| Competences |
| 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 |
| CT4 | Work in multidisciplinary teams and in complex contexts | |
| CT5 | Communicate complex ideas effectively to all sorts of audiences | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| 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 |
| CT4 |
Understand the team’s objective and identify their role in complex contexts Communicate and work with other teams to achieve joint objectives Commit and encourage the necessary changes and improvements so that the team can achieve its objectives Trust in their own abilities, respect differences and use them to the team’s advantage | |
| CT5 |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions Draw up texts that are structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas Draw up texts that are appropriate to the communicative situation, consistent and persuasive Use the techniques of non-verbal communication and the expressive resources of the voice to make a good oral presentation Construct a discourse that is structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas Produce a persuasive, consistent and precise discourse that can explain complex ideas and effectively interact with the audience | |
| Type C | Code | Learning outcomes |
| 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 |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Lecture |
|
5 | 0 | 5 | ||||||
| Assignments |
|
0 | 50 | 50 | ||||||
| Problem solving, exercises in the classroom |
|
2 | 16 | 18 | ||||||
| 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 |
| Assignments | Students will be asked to develop a set of exercises for the teaching of a specific aspect of pronunciation |
| Problem solving, exercises in the classroom | Practical exercises with special emphasis on the in-depth analysis of the sound system of English |
| Personal attention | One-on-one session on the preparation of the assignment and other course-related aspects. |
| Personalized attention |
| Description |
|
One-on-one discussion and supervision of class activities, preparation of class presentations and development of final projects. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| 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% | ||||
| Problem solving, exercises in the classroom |
|
Active participation in these sessions will be considered essential for this course. | 20% | ||||
| Others | Class attendance is required for this course. |
20% |
| Other comments and second exam session | |||
|
Los estudiantes matriculados en la URV siguen el sistema ECTS y tienen derecho a las convocatorias de evaluación indicadas en la normativa académica de grado y máster vigente. 2nd call evaluation will consider the following items and percentages: Final assignment: 60% Class participation: 20% Class attendance: 20% |
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| Sources of information |
| Basic |
M. Celce-Murcia et al, Teaching Pronunciation, , CUP, 1996
Pronunciation Practice Activities, M. Hewings, , CUP, 2004 |
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| Complementary | |||||||||
| Recommendations |
| Subjects that continue the syllabus | ||
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| Subjects that are recommended to be taken simultaneously | |||||
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(*)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.