This course aims at introducing the topics of oral skills and the teaching of pronunciation. Theories of language learning and speech perception and production will be discussed alongside with ways and strategies to deliver them in a clear manner. Moreover, by having a closer look at the most commonly mispronounced English sounds by Spanish/Catalan speakers, new techniques and ideas to make the learning of pronunciation for such learners efficient and fun will be introduced and practiced.
Pre-course requirements
It is recommended that students have a level B2 (Common European Framework/ CEF) in English before the start of the course.
Objectives
To become familiar with basic concepts in the study of phonetics and phonology.
To recognise and produce English speech sounds.
To improve your English pronunciation.
To identify contrastive elements between the sounds of English and those in your habitual languages (Sp, Cat).
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
CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
CG-03 - To be able to communicate in English at level B1, according to the Common European Framework of Reference for languages (CEFR).
CEM-52 - To be able to foment initial contact with a foreign language.
CEM-62 - To relate theory and practice to the classroom and school context.
CEM-63 - To participate in teaching activity and learn how to do, act and reflect based on practice.
CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.
CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
CG-10 - To be familiar with the elements that make up entrepreneurial spirit, the different levels of proficiency and how to develop this skill as much as possible.
CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
Learning outcomes of the subject
The student has a communicative competence (phonetic, phonological, grammatical and pragmatic) of the English language.
The student has an English language proficiency that allows him/her to give and receive classes in this language.
The student knows how to adapt his/her oral and written English language skills to the needs of his/her future students.
The student uses body language and dramatization to effectively convey oral messages in English.
The student learns techniques to encourage interaction in the English language classroom to achieve good collaboration with and between students.
The student knows the cognitive, linguistic and communicative bases of the teaching of first and consecutive languages.
The student learns about the main didactic tendencies and techniques for evaluating the teaching of foreign languages and their application to the English language classroom, at different levels.
The student designs didactic units creatively promoting teaching-learning processes that facilitate the attention to the diversity of students in the English language classroom.
The student knows the most effective methodological resources in teaching a foreign language.
The student reflects on the school learning process and the characteristics of his/her future students in order to improve their competence as a foreign language teacher.
The student knows the basic principles and complexity of teaching school content through English.
The student has resources to adapt the English language to the educational needs of other subjects and applies them with quality orientation.
The student knows how to apply new information and communication technologies to the teaching of English as a foreign language.
The student has skills to promote communication in English, as a vehicular language, achieving good collaboration with and between different professionals in the school environment.
The student knows how to apply the cultural references of English-speaking countries to the teaching of the foreign language.
The student uses the different cultural manifestations of the English-speaking countries to foster respect for other cultures.
The student critically analyses his/her professional performance to become aware of his/her influence on students and thus improve his/her competence as an English teacher.
The student values the personal relationship with each student and their environment as a quality factor of education.
Syllabus
1: Introduction to pronunciation study
1.1 What is phonetics and phonology? Why study phonetics?
1.2. Introduction to the International Phonetic Alphabet (IPA).
1.3. Basic concepts: homophones, homographs and minimal pairs.
2: English speech sounds
2.1 Vocal organs.
2.2. English consonants.
2.3. Contrastive Analysis of English, Catalan and Spanish consonants.
2.4. English vowels.
2.5. Commonly mispronounced words.
3: Suprasegmental characteristics of English
3.1. What are supragmentals?
3.2. Stress.
3.3. Rhythm.
3.4. Intonation.
4: Pronunciation in the EFL classroom for young learners.
4.1. Objectives and research findings on teaching foreign language pronunciation.
4.2. Teaching materials and strategies to teach English pronunciation to young learners.
4.2.1. Phonics methodologies to raise phonemic awareness and teach graphemes to children.
4.2.2. Use of oral and written texts to teach phonetic traits.
4.2.3. Students' microlessons.
Teaching and learning activities
Evaluation systems and criteria
Bibliography and resources
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.
Collins, B. & Mees, I.M. (2003). Practical Phonetics and Phonology: A Resource Book for Students. London: Routledge.
Estebas Vilaplana, Eva (2009). Teach Yourself English Pronunciation: An Interactive Course for Spanish Speakers. A Coruña: Netbiblo.
Kelly,G. (2000). How to teach pronunciation. Essex: Pearson education Limited. –Chapter 2. Teaching pronunciation.
Kenworthy, J. (1987) Teaching English Pronunciation. London: Longman. – Chapter 1. Teaching and learning pronunciation
Ladefoged, P. & Johnson, K. (2011). A Course in Phonetics. (6th ed.). Boston: Wadsworth
Levis, J.(2008). Computer technology in teaching and researching pronunciation. Annual Review of Applied Linguistics, 27 : 184-202.
O’Connor, J.D. (1999). Better Enlish Pronunciation. (new ed.). Cambridge: CUP.
Universitat Internacional de Catalunya - Barcelona