ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician, English
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Center Faculty of Humanities
Call: Second Semester
Teaching: Sin Docencia (Ofertada)
Enrolment: No Matriculable (Sólo Alumnado Repetidor)
There are two main objectives for this subject: theoretical & practical
Among theoretical objectives we can mention:
__ to overview basic concepts in phonetics and phonology
___ to consolidate the knowledge of the rules of spelling
___ to study and understand the way sounds are produced
____to better undestand the way various spoken processes behave
Among the practical ones we can mention:
____ to improve the pronounciation of sounds
____ to fully understand the relationship between graphemes and phonemes
____ to improve perception and production.
INTRODUCTION TO PHONETICS AND PHONOLOGY
1 Fhonetics and phonology. Introduction. 2 Sounds, phonemes and graphemes. 3 Length and quality.
4 Cardinal vowels and the English vowels. 5 The English consonantal system. 6 Supra segmental phonology. 6.1 Stress. 6.1.1 Types of accent: primary and secondary. 6.1.2 Accentuation of simple words. 6.1.3 Stressed and unstressed syllables. 6.1.4 Phonemic changes. 6.1.5 Weak forms. 6.1.6 Contextualised accent. 6.2 Rhythm. 6.3 Intonation 6.3.1 The melodies of intonation: rising and falling tunes. 6.3.2 Questions and question tags. 6.3.3 Statements and commands. 6.3.4 Emotion, enthusiasm, surprise and vigorous denial. 6.3.5 Analysing difficulties for Spanish and or Galician speakers. 7 Problems in Pronunciation. 7.1 Problems in pronunciation. 7.2 Letters and sounds. 7.3 Sound and sound groups. 7.4 Words and utterances
Basic reading : O' Connor (1976), Jones (1975)
Further reading: Gimson (1982)
Specific reading: On practising minimal pairs, see Jhon Trim (1965), Baker (1977), R. Hooke and j. Rowell (1982), Wilga Rivers and M. Temperley (1978: Chapter 5).For words and sentences contrast, see D. Byrne and G, Walsh (1973). On teaching production of vowels, consonants, accentuation and intonation, see Gimson (1982: 321 325).On intonation of Colloquial English, see O'Connor and G. F. Arnold (1973). On defining a phonetic setting, see Laver (1994:396)
UNIT II: THE PRODUCTION OF SPEECH
1 The speech mechanisms. Introduction. 1.1 The organs of speech. 1.1.1 The tongue. 1.1.2 The lips. 1.1.3 The alveolar ridge. 1.1.4 The lungs. 1.1.5 The larynx. 1.1.6 The vocal cords. 1.1.7 The nasal cavity
2 The sounds of speech: the acoustic and auditory aspects. 2.1 Sound quality. 2.2 Pitch. 2.3 Loudness. 2.4 Length. 2.5 Prominence
Basic reading: O'Connor(1976)
Further reading : Jones (1975), Gimson (1982)
Specific reading: To introduce phonetic Terminology at an elementary level in order to study how to produce souns, see Ann Baker (1977, reprinted in 1981: 72 74). On the speech mechanism, see Gimson (1982: chapter 2 and chapter 3) and Hardcastle (1976)
UNIT III: THE ENGLISH VOWELS (MONOTHONGS)
1 Vowels and sounds. 1.1. Phonemic interpretation of vowels. 1.2 Short and long vowels. 1.3 Weak and strong vowels. 1.3.1 In words. 1.3.2 In context. 1.4 Points of reference
2 The English Vowels. Monothongs (from 1 to 12). 2.1 Characterictis. 2.2 Description. 2.3 Comparison with Spanish and Galician
Basic Reading: O'connor (1973b), Jones (1972)
Further Reading: Gimsom (1980)
Notes and specific reading: On quantity and quality of vowels and for a British and an American contrast, see Lindsey (1990: 106 118) and Moulton (1990: 119 136). On a discussion about historical reasons of differences between Bristish and American Vowels, see (Wells, 1982: 245 247) . For different arguments concerning length, see Chomsky and Halle (1968:324), Halle and Mohanan (1985:73) and for the alternate pronounciation see the different dictionaries included in the references. On practical teaching models, see Trim (1965: 14 33); Byrne &Walsh (1973: 3 24/39 50); Ann Baker (1977: 3 42); Hooke & Rowell (1982: 91 146); Roach (1983). On neutralisation see Nolan (1986), on vowel deletion in American English see Dalby (1984) and Trudgill : 1974: 182 ff) for Norich examples. On vowel nasalization see Schourup (1973)
UNIT IV: THE ENGLISH VOWELS (DIPHTHONGS)
1 Introduction. 2 Origin. 3 Falling diphthongs (The i diphthongs, the u diphthongs and the centring diphthongs). 3.1 Characteristics. 3.2 Description. 3.3 Spellings. 4 Rising diphthongs. 4.1 Characteristics. 4.2 Description. 4.3 Spellings. 5 Triphthongs. 4.1 Characteristics. 4.2 Description. 4.3 Spellings
Basic Reading: O'connor (1973b), Jones (1972)
Further Reading: Gimson (1982: Chapter 7)
Specific reading: On quantity and quality of vowels and for a British and an American contrast, see Lindsey (1990: 106 118) and Moulton (1990: 119 136). On a discussion about historical reasons of differences between Bristish and American Vowels, see (Wells, 1982: 245 247) . For different arguments concerning length, see Chomsky and Halle (1968:324), Halle and Mohanan (1985:73) and for the alternate pronounciation see the different dictionaries included in the references. On practical teaching models, see Trim (1965: 14 33); Byrne &Walsh (1973: 3 24/39 50); Ann Baker (1977: 3 42); Hooke & Rowell (1982: 91 146); Roach (1983). On neutralisation see Nolan (1986), on vowel deletion in American English see Dalby (1984) and Trudgill : 1974: 182 ff) for Norich examples. On vowel nasalization see Schourup (1973)
UNIT V: THE ENGLISH CONSONANTAL SYSTEM
1 The English consonants. Characteristics , behaviour, rules of spelling, description and origin. 1.1 Fricatives. 1.2 Oclusives. 1.3 Africates. 1.4 Lateral. 1.5 Nasal. 1.6 Semivowels. 2 Comparison with Spanish and Galician. 3 Consonant clusters
Basic reading: Baker (1977: 74 163)
Further reading: Jones (1975), Gimson (1982)
Specific reading: On practical teaching, see Byrne and Walsh (1973:51 76) and also on tests for consonants (86 94), Hooke and Rowell (1982: 6 81), Trim (1965: 49 81). On the description of consonantal sounds and their graphemic interaction see any of the phonetic manuals and papers included in the bibliography.
