| Competències |
| Codi | |
| A4 | Conèixer l'estructura de la llengua anglesa |
| A7 | Conèixer els mecanismes orals i escrits de la llengua anglesa |
| A9 | Conèixer les bases de la lingüística teòrica |
| A11 | Conèixer les bases de la comunicació humana |
| A14 | Saber analitzar textos orals i escrits des del punt de vista lingüístic, sociològic i literari |
| B1 | Aprendre a aprendre |
| B4 | Treballar de forma autònoma amb iniciativa |
| B5 | Treballar de forma col·laborativa |
| B9 | Planificació i organització |
| B11 | Motivació per la qualitat |
| B12 | Presa de desicions |
| B13 | Capacitat innovadora, emprenedora i d'adaptació a les noves situacions |
| C1 | Dominar l’expressió i la comprensió d'un idioma estranger |
| C2 | Utilitzar com a usuari les eines bàsiques en TIC |
| Objectius d'aprenentatge |
| Objectius | Competències | ||
| To discover the sound system of the English language | A4 |
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| To identify the sound units of the English language | A4 |
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| To understand the basic processes of speech production, transmission and perception | A9 A11 |
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| To become aware of the differences between the phonological, phonetic and orthographic levels of description in English | A7 |
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| To distinguish, from the point of view of production and perception, the vowels of General American English | A4 |
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| To become familiar with the relevance of stress in English | A4 |
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| To become familiar with the principels of phonemic transcription | A14 |
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| To compare the differences between the sound system of English and those of Catalan/Spanish | A14 |
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| To classify sound units | A14 |
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| To appy the theoretical knowledge to improve pronunciation | C1 |
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| To identify and correct bad pronunciation habits | B1 |
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| To use electronic tools to access pronunciation models | C2 |
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| To imitate sounds | B1 |
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| To evaluate own pronunciation | B4 |
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| To use pronunciation dictionaries | C2 |
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| To organize time and content according to strict schedule | B9 |
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| To take responsibility for regularly assigned exercises | B12 |
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| To attend classes regularly | B11 |
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| To participate actively in classes | B5 |
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| To value self-discipline and importance of consistency in own work | B13 |
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| Continguts |
| Tema | Subtema |
| UNIT 1. Letters, sounds and English | 1.1 Discrepancy between phonology and orthography |
| UNIT 2. Speech sounds and linguistic units | 2.1 Basic notions in phonetics and phonology –study of the linguistic characteristics of sounds –phonological differences vs. phonetic differences –phonological units as concrete –the notion of contrast. Expression of meaning –how to identify a phoneme –the phoneme as a minimal unit of contrast –the use of minimal pairs –phonemes across languages –allophones -neutralization of phonemes –why do we need to know the sound system of a language? |
| UNIT 3. The speech chain | 3.1 Introduction to the speech act -psychological, physiological and physical media 3.2 The speech chain 3.2.1 production 3.2.1.1 initiation process 3.2.1.2 phonation process. The larynx –anatomy –cartilages: crycoid, thyroid and arytenoids –the vocal folds –glottis –physiology –different glottal configurations –voiced and voiceless sounds 3.2.1.3 oro-nasal process –the velum –oral and nasal sounds 3.2.1.3 articulation process –active and passive articulators –main parameters –horizontal dimension –vertical dimension –laterality –temporal issues –coarticulation and coordination 3.2.2 transmission -speech as soundwaves –sources and resonators –fundamental frequency –amplitude –spectrum –duration 3.2.3 perception -physiology –the perception organs -psychophysics –pitch –loudness –quality –length |
| UNIT 4. Transcription and the International Phonetic Alphabet | 4.1 Principles of transcription: broad, narrow 4.1.1 Symbols and diachritics 4.1.2 The International Phonetic Alphabet 4.2 Parameters for consonants -voicing -nasality -manner of articulation -place of articulation -laterality -temporal aspects -multiple articulations |
| UNIT 5. Parameters for vowels | 5.1 Parameters for vowels 4.3 Parameters for vowels -front-back -low-high -round-unround -long-short -steady state-diphthong -oral-nasal -stressed-unstressed -r-coloredness -cardinal vowels |
| UNIT 6. Front vowels | 6.1 American English front vowels -phonological description -alternative transcriptions -spellings -distribution -allophonic and dialectal variations -length differences |
| UNIT 7. Back vowels | 7.1 American English back vowels -phonological description -alternative transcriptions -spellings -distribution -allophonic and dialectal variations -length differences |
