Type A
|
Code |
Competences Specific | | A3 |
Has an advanced knowledge of English at all levels, both in speaking and writing; also knows the linguistic system of English (lexical, phonetic, grammatical, pragmatic, discourse) and can give it an adequate didactic treatment |
| A5 |
Identifies, describes, analyses, and evaluates resources, strategies, methods and didactic processes used in teaching English, and applies them adequately in any EFL/ESL context, in line with students’ needs |
| A6 |
Plans, structures, and designs didactic units; programs and organizes the contents of the discipline in diverse contexts bearing in mind the different rhythms in learning English |
Type B
|
Code |
Competences Transversal | | B4 |
Autonomy, responsibility and initiative |
Type C
|
Code |
Competences Nuclear |
Type A
|
Code |
Learning outcomes |
| A3 |
Critically reflects on the teaching-learning of the different linguistic levels (grammar, lexicon, phonetics, and pragmatics) and analyses, elaborates, compares and evaluates didactic proposals to tackle them
Is fluent and accurate when using English instrumentally and academically
| | A5 |
Analyses, compares, evaluates and selects appropriate materials to present, practice and correct elements of the pronunciation, grammar, lexicon and pragmatics of English
Argues and reasons why, when and how to work on the pronunciation, grammar, lexicon and pragmatics of English
| | A6 |
Elaborates practical proposals and activities to include the different linguistic competences (pragmatics, grammar, lexicon, phonetics) in the teaching plan
|
Type B
|
Code |
Learning outcomes |
| B4 |
Do the work planned in accordance with the quality criteria provided.
|
Type C
|
Code |
Learning outcomes |
Topic |
Sub-topic |
1. Introduction |
1.1. The importance of teaching pronunciation
1.2. Pronunciation awareness
1.3. Analysis of deficiencies
1.4. The role of the instructor
1.5. Fluency vs. accuracy
1.6. Pronunciation in the EFL class
1.7. Assessing pronunciation
|
2. The Sound System of English |
2.1. Basic notions of phonetics and phonology
2.1.1. Contrast, minimal pairs, neutralization
2.1.2. Speech production, the articulators
2.2. The sound system of English
2.2.1. Segmental issues
2.2.1.1. Vowels
2.2.1.2. Consonants
2.2.2. Suprasegmental issues
2.2.2.1. Stress
2.2.2.2. Rhythm
2.2.2.3. Intonation
2.2.2.4. Sounds in contact
2.3. Dialectal variation
|
3. Transfer Problems |
3.1. Awareness of L1
3.2. The sound systems of Spanish and Catalan
3.3. Transfer problems
3.3.1. Segmental issues
3.3.2. Suprasegmental issues
3.2. The interaction between phonology and spelling
|
4. Methodological aspects in the teaching of pronunciation |
4.1. Review of methods
4.2. Acquisition of pronunciation skills
4.2.1. Age factors
4.2.2. Exposure to the language
4.2.3. Amount and type of instruction
4.2.4. Aptitude, attitude and motivation
4.3. Pronunciation in the curriculum
|
5. Practical tools for the teaching of pronunciation |
5.1. Awareness-raising activities
5.2. The use of phonetic transcription and other notational devices
5.3. Working segmental aspects of pronunciation
5.3.1. Same/different exercises: distinguishing vowels
5.3.2. Repetition drills: consonants and consonant clusters
5.4. Working suprasegmental aspects of pronunciation
5.4.1. Stress and vowel reduction
5.4.2. Rhythm: reading aloud exercises.
5.4.3. Intonation: use of speech analysis software
5.4. Pronunciation teaching materials
5.4.1. Printed materials
5.4.2. Online resources
5.5. The use of recorded exercises
|
Methodologies :: Tests |
|
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
Introductory activities |
|
1 |
0 |
1 |
Lecture |
|
5 |
0 |
5 |
Debates |
|
2 |
16 |
18 |
Assignments |
|
0 |
50 |
50 |
Personal attention |
|
1 |
0 |
1 |
|
|
(*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
|
Description |
Introductory activities |
Course presentation. General discussion on the role of pronunciation in the EFL class |
Lecture |
Lecture based presentation of the main issues in each module |
Debates |
Moodle based discussion groups on specific issues for the different modules |
Assignments |
Students will be asked to develop a set of exercises for the teaching of a specific aspect of pronunciation |
Personal attention |
One-on-one session on the preparation of the assignment and other course-related aspects. |
Description |
One-on-one discussion and supervision of class activities, preparation of class presentations and development of final projects. |
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
Debates |
|
I will value active participation and insightful input in the online debates and class discussions |
20% |
Assignments |
|
I will value intellectual depth in the treatment of the specific aspect that is dealt with, as well as the innovation and rigor in the development of teaching materials. |
60% |
Others |
|
Class attendance is required for this course. |
20% |
|
Other comments and second exam session |
Second 'Convocatoria' Assignment: 100% |
Basic |
M. Celce-Murcia et al, Teaching Pronunciation, , CUP, 1996
Pronunciation Practice Activities, M. Hewings, , CUP, 2004
|
|
Complementary |
|
|
Subjects that continue the syllabus |
|
Subjects that are recommended to be taken simultaneously |
SECOND LANGUAGE ACQUISITION/12865101 | METHODOLOGY OF SECOND LANGUAGE TEACHING/12865102 | MATERIALS AND TECHNIQUES IN ELT/12865103 | RESEARCH METHODS AND TOOLS IN ELT/12865107 |
|
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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