help develop the journal. The
journal is a written reflection in which you will describe the most outstanding aspects of the reading and its relationship to personal
experiences and/or the teaching/learning of languages.
Also, there are two activities based on research. Individually, you will search for two articles related to a topic described in the course and
discuss how some aspects of phonetic and phonology are treated in the teaching of English.
A field project will also be developed. This is a proposal of activities for the teaching of English pronunciation which can be developed in
pairs or groups of three.
Finally, there will be three topics of discussion in the course FORUM where you will have a special participation aiming at promoting the
exchange of opinions and ideas. These participations are vital for you to be granted access to the final exam.

Coursework: Each week activity, journals, article reports, term paper, as well as the proposal of activities must be submitted in the date they
are due for its evaluation and record. Journals must meet the criteria established; otherwise they will NOT be taken into account for
evaluation. Similarly, activities must be complete; otherwise there will be a penalty of points if the activity is incomplete.

Penalty for late delivery: The course has been designed and organized by topics to be studied and revised per week. This means you have
a week to carry out the corresponding assignment and meet deadlines. Therefore, the late delivery of activities, journals and/or articles will
NOT be taken into account for evaluation, except by prior arrangement.

Communication: Throughout the course, we will have the following means of communication: the SAE platform and via email at
[email protected]; make sure to pay attention regularly to the bulletin board section at the SAE since diverse
announcements, news, or adjustments relevant to the course will be published there.

Plagiarism: All written work derives from a careful reading of the material and additional research. Therefore, it must be original. In t his
regard, please consider that plagiarism is a serious academic offense, with serious consequences. Students caught in plagiarism will be
punished depending on the extent of the offense. Plagiarism is a form of dishonesty that occurs when a person uses the work of someone
else as their own work. Actions vary from not quoting an author (person or institution) whose ideas are included into the work, to copy and
paste paragraphs from books, articles or different pages on the web to download or copy an entire writing. Punishments can vary from a zero
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grade on the activity in which plagiarism was detected to failing the entire course. Furthermore, a student caught in plagiarism may be subject
to process in the legal office of Acatlán. Thus, any academic misconduct will be directly reported.

Grading: Final grades will be rounded in 0.5 decimals only on grades obtained after 7. For instance, 7.5 will go up to 8. In the case of 0.5
decimals in grades lower than 7, the grade will maintain the same value, for example, 6.5 will remain 6.

Obligatory participation. A minimum of 70% of the assessment activities and two participations out of the three forums programmed are
requested in order to have access to the final exam.
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GUIDELINES FOR SELF-STUDY
UNIT 1 – INTRODUCTION
Objective: Students will identify and define the bases of phonetics and phonology. Also, they will become familiar with the articulators involved in speech
production.
Basic bibliography
Topics
Resources
- Dalton, Ch. & Seidlhofer, B. (1994). Pronunciation. Hong Kong: OUP.
Definition and field of study
Handout A1 and journal
Chapter 2: “The nature of speech sounds”. P. 18
- Ladefoged, P. and Johnson, K. (2011). A course in Phonetics.
Chapter 1: “Articulation and Acoustic”. Pp. 2 – 5
- O’Connor, J.D. (1980). Better English Pronunciation. Great Britain: CUP
Speech organs
Chapter 2: “How the speech organs work in English”. Pp. 13 – 22
- Ladefoged, P. and Johnson, K. (2011). A course in Phonetics. Chapter 1:
“Places of articulatory gestures”. Pp. 8 – 10
UNIT 2 – SEGMENTALS
Objective: Students will explain and classify consonant and vowel phonemes of English based on their basic characteristics. They will also identify and explain
the differences and similarities between the phonetics of English and Spanish, as well as distinguish the type of syllables in English and particularly, the most
common consonant combinations that make up the English language.
Basic bibliography
Topics
Resources
- Celce-Murcia, M. et al. 1996. Teaching Pronunciation. A reference for teachers of English to
Phonemes and allophones.
speakers of other languages. USA: Cambridge University Press.
Consonants
Chapter 3: “The Consonant System”. Pp: 37 – 80
- Celce-Murcia, M. et al. 1996. Teaching Pronunciation. A reference for teachers of English to
Vowels
speakers of other languages. USA: Cambridge University Press.
and
Chapter 4: “The Vowel System”. Pp: 93 – 130
Phonemic transcription
- Ladefoged, P. and Johnson, K. (2011). A course in Phonetics.
Chapter 4: “English vowels”. Pp. 85 – 106.
Whitley, M. 1986. Spanish/English Contrasts. A course in Spanish Linguistics. Washington,
Phonetic contrastive analysis
DC: Georgetown Press.
Chapter 2: “Phonemes”. Pp. 16 – 35
Celce-Murcia, M. et al. 1996. Teaching Pronunciation…
Differences between NAE and
“Appendix 1”. Pp: 363 – 369
British English
Celce-Murcia, M. et al. (1996). Teaching Pronunciation…
Chapter 3: “Consonant clusters: What the teacher needs to know”. Pp. 80 – 89
Consonant clusters
Article Research 1:
Segmental aspects
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UNIT 3 – SUPRASEGMENTALS
Objective: Students will distinguish the characteristics of stress in words and connected speech of English, basic features of rhythm as a component of
intonation and their role in the English language system.
Basic bibliography
Topics
Resources
Dalton, Ch. & Seidlhofer, B. (1994). Pronunciation. Hong Kong: Oxford University Press.
Stress
Handout A8
Chapter 4: “Stress”. Pp: 32 – 37
and journal
Celce-Murcia, M. et al. (1996). Teaching Pronunciation. A reference for teachers of English
to speakers of other languages. USA: CUP Chapter 5: “Stress”. Pp. 131 - 151
Rhythm
Handout A9
Chapter 5: “Sentences Stress and Rhythm”. Pp. 151 – 157
and journal
Assimilation, omission and liaison.
Handout A10
Chapter 5: “Adjustments in Connected Speech”. Pp. 157 – 170
and journal
Intonation
Handout A11
Chapter 6: “Prominence and Intonation in Discourse”. Pp. 175 – 220
and journal
Barrera P., D. (2004) "Can pronunciation be taught? A review of research and implications
Handout A12
for teaching". En Revista Alicantina de Estudios Ingleses. 17:31 – 44. Retrieved June 29,
and journal
2015 from: http://publicaciones.ua.es/filespubli/pdf/02144808RD22945419.pdf
The teaching of phonetic and
phonological elements
Article Research 2:
Pourhosein Gilakjani, Abbas. (2012). “The Significance of Pronunciation in English Language
Suprasegmental aspects
Teaching”. En EFL, Vol. 5, No. 4; April. (PDF)
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BASIC BIBLIOGRAPHY

