English phonetics

General data

Course ID:	2300-GPTE-CM2-EPh
Erasmus code / ISCED:	(unknown) / (unknown)
Course title:	English phonetics
Name in Polish:	CM2 - English phonetics
Organizational unit:	Faculty of Education
Course groups:
ECTS credit allocation (and other scores):	(not available) Basic information on ECTS credits allocation principles: the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS; the student’s weekly hourly workload is 45 h; 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes; weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS; work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load.
Language:	English
Prerequisites (description):	The course is aimed at students who are fluent in English and are experienced learners of English; ideally, they know the phonetic transcription as dictionary users and their pronunciation is at least comfortably intelligible. It is also aimed at native speakers of English who want to build or improve their awareness of potential pronunciation problems of EFL learners and their skills as EFL teachers.
Short description:	The main objective of the course is to improve the students’ knowledge of English phonetics develop the skill of teaching English pronunciation to young learners
Full description:	The course offers professional development in the field of teaching English pronunciation. The students build their awareness of the options in choosing goals for pronunciation standards (e.g. RP or English as a Lingua Franca), of areas of particular importance but also of potential difficulties. They create the grounds for working on their own pronunciation and that of their learners, by building the particular awareness of sounds and features of spoken English and the skill to model and explain correct pronunciation, but also of the influence of teaching (particularly bad teaching) on learners’ pronunciation. The course will help the students to improve their skill in using the phonemic transcription, it will also give them ideas for pronunciation practice in the language classroom, both while teaching language content and while focusing on pronunciation in specialised activities.
Bibliography:	Underhill, A. (2000 and later) Sound Foundations. Macmillan a pronunciation dictionary, e.g. Wells, J. (2010) Pronunciation dictionary. London: Longman. youtube presentation: ROBIN WALKER: “Pronunciation Matters - re-thinking goals, priorities and models” englishglobalcom.wordpress.com/downloads (articles by Robin Walker) youtube presentation ADRIAN UNDERHILL: “An Introduction to Teaching Pronunciation Workshop” a variety of teacher’s resource books with pronunciation activities
Learning outcomes:	On finishing the course, the student knows • the basic concepts of phonology • the sound system of the English language • the possible differences between various accents • the IPA symbols of sounds and the phonetic chart • the phenomena of connected speech • the idea of English as a Lingua Franca • the most common pronunciation problems and possible ways to solve them • the ways to teach pronunciation while introducing new language items • the most common activities to practise pronunciation • the problems arising from the discrepancy between the pronunciation and spelling of words The student is able to • pronounce the sounds of English with proper intelligibility • select the accent which they adopt in their teaching and follow it consistently • select the pronunciation goals for his/her students • identify pronunciation mistakes, assess their importance and appropriately correct them • prevent some pronunciation problems through focusing on pronunciation while teaching • read phonetic transcription of words • read aloud without the interference of the spelling The student is ready to • give pronunciation proper importance in his/her teaching • focus on international intelligibility in his/her own use of English and that of his/her students • make conscious decisions concerning the teaching of pronunciation in different teaching contexts
Assessment methods and assessment criteria:	The assessment is based on • attendance • active participation in classes • assignments: a microteaching presentation, reflection

This course is not currently offered.

Course descriptions are protected by copyright.
Copyright by University of Warsaw.