Universitat Internacional de Catalunya
English Pronunciation: Practice and Teaching
Other languages of instruction: Catalan, Spanish,
Teaching staff
Dr Angélica Carlet, acarlet@uic.es
Introduction
This course aims to introduce the main concepts of the study of phonetics and English phonology. It will provide a description of the sounds of English and its suprasegmental features and give students the opportunity to practise hearing and producing the linguistically relevant differences between English and their mother tongue (L1). In addition, by taking a closer look at the English sounds most commonly mispronounced by non-native speakers, it will introduce and provide the opportunity to practise new techniques and ideas for making learning pronunciation more efficient and fun for students. Students will also be introduced to theories of foreign language learning and speech perception and production, as well as strategies for applying them in a clear manner.
Pre-course requirements
It is recommended that students have a B2 level of English under the Common European Framework of Reference for Language (CEFRL) before the start of the course.
Objectives
- To become familiar with the basic concepts of the study of phonetics and phonology.
- To recognise and produce English speech sounds.
- To improve English pronunciation.
- To identify differences between the sounds of English and those of the students’ habitual languages.
- To identify and correctly use intonation patterns in English.
- To start teaching English pronunciation to young learners.
- To apply the theoretical knowledge to the EFL classroom.
Competences/Learning outcomes of the degree programme
- CN01 - The student will be able to identify the processes of acquiring and learning English as a foreign language on English literature and culture.
- CN02 - The student will be able to recognise the phonetic and phonological aspects of English in the classroom, to begin teaching the pronunciation of English as a foreign language.
- CP03 - The student will be able to work as part of a team effectively in multilingual, multicultural, interdisciplinary, professional and/or academic environments.
- CP04 - The student will be able to use adequate resources and strategies to improve as a professional.
- CP05 - The student will be able to integrate information and communication technologies into teaching and learning activities, teaching management and professional development.
- CP06 - The student will be able to generate innovative and competitive suggestions as a professional and as a researcher
- CP07 - The student will be able to plan the process of teaching and learning English as a foreign language, in addition to English language literature and culture at different educational levels, taking into account the level and previous education of pupils.
- CP09 - The student will be able to assess the development of pupils’ English language skills during different stages of education, according to the requirements of the Common European Framework of Reference for Languages.
- CP11 - The student will respect the fundamental rights of equality between men and women, the promotion of human rights, and the values inherent to a culture of democracy and peace, using language that avoids androcentricity and stereotypes.
- HB01 - The student will be able to recognise the phonetic and phonological aspects of English in the classroom, to begin teaching the pronunciation of English as a foreign language.
- HB02 - The student will be able to make judgements based on limited or incomplete information, including reflections on social and ethical responsibilities
- HB03 - The student will know how to communicate conclusions and the reasoning behind them to specialised and non-specialised audiences in a clear and unambiguous way
- HB04 - The student will be able to apply skills that allow them to continue studying in a largely self-directed or autonomous way.
- HB05 - The student will be able to apply information (spoken, written, video, digital or multimedia) to the teaching of English as a foreign language.
- HB06 - The student will be able to apply information (spoken, written, video, digital or multimedia) to the teaching of English as a foreign language
- HB07 - The student will be able to organise their working time according to their learning priorities and objectives, encouraging self-learning.
- HB08 - The student will be able to offer informed decision-making in the field of teaching English as a foreign language.
- HB09 - The student will be able to apply educational innovation and research models to the acquisition, teaching and use of English as a foreign language in specific circumstances, in the school context, and/or in contexts related to education, in a way that links theoretical knowledge with educational practice.
- HB10 - The student will be able to provide a critical analysis of their own work.
- HB11 - The student will be able to provide explanations in public and make presentations using digital media adapted to different audiences in a school context (teachers, families, students, etc.).
- HB13 - The student will be able to differentiate between methodological approaches and current and innovative pedagogical practices at different educational stages and in bilingual and multilingual contexts.
- HB14 - The student will be able to make effective use of digital resources for teaching and learning the English language.
