Instructor: Ching Kang Liu (National Taipei University)
Tel. (2)8674-6633; E-mail: ckliu@mail.ntpu.edu.tw
Office: Room 6633, Humanity Hall
Class Schedule: July 18-August 1, 2007
Textbooks
or references
Celce-Murcia, M., Brinton, D. M.,, & Goodwin, J. M. (1996).Teaching Pronunciation. NY: Cambridge University Press (Crane
in Taipei.)
Avery, P. & Ehrlich, S. (1992). Teaching American English
Pronunciation. NY: Oxford University Press.
Shockey, L. (2003). Sound Patterns of Spoken English. MA:
Blackwell Publishing. Website of this course http://web.ntpu.edu.tw/~language/workshop/ntue.htm
This course will be a mixture of lectures discussions
and practices. It is assumed that all attendants are already familiar
with most common knowledge of English phonetics and English pronunciation.
This course, therefore, focuses on revisiting the English phonetic
theories and how they can be applied to instruction of English pronunciation
in class or to self-modification of the trainee's English pronunciation.
The instructor will introduce and explain the materials
covered in each lecture, including basic theories, physical features
of sounds, and how to employ different instruments to aid instruction
of English pronunciation.
2. Practice
There are two types of practice: one is the drill
part in class led by the instructor; the other, drills outside class.
All the materials needed for self-paced drills will be available
on the website posted above and all attendants are expected to do
the drill after each section of the class materials is completed.
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 participation in class) will also be employed to provide attendants
with different backgrounds with multiple opportunities to demonstrate
their learning and improvement. The final grades are based on all
the scores cumulated from the evaluations mentioned above.
Getting ready for this course (including
identifying each attendants by taking a picture for the namelist) and introducing the articulation
positions related to English pronunciation.
Transcribe the following oral
passage into a narrow transcription:
"When a student from another country comes to study in
the United States, he has to find out for himself the answers
to many questions."
(practice in class)
10:20-12:00
Introducing IPA phonetic symbols
and how a narrow transcription can be applied to instruction
of English pronunciation. Providing some examples and compare
how IPA differs from KK (which is well-known to most English
teachers).
Start introducing the tools PRAAT to be used in this class.
Observing physical
features of English vowels and how each sound is composed
with these features; trying to find a reasonable mechanism
that helps both instruction and self-improvement of the pronunciation
of English vowels
1.
Read "Reading 1" assigned on the website;
2. Practice all the vowels discussed in class, the sound files
will be provided on the website.
Start using PRAAT to explore the qualities of sound. One page assignment due on 7/23
3:20-5:00
Practicing each vowel and trying to find remedies
to common ¡§deviations¡¨ by applying a unique mechanism that governs
the ¡§moves¡¨ necessary for English pronunciation
Basic features of English consonants
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
related to vowels
Practice the vowels and how they are interacting with the consonants
Try to find a topic for the final paper due on 8/1.
10:20-12:00
Practicing each consonant and trying
to understand how each consonant should be pronounced properly
in the context; tryring to distinguish different ways of performance
of English consonants in real speech
More features of English consonants
and how they are interacted with vowels.
1. Find some similar examples
related to to assimilation and dissimilation in any language
other than English;
2. Practice the sounds covered in this section
English clustering effects
and "Stress and rhythm" in English; starting from
stress of single words to the stress (pitch accent) of the
whole intonation unit, including the rhythm of any expressions
made up of by one or more than one word
1. Find some similar examples
related to to assimilation, dissimilation or deletion in any language
other than English;
2. Try to work on the final paper with sound data based on what you have learned so far...
Continuing the topic of
"Stress and rhythm"; focusing on the rhythm of any
expressions made up of by one or more than one word; contrasting
the stress of the tonal language and the intonational language
.Try to complete the final paper in no more than 3 pages (A4, singled-space, typed).
10:20-12:00
Practicing stress and rhythm of English and
trying to figure out how theories of ¡§stress and rhythm¡¨ can
be applied to instruction of English pronunciation
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
Continuing wrapping
up the materials discussed in this course and summarizing
theories of instruction of English pronunciation and searching
for one or more than one that may help in English classes
Hand in the final
report (in no more than 3 pages, typed)