Instructor: Ching Kang Liu (National Taipei University)
Tel. (02)2674-8189; Ext. 66633; E-mail: ckliu@mail.ntpu.edu.tw
Office: Room 6F33, Humanity Hall
Class Schedule: Every Wednesday and Friday, March 29-July 14, 2011
Textbooks
or references
Celce-Murcia, M., Brinton, D. M.,, & Goodwin, J. M. (1996). Teaching Pronunciation. New York: Cambridge University Press (Crane
in Taipei).
Morley, J. (Ed.) (1994). Pronunciation pedagogy and theory: New view, new directions. Alexandria, VA: Teachers of English to Speakers of Other Languages.
Avery, P., & Ehrlich, S. (1992). Teaching American English
Pronunciation. New York: Oxford University Press.
Shockey, L. (2003). Sound Patterns of Spoken English. Malden, MA:
Blackwell. Website of this course http://web.ntpu.edu.tw/~language/workshop/workshop2011.html
This course will be a mixture of lectures, discussions
and presentations. It is assumed that all attendants finish the reading materials required for the next class. Praat and other mulitmedia instruments will be fully employed in this on-the-job training course.
This course will focus on the basic knowledge of English phonetics and phonology that are related to English pronunciation instruction and how this knowledge can be applied to the EFL English classes. Other related subject matters, such as phonetics and pronunciation pedagogy theories will also be included in this courses. The ultimate goal of this course to to help all attendants get ready for teaching English pronunciation using appropriate methods and strategies on the basis sufficient understanding of English phonetics and phonology.
The instructor will introduce and explain the materials
covered in each lecture, including basic theories, physical features
of sounds, and instruments or materials to aid instruction
of English pronunciation.
2. Project-based/task-based activities
After explaining the basic theories and how to use the instruments, the attendants will have to finish assigned tasks/projects to make sure that all the theories of phonetics, phonology, and pedagogy discussed in class can be applied in instruction of pronunciation. For each task/project requied, the attendants have to write a teaching plan first, including strategies to be used in class and expected results to be seen after the instruction. These "teaching plans" are required to present in class. All classmates will be evaluators and helpers to improve the presenter's teaching plans.
Quizzes (or pop quizzes) will be given almost every
lecture. Reviewing exams will be given when every two or three sectiions
are completed. Other forms of formative evaluation (including assignment
and presentation in class) will also be employed to observe the performance of the attendance for different perspectives. The final grades are based on all
the scores cumulated from the evaluations mentioned above.
Percentage of Grading:
1. Participation & performance = 40%
2. Homework & quizzes = 20%
3. Review tests = 20%
4. Final Paper = 20% (Total = 100%)
A Tentative Weekly
Calendar (Subject to change for instruction reasons)
Introduction of the course and the tasks to be done in class;
Questionnaires about how pronunciation should be taught;
Start introducing the tools PRAAT to be used in this class;
Reviewing the KK phonetic symbols and see the differeces between the KK and the IPA systems.
(Readings on the website)
Read the first four chapters
Exploring the mechanism of English vowels;
Observing physical
features of English vowels and how we can judge as well as evalute our students' pronunciation by self-improving our own pronunciation
of English vowels;
Trying to to figure out the common errors our students can make and how to help them
Finish reading the first four chapters and try to solve all possible questions related to English vowels.
Task 3: Try to start thinking about how you will teach English pronunciation in your class.
Introducing basic features of English consonants
and how they should be grouped and how each consonant is related to or affected by adjacent
vowels; observing the contrasts of how English consonants
and Mandarin consonants behave in different phonological environments
Review the first four chapters on the website.
Task 3. Try to demonstrate, using PRAAT, how the articulation postion of the consonant can be affected by that of a vowel. Try to demonstrate the articulation positions of /k/ in "key," "Kate," and "cool." /b/ in "bee," "bat," and "boot."
Introducing the allophones of the English vowels and consonants; trying
to understand how each consonant and vowel should be pronounced properly
in the context; tryring to distinguish different ways of performance
of English consonants and vowels in real speech
(Readings on the website)
Read the fifth chapter
Task 4. Try to demonstrate, using PRAAT, the acoustic facts of assimulation and deletion in English.
Task 5. Try to demonstrate, using PRAAT, the allophones related to vowels and consonants
Reviewing the history of pronunciation teaching and the features for each approach;
Combining language isntruction, pronunciation instruction with the fundamental knowledge of phonetics;
Discussing how these approaches can be applied to our "English classes"
How to write a teaching plan for pronunciation teaching?
(Readings on the website)
Read the sixth chapter
Task 5: Find a story, poem, rhyme, or anything else that you want to focus on "pronunciation" teaching in your English class.
Revisit the theories of pronunciation instruction;
Intonation; contrasting
intonation languages and tone languages and how the differences
might interfere with language learner's intonation? What the
real data tells us about intonation and what can we be inspired?
How theories of intonation can be applied to instruction of
English pronunciation
Practice the instruction in class (1 or 2 groups, in 10 minutes)
Task 8: Demonstrate the materials you have and use the materials in your teaching plan.