CELCE-MURCIA, M. et al. (1996). Teaching Pronunciation. A reference for teachers of English to speakers of other languages. USA:
Cambridge University Press

DALTON, Ch. and SEIDLHOFER, B. (1994). Pronunciation. Oxford: OUP.

LADEFOGED, P. and JOHNSON, K. (2011). A course in Phonetics. 6th ed. USA: Wadsworth Cengage Learning.

O’CONNOR, J.D. (1980). Better English Pronunciation. Great Britain: Cambridge University Press.

WHITLEY, M. (1986). Spanish/English Contrasts. A course in Spanish Linguistics. Washington, DC: Georgetown Press.
SUGGESTED BIBLIOGRAPHY

BUCK, M. (1998). Manual de fonética y fonología del inglés para profesores. Ms. inédito, CELE/UNAM.

CRYSTAL, D. (1985). A Dictionary of Linguistics and Phonetics. Oxford: Basil Blackwell.

HANCOCK, M. (1995). Pronunciation Games. Cambridge: CUP

KENWORTHY, J. (1987). Teaching English Pronunciation. UK. Longman

LADO, D. R. (1996). International phonology. New York: CUP

LAVER, J. (1994). Principles of phonetics. London: CUP

MURPHY, J., Supports for Pronunciation Teaching, Georgia State University. On-line: http://www2.gsu.edu/~esljmm/ss/furtherreading.htm

PENNINGTON, M. (1996). Phonology in English Language Teaching. London: Longman.

QUILIS, Antonio y Fernández, Joseph. (1999). Curso de fonética y Fonología Españolas para estudiantes Angloamericanos. Madrid:
Consejo Superior de Investigaciones Científicas.

ROACH, P. (1983). English phonetics and phonology: A practical course. London :CUP 88

STOCKWELL, R. (1969). The sounds of English and Spanish. Chicago: University of Chicago Press.

WONG, R. (1987). Teaching pronunciation: Focus on English rhythm and intonation. Englewood Cliffs, NJ: Prentice Hall.
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COURSE CALENDAR
Week
Unit
Activity
Deadline
Topic
1
August 10 – 16
-
-
-
2
August 17 – 23
1
A1
Aug 30
Definition and field of study
3
August 24 – 30
1
A2/ Forum 1
Aug 30
Speech organs
4
August 31- Sept 06
2
A3
Sept 06
Phonemes and allophones
5
September 07 – 13
2
A4
Sept 13
Consonants
6
September 14 – 20
2
A5
Sept 20
Vowels and Phonemic transcription
7
September 21 - 27
2
A6
Sept 27
Phonetic contrastive analysis
8
Sept 28 – Oct 04
2
AR1 / Forum 2
Oct 04
Article research 1- Segmentals
9
October 05 – 11
2
A7
Oct 11
Syllable and consonant clusters
10
October 12 – 18
3
A8
Oct 18
Stress
11
October 19 – 25
3
A9
Oct 25
Rhythm
12
October 26 – 31
3
A10
Nov 01
Assimilation, omission and liaison
13
November 03 – 08
3
A11
Nov 08
Intonation
14
November 09 – 15
3
AR2/ Forum 3
Nov 15
Article research 2 - Suprasegmentals
15
November 17 – 22
3
A12
Nov 22
Implications in the teaching of pronunciation.
16
November 23 – 28
1 -3
Field Project
Nov 28
Design of activities
Course presentation
**Office hours (Saturday, Aug 15)
**Office hours (Saturday, Sept 12)
**Office hours (Saturday, Oct 10)
**Office hours (Saturday, Nov 14)
Final exam
**Office hours (Saturday from 12pm to 2pm)
Holidays (Sept 15, 16, Nov 01, 02, 16)
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COURSE PROGRAM PHONETICS AND PHONOLOGY: ENGLISH

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