- HB17 - The student will be able to express themselves in English, both orally and in writing, and both inside and outside the classroom, undertaking all the communication functions that are typical of an English language teacher.
Learning outcomes of the subject
The learning outcomes that will be required of the students will be linked to the selected competences in each case. Among others, the following stand out:
Students should be able to:
- Apply basic knowledge of the phonetic and phonological aspects of English in the classroom and start teaching English as a foreign language pronunciation.
- Analyse the diversity of current and innovative methodological approaches and pedagogical practices applied to the different educational stages in bilingual and multilingual contexts.
- Plan the process of teaching and learning English as a foreign language and its literature and culture, while taking the level and previous knowledge of the students into account.
- Effectively apply digital resources for English language teaching and learning and manage and promote computer-assisted English language teaching programmes.
- Develop innovative projects aimed at the analysis and improvement of teaching practices using information and communication technology (ICTs).
- Implement the different aspects of communicative competences as well as academic skills in English, both orally and in writing inside and outside the classroom, and use all the communication techniques typical of teachers of this language.
- Analyse and evaluate the development of the students’ linguistic competence in English at different educational stages, based on the requirements of the Common European Framework of Reference for Languages.
Syllabus
Unit 1 - Pronunciation teaching and learning
- Importance of teaching pronunciation.
- Objective of pronunciation teaching.
- Ultimate goal of the FL learner.
- Choice of crucial features to be taught/learned based on L2 errors.
- Accentedness, intelligibility, comprehensibility, fluency and communication.
- Factors affecting intelligibility.
Unit 2 - Basic review of the English sound system
- Segments: Consonants and vowels.
- Suprasegmental features.
- Pronunciation and spelling.
Unit 3 - Strategies and techniques in pronunciation teaching and learning
- Overview of techniques.
- Designing and implementing activities.
- Relation between perception and production.
- Computer technology in teaching pronunciation: Phonetic training research and its applicability.
Teaching and learning activities
Online
|
Online methodology |
|
CT- Online Lectures |
|
CP- Online Practical Sessions |
|
RP- Problem solving tasks |
|
EC- Case study |
|
Teaching and learning activities |
|
CML – Online Lectures |
|
CPL – Online Practical Sessions |
|
TI – Individual Autonomous Work |
|
TG – Group work autonomous learning |
|
TL – Online Tutorials |
Evaluation systems and criteria
Online
|
25% |
Virtual Multiple Choice Exam |
|
5% |
Homework and class participation |
|
25% |
Diagnostic test |
|
45% |
Design of teaching materials and/or proposal of an educational intervention |
Bibliography and resources
Carlet, A., & Kivistö-de Souza, H. (2018). Improving L2 pronunciation inside and outside the classroom. Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies, 71(3), 99-124.
Carlet, A. (2014). A Review of “English Accent Coach”. Speak Out, volume 51, 70-71. Online resources 4, IATEFL pronunciation special Interest group Newsletter.
Celce-Murcia, M., D. Brinton and J. M. Goodwin (1996) Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Languages. New York: Cambridge University Press. – Chapter 2. Research on the teaching and acquisition of pronunciation skills.
Celce-Murcia, M., D. Brinton and J. M. Goodwin (1996) Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Languages. New York: Cambridge University Press. – Chapter 10. New directions in the teaching of pronunciation.
Kenworthy, J. (1987) Teaching English Pronunciation. London: Longman. – Chapter 1. Teaching and learning pronunciation
Kelly,G. (2000). How to teach pronunciation. Essex: Pearson education Limited. –Chapter 2. Teaching pronunciation.
Levis, J.(2008). Computer technology in teaching and researching pronunciation. Annual Review of Applied Linguistics, 27 : 184-202.
Walker, R. (2014). Pronunciation matters. English teaching professional, (90), 4-6.
Walker, R. (2014). Ideas for teaching pronunciation. ModernEnglishteacher.com, (27):1.
Walker, R., Low, E. L., & Setter, J. (2021). English pronunciation for a global world.