| UNIT 8. Central vowels and diphthongs | 8.1 American English central vowels and diphthongs -phonological description -alternative transcriptions -spellings -distribution -allophonic and dialectal variations -length differences |
| UNIT 9. The phonetic nature of stress | 9.1 Preliminary considerations in the analysis of English stress -what is stress –how can usually tell where a word is stressed? –how can we tell the difference in stress between syllables? –stress as an issue of relative prominence 9.2 Levels of stress: primary and secondary –differences in degree/level of prominence 9.3 Phonetic nature of stress 9.3.1 physiological, acoustic and perceptual issues –effort, amplitude, loudness –vocal fold vibration, F0, pitch –time, duration, length –vocal tract shape, spectrum, quality |
| UNIT 10. Stress and vowel reduction | 10.1 Alternations between full vowels and reduced vowels –vowels that can only appear in stressed syllables –vowels that can only appear in unstressed syllables –vowels that can appear in both stressed and unstressed syllables -relationship between reduced vowels and orthography 10.2 Strong and weak forms |
| UNIT 11. Word stress | 11.1 Distinctiveness in English stress -stress is both a phonetic and a phonological issue –distinctive stress (only difference in minimal pairs) is limited in English –compare to Spanish and Catalan –relevance of vowel reduction in unstressed syllables 11.2 Markedness and left-headedness 11.2 .1 word stress: two main patterns 11.2.1.1 final stress –very limited class of nouns with final stress (marked) –open class of verbs (unmarked) 11.2.1.2 non-final stress –open class of nouns (unmarked) –limited class of verbs, mostly derived from nouns (marked) |
| UNIT 12. Complex word stress | 12.1 The relevance of morphosyntactic information in stress assignment in English 12.1.1 word-class distinctions –verb/noun pairs –secondary stress in most nouns but not verbs 12.2 Complex word stress 12.2.1 stems and affixes 12.2.1.1 inflectional suffixes -do not change word-class 12.2.1.2 derivational suffixes -do change word class 12.2.1.3 stress-neutral suffixes –no difference from the stress pattern of the base –suffixes are always unstressed 12.2.1.4 stress-shifting suffixes –different stress patterns from base –suffix can bear main stress –behave almost like separate bases 12.3 Stress in compound nouns and verbs -what is a compound -stress pattern of compounds |
| Planificació |
| Metodologies :: Proves | |||||||||
| Competències | (*) Hores a classe | Hores fora de classe | (**) Hores totals | ||||||
| Activitats Introductòries |
|
1 | 0 | 1 | |||||
| Sessió Magistral |
|
20 | 30 | 50 | |||||
| Resolució de problemes, exercicis a l'aula ordinària |
|
30 | 30 | 60 | |||||
| Pràctiques a través de TIC |
|
4.5 | 4.5 | 9 | |||||
| Treballs |
|
10 | 15 | 25 | |||||
| Atenció personalitzada |
|
0.5 | 0 | 0.5 | |||||
| Proves objectives de preguntes curtes |
|
1 | 1 | 2 | |||||
| Proves pràctiques |
|
2 | 2 | 4 | |||||
| (*) En el cas de docència no presencial, són les hores de treball amb suport vitual del professor. (**) Les dades que apareixen a la taula de planificació són de caràcter orientatiu, considerant l’heterogeneïtat de l’alumnat | |||||||||
| Metodologies |
| Descripció | |
| Activitats Introductòries | Explanation about the structure of the course Explanation of course syllables Presentation of course schedule Description of the type of class: theory and practice List and explanation of course objectives Explanation of couse assessment List of teaching materials: workbook and recorded exercises Presentation of the virtual environment for pronunciation practice |
| Sessió Magistral | Power-point supported sessions Brief summary of session Main objectives of session Links to previous units Explanation of main concepts Exemplification Audio and video illustrations Question and answer session Recapitulation |
| Resolució de problemes, exercicis a l'aula ordinària | Pronunciation exercises: group and individual Transcription exercises Perception and discrimination exercises |
| Pràctiques a través de TIC | Listening exercices Pronunciation exercises |
| Treballs | Pronunciation exercises recorded on magnetic or digital media |
| Atenció personalitzada |
|
|
| Avaluació |
| Descripció | Pes | ||
| Sessió Magistral | Class attendance and participation | 10% | |
| Resolució de problemes, exercicis a l'aula ordinària | Class attendance and participation | 10% | |
| Treballs | Recorded pronunciation exercises | 25% | |
| Proves objectives de preguntes curtes | Short questions aimed at checking knowledge of theoretical contents | 20% | |
| Proves pràctiques |
Transcription exercises Distributional and combinatorial exercises |
35% | |
| Altres comentaris i segona convocatòria | |||
| Fonts d'informació |
| Bàsica |
ß John S. KENYON & Thomas A. KNOTT., A Pronouncing Dictionary of American English., , 1953
DAUER, R.M, Accurate English. A Complete Course in Pronunciation, , 1993
VAN RIPER, Charles G. & SMITH, Dorothy E., An Introduction to General American Phonetics, , 1992
, Merriam-Webster Online Dictionary, ,
Joaquín Romero, Pronunciation Exercises, , 2005 |
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| Complementària | |||||||||
| Recomanacions |
| Assignatures que en continuen el temari | ||
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| Assignatures que es recomana haver cursat prèviament | ||
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(*)La Guia docent és el document on es visualitza la proposta acadèmica de la URV. Aquest document és públic i no es pot modificar, llevat de casos excepcionals revisats per l'òrgan competent/ o degudament revisats d'acord amb la normativa vigent