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: Every Tuesday and Thursday, July 1-29, 2008
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/~ckliu/pronunciation/ntou2008.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 phonetic symbols (e.g., KK or IPA) and basic rules of 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 explaining 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.
A pretest and a posttest will be given at the beginning and ending of the workshop. 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.
Doing a pre-test: reading a passage and some sentences. Getting ready for this course (including
identifying each attendants by taking a picture for the namelist and put them into groups) 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)
Practice all the vowels in Three Little Mice and group them.
Using the phonetic symbols to transcribe all the vowels grouped as the above One page assignment due on 7/8
13:00-16:00
Introducing articulatory positions for English pronunciation;
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.
Introducing English vowels; observing physical
features of English vowels and how they should be grouped and how each sound is composed
with its own unique features; trying to find a reasonable mechanism
that helps both instruction and self-improvement of the pronunciation
of English vowels
13:00-16:00
Trying to identify the vowels of the passage Three Little Mice; Practicing each vowel and trying to find remedies
to common ˇ§deviationsˇ¨ by applying a unique mechanism that governs
the ˇ§movesˇ¨ that are unique to English pronunciation
Working on the features of the vowel through PRAAT in groups. More detailed information about the English vowels, including the stressed, unstressed vowels, schwa, etc.
The allophones of the English vowels (e.g., nasalizing vowels)
Practice the vowels
in class
Using PRAAT and make a vowel chart based on the vowels produced by yourself and on the model sounds One page assignment due on 7/15
13:00-16:00
Practice the vowel list in groups, building up the relation between the perception and production of the vowel; Learning how to evaluate pronunciation; distinguishing diviated vowels from the vowels with different accents.
Introducing basic features of English consonants
and how they should be grouped adn 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
Practice the vowels and how they are interacting with the consonants
13:00-16:00
Introducing the allophones of the English consonants; 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. Midterm exam (One hour)
Starting working on stress, rhythm, and tone.
1. Find some similar examples
related to to assimilation and dissimilation in any language
other than English;
(Practice in class) Try to find a topic for the final paper due on 7/29. (Find the topic that is related to any materials we have covered in class) The oral report will be due on 7/22.
13:00-16:00
Reciting stories, focussing on 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
Introducing English intonation contou, pitch range, and how different contours representing different meanings
Sart working on the final paper with real sound data
13:00-16:00
Oral report of the proposals; practice the consonants in class
Possible commens and revisions for the final papers;
Overall practice in groups; reenforce the connection between perception and production in both vowels and consonants
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
Post test on both fragmental and prosodic features;
Evaluating and discussing the attendants' performance of the posttest:
Find solutions to the issues related to the posttest
Hand in the final
report (in no more than 3 pages, typed)
13:00-16:00
Wrapping up the covered materiasl and getting the attentants ready for the final examination