IDENTIFYING DATA

2015_16

Subject (*)

PRONUNCIATION IN CLASSES OF ENGLISH AS A FOREIGN LANGUAGE

Code

12695109

Study programme

Foreign Language Teaching (2010)

Cycle

2nd

Descriptors

Credits

Type

Year

Period

Compulsory

First

Language

Anglès

Department

Estudis Anglesos i Alemanys

Coordinator

ROMERO GALLEGO, JOAQUIN

OLTRA MASSUET, MARIA ISABEL

E-mail

joaquin.romero@urv.cat

Lecturers

ROMERO GALLEGO, JOAQUIN

Web

General description and relevant information

This course provides a general overview of the relevance of pronunciation in the EFL class. We will deal with issues having to do with the teacher's role in the teaching of pronunciation and the importance of awareness in developing proper pronunciation habits. We will review the sound system of English, with special emphasis on those aspects that are problematic for learners of different languages, with a special focus on Spanish/Catalan learners. We will also review some methodological aspects in the teaching of pronunciation and we will explore a variety of activities and tasks that can lead to the effective acquisition of English pronunciation

Competences

Type A	Code	Competences Specific
		Common
	AC1	Teories de l'adquisició de segones llengües. Fonaments pedagògics i psicològics de l'adquisició de segones llengües, amb especial referència a l'adquisició de l'espanyol i l'anglès
	AC2	Metodologia de l'ensenyament de llengües. Principis teòrics i aplicacions pràctiques per a optimitzar el rendiment de l'aprenentatge d'una segona o tercera llengua
	AC3	Actituds. coneixements i destreses. Ordenació i estructuració del procés d'aprenentatge segons un model comunicatiu, basat en l'acció (comprensió, producció, interacció i mediació orals i escrites) d'acord amb les orientacions del Marc Comú Europeu de Referència per a les llengües, del Consell d'Europa.)
	AC4	Fonaments lingüístics. Principis bàsics de les diferents àrees de la lingüística teòrica i aplicada, amb especial incidència en la importància de la pragmàtica en l'ensenyament/aprenentatge de llengües
	AC5	Confiança en la classe de llengua estrangera. Capacitat per a portar a terme un tasca educativa eficaç tenint en compte l'especificitat de l'ensenyament de llengües
	AC6	Sensibilitat lingüística i cultural. Capacitat per a fer servir la multiculturalitat i la diversitat lingüística com a eina enriquidora i complementària en l'ensenyament de la llengua
	AC7	Capacitat per dissenyar i desenvolupar tasques d'ensenyament/aprenentatge. Disseny de materials i activitats orientats a un alumnat específic
	AC9	Ús instrumental de la llengua. Fluidesa i precisió en l'ús instrumental de la llengua segons l'itinerari
	AC10	Capacitat de treball en equip. Interacció alumnat-professorat i entre l'equip docent.
		Research
Type B	Code	Competences Transversal
		Common
	BC1	Creativitat. Desenvolupar idees i projectes originals
	BC2	Treballar autònomament amb iniciativa
	BC3	Flexibilitat. Disponibilitat per a l’adaptació en ambients canviants
	BC4	Resoldre problemes de manera efectiva
	BC5	Transferibilitat. Aplicar coneixements i habilitats en entorns nous o no familiars i en contextos multidisciplinars relatius a la seva àrea específica
	BC6	Actuar amb un esperit crític i responsable
	BC7	Considerar l’ètica i la integritat intel•lectual com a valors essencials a la pràctica professional
	BC8	Autoestima professional. Comprendre el valor del propi coneixement i del seu impacte a la societat/comunitat
	BC10	Lideratge
	BC11	Treballar en equip i gestionar equips
	BC12	Asertivitat. Comunicar de manera clara i sense ambigüitats tant a audiències expertes com a no expertes
	BC14	Planificació i organització
	BC15	Promoure una actitud orientada a la motivació per la qualitat
Type C	Code	Competences Nuclear
		Common
	CC1	Domini de l’expressió i la comprensió del/s idioma/es estrangers per al desenvolupament professional derivat del curs del postgrau.
	CC2	Ús de les eines específiques de TIC per al desenvolupament professional derivat del curs de postgrau.

Learning aims

Objectives	Competences
To develop awareness about the importance of pronunciation in the teaching of EFL	AC3 AC5 AC6 AC9 AC10	BC2 BC6 BC8 BC10	CC1
To reflect on the role of the intructor's own pronunciation and its effect on the learners	AC3 AC5 AC6 AC9	BC2 BC3 BC4 BC8 BC10 BC12	CC1
To provide basic notions of phonetics and phonology as applied to the sound system of English	AC2 AC4 AC5 AC7	BC4 BC11 BC12 BC14	CC1
To review the sound system of English and explore the variations that exist in the main dialectal varieties of the language (Standard British and General American)	AC2 AC4 AC5 AC7	BC4 BC11 BC12 BC14	CC1
To explore the areas of the sound system of English that are of particular difficulty to native Spanish/Catalan learners	AC1 AC3 AC4 AC5 AC6 AC7 AC9	BC1 BC2 BC3 BC4	CC1
To review some methodological aspects that are specific to the teaching of pronunciation	AC2 AC3 AC4	BC1 BC2 BC7 BC11	CC1 CC2
To provide methodological tools and to review a variety of different exercises that can lead to the effective teaching of pronunciation	AC2 AC3 AC4	BC1 BC2 BC4 BC5 BC6 BC7 BC10 BC11 BC14 BC15	CC1 CC2

Contents

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
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

Planning

Methodologies :: Tests

Competences

(*) Class hours

Hours outside the classroom

(**) Total hours

Introductory activities

Lecture

Debates

Assignments

Personal tuition

(*) 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

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 tuition

Personalized attention

Assignments

Personal tuition

Description

One-on-one discussion and supervision of class activities, preparation of class presentations and development of final project.

Assessment

	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

Sources of information

Basic	M. Celce-Murcia, D. Brinton, &amp; J. Goodwin, Teaching Pronunciation, , CUP, 1996 M. Hewings, Pronunciation Practice Activities, , CUP, 2004
	I will provide a selection of readings from a variety of books for specific issues in the course syllabus.
Complementary

Recommendations

Subjects that continue the syllabus

TEACHING ENGLISH AS A FOREIGN LANGUAGE: MATERIALS AND TECHNIQUES/125232120

Subjects that it is recommended to have taken before

SECOND LANGUAGE ACQUISITION/125232111

SECOND LANGUAGE TEACHING METHODOLOGY/125232112

(*)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.