UNIT VI: PHONETIC FEATURES OF CONNECTED SPEECH
1Linking features. 1. 1 Assimilation. 1.2 Elision. 1.3 Compression. 1.4 Gradation. 2 Weak and Strong forms
3 Characteristics of formal, hurried and unhurried colloquial styles.
Basic reading: Finch & Ortiz (1982: 107 118)
Further reading: Gimson (1982:286 92)
Specific reading: On a variety of connected speech processes see Barry (1984, 1985)
No specific text book will be used
Gimsom, A.C. 1980. An Introduction to the Pronunciation of English. London: Edward Arnold.
--------------. 1977. Everyman's English Pronouncing Dictionary (14th edn). London: Dent., revisado (1988) por Susan Ramsaran.
Jones, D. 1977. English Pronouncing Dictionary. (14th edn. extensively revised and edited by A.C. Gimson). London: Dent.
O´Connor, J. D. (1980) Better English Pronunciation. Cambridge: Cambridge University Oro Cabanas, J. M. 2008. Some Keynotes on Language, Linguistics and Grammar. Lugo: Unicopia.
Roach, P. (1983) English Phonetics and Phonology: A Practical Course. Cambridge: University press.
TRIM, J. L..M 1970. English Pronunciation illustrated. Cambridge: U.P
PRACTICAL PHONETICS
LAB'S MATERIAL:
TRIM'S and O'connor's TAPES
NTERNET SOURCES &PHONETICS ON LINE
http://www.wordreference.com/es/en/translation.asp?
http://translation.babylon.com/
http://www.babylon.com/free-dictionaries/
http://www.phon.ucl.ac.uk/home/johnm/eptotd/tiphome.htm
IT INCLUDES SPELLINGS DEVICES AND AUDIBLE PRONOUNCIATION OF WORDS AND PHRASES; IT ALSO OFFERS A TIP OF THE DAY AND REVIEW OF TIPS
- Students are required to possess previous knowledge of the English language, (B1 level, Common European Framework of Reference for Languages)
They must be able to communicate easily and fluently in the oral and written media.
- Attention will be paid to achievement and aptitude, library use, computer literacy, media exposure, spoken skills, and to the home reference material.
A communicative approach that intends to help students to get familiarezed with the phonetic features of language.
Students will be equipped with tools for generating unrehearsed language performance 'out there' when they leave the classrooms.
Spoken and written material will be used ranging from ready-made to authentic.
Evaluation will be based on the continuous activity of the student throughout the course in the following way: daily work in class; complementary individual tasks (exercises, essays, etc); tutorials and final exam.
GRADING
FINAL EXAM
98%-100% 10 (Matrícula) (A +); 89% -97% 9 (Sobresaliente) (A); 80% -88% 8 (Notable) (B); 69%-78% 7 (Notable) (B) ; 60% - 68% 6 (Aprobado) (C); 50%- 58% 5 (Aprobado) (C); Less than 50 % 4 (Suspenso) (D /F)
FINAL COURSE MARK
In-class Participation: 15% Assigned Homework: 15%
Final Exams: 70%
The Final Written Exam (covering the whole programme studied during the course) may include some or all of the following: Basic theory on grammar and practical activities.
Resit exams: The resit examination period is set by the Faculty. The resit mark will normally be based on 100% examination. (i.e., course marks will nor be carried forward and included with the mark.
INDIVIDUAL STUDY TIME: 75 hours
Students are strongly recommended to devote some time to the study of English daily. They are advised to revise grammar and vocabulary, to listen to authentic materials, to read texts, news, etc.
They are asked to seek for advice at tutorials.
We suggest them to use ready-made material, at their dispossal in the library.
Each student in the course receives instructions and is encouraged to carry out various tasks.
- Results are collected and marked.
- A selection of various media is used in class to enrich and illustrate subject matter.
They are also strongly recommended for individual work.
Students taking this English course will need to do some daily spoken and written work (transcription, etc). This can be done using ready-made materials for especial purposes at an initial stage and analysing authentic materials later on.
Maria Del Mar Viña Rouco
- Department
- English and German Philology
- Area
- English Philology
- mariadelmar.vina [at] usc.es
- Category
- Professor: University Lecturer
| 05.25.2021 09:00-12:00 | Grupo de examen | Classroom 13 |
| 07.07.2021 16:00-18:00 | Grupo de examen | Classroom 14 |