013107 Phonology and Pronunciation

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade, no marks

Requisite(s): 013102 Introducing Knowledge about Language AND 013105 The Multilingual Learner AND 010070 TESOL Practicum AND 028253 TESOL: Methodology
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 015125 Phonology and Pronunciation

Description

Students explore phonological theory in order to build effective second language (L2) pronunciation pedagogy; developing their own auditory perception is an important part of this learning. The subject gives primary attention to the prosody of English, that is, to stress, rhythm and intonation; and secondary attention to the phonemic level of English, that is, to individual sounds and their combinations.

Subject learning objectives (SLOs)

a.	Describe English phonology at the prosodic (suprasegmental) level and at the phonemic (segmental) level;
b.	Compare and contrast English phonology with elements of the phonologies of other languages;
c.	Analyse the intonation of English from a systemic-functional perspective;
d.	Develop and evaluate strategies which will assist the development of learners’ L2 pronunciation;
e.	Produce written texts which are accurate, cohesive and coherent, and which demonstrate correct citation and referencing.

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

Graduates have advanced skills and knowledge of linguistics, literacy and numeracy, pedagogy and curricula to teach in their specialised contexts. (1.1)
Graduates are able to review, analyse, consolidate and synthesise ideas relevant to TESOL, literacy and/or numeracy teaching and apply these skills to problem solve in their professional practice. (2.1)
Graduates have well-developed communication skills for relevant academic and professional contexts. (6.1)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness

1.1 Graduates have advanced skills and knowledge of linguistics, literacy and numeracy, pedagogy and curricula to teach in their specialised contexts.

2. Creative and Critical Inquiry

2.1 Graduates are able to review, analyse, consolidate and synthesise ideas relevant to TESOL, literacy and/or numeracy teaching and apply these skills to problem solve in their professional practice.

6. Effective Communication

6.1 Graduates have well-developed communication skills for relevant academic and professional contexts.

Teaching and learning strategies

Subject content is delivered in two ways: through self-study for accessing core knowledge and tutorials for exploring the implications of this knowledge. Online self-study resources are provided in the weekly Canvas modules in the form of video lectures, readings and associated materials. In Zoom tutorials, students will develop awareness of phonological concepts through hands-on activities and discuss how to apply the subject’s core concepts to different teaching situations.

It is important that students complete the self-study tasks provided in the weekly module before attending the tutorial. Active engagement is vital in tutorials, because practical activities developing students’ prosodic and phonemic skills will deepen their understanding of core phonological concepts and enable them to guide their learners in these areas.

Content (topics)

1. The Learners

2. Word Stress

3. Rhythm

4. Intonation

5. Phonemic level.

In each case, theory is interspersed with, or followed by, application to L2 classroom practice.

Assessment

Assessment task 1: Report: Prosody

Objective(s):

a, b, c, d and e

Weight:

40%

Length:

1,600 words, plus References

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Depth of comparison of the phonology of English with another language at the prosodic level	40	a, b, c	1.1
Comprehensiveness of evaluation of resource(s) for teaching prosody to ESL/EFL learners	40	d	2.1
Cohesiveness and accuracy in writing, with appropriateness of citation of others' work	20	e	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: In-class test: Aural recognition

Objective(s):

a and c

Weight:

20%

Length:

30 minutes

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Accuracy in the identification of features of prosody in spoken English: word stress, rhythm and intonation	100	a, c	1.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Report: Phonemic level

Objective(s):

a, b, c, d and e

Weight:

40%

Length:

1,600 words, plus References.

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Depth of comparison of the phonology of English and another language at the phonemic level	40	a, b, c	1.1
Comprehensiveness of evaluation of resource(s) for teaching the phonemic level to ESL/EFL learners	40	d	2.1
Cohesiveness and accuracy in writing, with appropriateness of citation of others' work	20	e	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Required texts

There is no set text for this subject.

Readings, as well as worksheets and audio files for prosody practice, are available on the Canvas site.

