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  1. 1. UNIVERSID AD TECNÓLOGIC A DE PEREIR A FACULTAD DE BELLAS ARTES Y HUMANIDADES LICENCIATURA ENSEÑANZA DE LA LENGUA INGLESASubject: English Pronunciation ICode: LI 133Credits: 3 creditsIntensity: 3 hours per weekProfessor: Claudia Andrea Cárdenas JiménezE-mail:“The voice is articulated by the lips and the tongue… Man speaks by means of the air which heinhales into his entire body and particularly into the body cavities. When the air is expelledthrough the empty space it produces a sound, because of the resonances in the skull. Thetongue articulates by its strokes; it gathers the air in the throat and pushes it against the palateand the teeth, thereby giving the sound a definite shape. If the tongue would not articulate eachtime, by mean of its strokes, man would not speak clearly and would only be able to produce afew simple sounds” Hippocrates, De Carnibus, VIII 1. General DescriptionPhonetics is a branch of linguistics that comprises the study of the sounds of human speech. It isconcerned with the physical properties of speech sounds (phones): their physiologicalproduction, acoustic properties, auditory perception, and neurophysiological status. EnglishPronunciation I is the first of two courses designed to enable students to identify, describe, andreproduce the basic elements of the English phonemic system. The course focuses on thephysiological processes involved in speech production, the phonemes that comprise the soundsof the English language with their specific characteristics. In this course, the students have theopportunity to learn to produce English phonemes and segmental elements in isolation and incontext, while being introduced to their graphic representation by means of the InternationalPhonemic Alphabet (IPA).Although English Pronunciation I emphasizes the acquisition of English pronunciation, basictheoretical aspects of English phonology are introduced. As future professionals students areencouraged to apply these concepts to the construction of their own professional approach tothe teaching of ESL. As most experienced ESL teachers are aware, pronunciation is the area oflanguage learning most resistant to change or improvement. By the time ESL students begin ourprogram, they have probably already developed speech habits which have fossilized andbecome progressively harder to unlearn or change without serious and concerted effort. Thisproblem emerges from the students’ own lack of awareness of their communication andpronunciation problems. Hence, this course facilitates some strategies to self correction and selfmonitoring in terms of the production of consonant and vowel sounds 1
  2. 2. 2. General CompetencesStudents who successfully complete this course will be empowered to: - Produce the phonemes and supra-segmental of English in communicative contexts in a way that is readily comprehensible and acceptable to native and non-native speakers. - Draw on linguistic and phonetic theories of speech in formulating pedagogical criteria for the teaching of pronunciation in communicative contexts. - Apply strategies for learning and teaching pronunciation3. Specific competencies- Identify and use individual phonemes within contextual words.- Understand, within contextual practice, the connection between English spelling andpronunciation.- Use the vocal tract to identify the different places and manners of articulation of consonantsounds.- Identify defined phonemic problems caused by mother tongue interference.- Describe and produce, in communicative contexts the accents appropriate to words andsentences used in authentic English conversations.- Elaborate pedagogical concepts concerning English Pronunciation.- Use the International Phonetic Alphabet to learn appropriate pronunciation of words indictionaries.- Identify and recognize the production of the sound-units (phonemes) of the language and theirrealization in particular contexts (allophones).- Identify and recognize the phonetic features which distinguish phonemes (distinctive features,e.g. voicing, rounding, nasality, plosion).- Identify specific terminology used during the course.4. Methodology and strategiesAs students of English, learners will memorize and practice the use of International PhonemicAlphabet symbols to interpret and represent the phonemes of the language. As users of English,they will engage in drills, semi-controlled exercises and listening tasks in order to develop theaudio-lingual skills needed to distinguish and reproduce English sounds. As future Englishteachers, they will process input from readings, class lectures and audio-visual presentations,will engage in peer micro- teaching presentations and will keep portfolios in order to becomefamiliar with the physiological processes of speech production and formulate conceptsconcerning the teaching of English pronunciation. Besides, the course will contain the followingstages adapted from Eckstein (2007); input, practice, noticing, feedback and production.In relation to strategies and techniques for teaching pronunciation, students will be exposed tobackchaining, minimal pairs, backward buildup, bingo, brainstorming, categorizing, chain stories, 2
  3. 3. dialogues, exaggeration, information gap, minimal pairs, mirrors, pictures, reference words,rules, spelling equivalencies, and tongue twisters among others.5. Thematic UnitsThe graph below shows the aspects of pronunciation that will be studied during the course. Voiced Consonants Voiceless /prənʌnsieɪʃən/ Phonemes Single Vowels DiphthongsThe learning units covered in this course are: 1. Description of the speech a. The physiology of pronunciation b. The articulation of phonemes c. Phonemic transcription 2. Consonant sounds a. The characteristics of consonant sounds b. Manners and places of articulation c. Voiced and voiceless consonants d. Strategies for teaching consonant sounds 3. Vowel sounds a. The characteristics of the pure vowel sounds b. The characteristics of diphthongs c. Strategies for teaching vowel sounds 4. Pronunciation of past tenses with regular verbs (ed- d) 5. Pronunciation of plural forms or third person simple present tense (es- s) 3
  4. 4. 6. EvaluationThree types of evaluation will be implemented during the course:- Formative evaluation: this will be an ongoing process and students are expected to take controlof their own learning.- Summative evaluation: this includes quantitative data on what students have achieved.- Metacognitive evaluation: students are expected to reflect on their own learning. ITEM PERCENTAGE FIRST PARTIAL 20% SECOND PARTIAL 20% THIRD PARTIAL 30% PORTFOLIO 20% ACTIVITIES 10%7. Student profile- An independent learner is aware of the role he/she should play in his/her learning process within and outside the classroom.- A student with attitudes that reflect respect and tolerance for himself/herself, his/her peers, teachers and academic processes in the academic program.- A student who recognizes and appreciates the class sessions as crucial to their own linguistic and professional development.- An active, reactive and proactive student who views the teaching practicum in the courses in which he/she participates, as an experience toward his/her own training as an English teacher to be.- A student who uses the English language as a means of oral and written communication with others in his/her context.8. Teaching Materials- Blogs, platform, worksheets, internet, CD player, video beam. 4
  5. 5. 9. Bibliography Kelly, Gerald. How to Teach Pronunciation. Longman, 2000. 154 pp. New Headway Pronunciation Intermediate IPA(International Phonetic Alphabet) Monolingual English dictionary 5