Recommended texts

TEXTS MARKED * ARE IN UTS LIBRARY RESERVE

Ashby, P. (2005). Speech sounds (2nd ed.). Routledge.

Baker, A. (1994). Tree or three? Cambridge University Press.

Baker, A. (2006). Ship or sheep? (3rd ed.). Cambridge University Press.*

Baker, A. & Goldstein, S. (2008). Pronunciation pairs: An introduction to the sounds of English. Cambridge University Press.

Celce-Murcia, M., Brinton, D. M., with Griner, B D. (2012). Teaching pronunciation: A course book and reference guide (2nd ed.). Cambridge University Press.*

Commonwealth of Australia. Asian Language Notes:

Burmese, Chinese, Khmer, Vietnamese (1983) 428.2495/1 *
Tetum, Portuguese, Japanese (1983) 428.2495/2 *
Indonesian/Malay (1983) 428.2495/3
Thai, Lao (1983) 428.2495/4 *
Korean (1981) 428.2495/ *

Dalton, C. & Seidlhofer, B. (1994). Pronunciation. Oxford University Press. *

Gilbert, J. (2005). Clear speech: Pronunciation and listening comprehension in North American English. Cambridge University Press. NB Teacher’s book and Student’s book

Halliday, M. A.K. (1970). A course in spoken English: Intonation. Oxford University Press.

Halliday, M. A. K. (1985). Spoken and written language. Deakin University Press.

Handbook of the International Phonetic Association (1999). Cambridge University Press.

Hewings, M. & Goldstein, S. (1998). Pronunciation plus. Cambridge University Press.*

Kang, O., Thomson, R.I. & Murphy, J.M. (Eds.) (2018). The Routledge handbook of contemporary English pronunciation. Routledge. [Note that this text is available in online form through UTS Library.]

Kelly, G. (2000). How to teach pronunciation. Longman.

Odisho, E. Y. (2005). Techniques of teaching comparative pronunciation in Arabic and English. Georgias Press. *

Pennington, M. (1996). Phonology in English language teaching: An international approach. Longman..

Rogerson-Revell, P. (2011). English phonology and pronunciation teaching. Continuum.*

Swan, M. & Smith, B. (Eds.) (2001). Learner English (2nd ed.) [and 1st ed., 1987]. Cambridge University Press. [Please start the citation with the author of the chapter you are using.] *

Underhill, A. (2005). Sound foundations: Living phonology. Heinemann.*

Wells, J. C. (2006). English intonation: An introduction. Cambridge University Press.*

Yates, L. (Ed.) (2014). Pronunciation Myths. The University of Michigan Press.*

Yates, L. & Zielinski, B. (2009). Give it a go: Teaching pronunciation to adults. AMEP Research Centre.

Zawadzki, H. (1994). In Tempo: An English pronunciation course. NCELTR.

WEBSITES

Phonetics and Phonology: Macquarie University - Phonetics and phonology (mq.edu.au)

Adult Migrant English Program: fact sheets on teaching pronunciation

http://www.ameprc.mq.edu.au/resources/amep_fact_sheets

Give it a go: Yates & Zielinski (2009) - Free PDF available to download

http://www.ameprc.mq.edu.au/resources/classroom resources/give it a go

BBC Learning English: Pronunciation

http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/

Teaching Pronunciation by Gilbert (2008) - Free booklet available to download

http://www.cambridge.org/us/esl/satellite_page/item2493274/teacher-support-plus/?site_locale=en_US

The English Club: word stress; self-test

http://www.englishclub.com/pronunciation/

Phonemic Chart Keyboard

www.phonemicchart.com

APPS

English Pronunciation IPA

ELSA Speak

Other resources

UTS STUDY RESOURCES

Students should be familiar with the Faculty of Arts and Social Sciences study guides, available at: http://www.uts.edu.au/current-students/education/study-and-assessment-resources#study-guides

Additionally, see UTS Procedures for the Assessment of Coursework Subjects at:

http://www.gsu.uts.edu.au/policies/assessment-coursework-procedures.html.