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Elective Courses

MAAL6017 Phonology

COURSE TEACHER:
Dr. Janice Wong

 

OVERVIEW 

The aims of this elective are:

  • to expand and develop your critical understanding of basic aspects of phonology & raise awareness of current issues and problems in the area
  • to learn to apply these, particularly in your pronunciation instruction

 

COURSE LEARNING OUTCOMES 

At the end of the course, you should be able to:

  • demonstrate a critical understanding of key concepts in phonological theories and research in teaching English pronunciation
  • identify links between theory and their own learning of English pronunciation & reflect critically on their own learning of English speech
  • demonstrate critical awareness of pronunciation–teaching approaches
  • describe & explain particular pronunciation problems of learners of English
  • apply appropriate pronunciation-teaching strategies in a variety of pedagogical situations.

 

ASSESSMENT 

An essay of approximately 2,500 words (+/- 10%), from a choice of several different topic areas.

Due date: 30th Mar, 2023 (Friday, 11:59p.m., one e-copy to Turnitin ONLY)

 

KEY REFERENCES 

Derwing, T. M. & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. Amsterdam: John Benjamins. [abbreviated as DM2015]

Celce-Murcia, M., Brinton, D., & Goodwin, J.M. (2010). Teaching pronunciation (2nd ed.). Cambridge: Cambridge University Press. (… or 1996 1st edition is OK, too) [abbreviated as CBG2010]

Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York: Routledge. (Chapter 5: Pronunciation) (Electronic resource in HKU Library)

Richards, J. (2015). Key issues in language teaching. Cambridge: Cambridge University Press. (Chapter 11, Pronunciation).

Roach, P. (2009). English phonetics and phonology (4th ed.), Cambridge: Cambridge University Press. (… or 1998 2nd edition is OK, too) [abbreviated as R2009]

 

OTHER USEFUL REFERENCES

Chan, A. Y. W. (2014). The perception and production of English speech sounds by Cantonese ESL learners in Hong Kong. Linguistics, 52(1), 35-72.

Kelly, G. (2000). How to teach pronunciation. Essex, England, Pearson Educational Press.

Kenworthy, J. (1998). Teaching English Pronunciation (3rd ed.). London: Longman.

Roach, P. (2011). English Phonetics and Phonology. Glossary. http://www.ling.upenn.edu/~gene/courses/530/readings/Roach2011.pdf

Setter, J., & Jenkins, J. (2005). State-of-the-art review article. Language Teaching, 38(1), 1-17.

Szpyra-Kozlowska, J. (2015). Pronunciation in EFL instruction: A research-based approach. Multilingual Matters.

Wong, J. W. S. (2015). The Impact of L2 Proficiency in Vowel Training. In J. A. Mompean & J. Fouz-González (eds.), Investigating English pronunciation: Current Trends and Directions (pp. 219-239). Hampshire: Palgrave Macmillan.

Wong, J. W. S. (2018). Struggling to become non-Hong-Kong-like: The Necessity and Effectiveness of Training Hong Kong Youngsters’ Perception and Production of General American English Vowel Contrasts. In J. S. Polley, V. W. K. Poon, & L.-H. Wee (eds.), Cultural Conflict in Hong Kong: Angles on a Coherent Imaginary (pp. 281-306). Singapore: Palgrave Macmillan.

 

SCHEDULE 

Topic 1
20 Jan
▫       Introduction to the course

▫       Key concepts/terminologies in this course

▫       Child L1 phonological acquisition (for self-reading only)

DM2015, Ch. 1
Topic  2
27 Jan
▫       History of phonology teaching and learning

▫       *Review: Segmental aspects of phonology (IPA)

DM2015, Ch. 2; CBG2010, Ch. 1

R2009, Chs. 2, 3

Topic 3
3 Feb
▫       *Review: Suprasegmentals (rhythm, stress, connected speech, intonation)

▫       Key factors (linguistic + social) which might influence L2 learner phonological development

▫       General issues in the teaching of phonology

DM2015, Ch. 2; R2009, Chs. 4, 6, 7
Topic 4
10 Feb
▫       Error gravity

▫       Segmental and suprasegmental problems of Chinese learners of English

▫       Teaching segmentals vs. suprasegmentals

DM2015, Chs. 4, 5
Topic 5

17 Feb

▫       Pronunciation curriculum

▫       Teaching more advanced areas of phonology (communication in general)

▫       Assessing/diagnosing phonological abilities in the classroom – flipped-classroom

▫       Integrating phonology into the curriculum – flipped-classroom

DM2015, Ch. 6; CBG2010, Chs. 7, 8
Topic 6
24 Feb
▫       Using technology to teach phonology

▫       Examining different English accents (and the ethics of the discussion)

DM2015, Chs. 7, 8, 9;

CBG2010, Ch. 9; Wong, 2015, 2018

 

MAAL6017 Assignment Details

 

Please choose only ONE of the following titles:

 

  1. Analyze a recording of a learner (or more if you want) reading aloud in English. Identify and describe the learner’s pronunciation problems (hint: you may compare the phonology of their native language and English), then suggest and briefly justify teaching strategies to address these problems.
    You may choose one or some recording(s) from the following website (http://accent.gmu.edu/browse_language.php). Brief information has been given for each speaker in their profiles, e.g., hometown and education. You may even attempt one whose native language is not Cantonese or Mandarin.
    You can use the activities in the handouts shared in the class. You can also use activities from other sources.  You need to justify why you have chosen these activities. Of course, you can also develop your own teaching activities, using TED talks, for example.

 

  1. Critically evaluate a (series of) English language teaching books currently being used in Hong Kong schools. Select and categorize examples of pronunciation work in these textbooks. Critically analyze the assumptions made and evaluate the approach taken in relation to the communicative and/or discourse analysis frameworks we have discussed in this course. Evaluate also the content or quality of any accompanying audio tapes and websites. Alternatively, critically evaluate currently available websites that purport to teaching pronunciation. Evaluate the approach taken in relation to the communicative or discourse framework. How useful are these websites for Hong Kong teachers or students?

 

  1. How important is it for learners of English to know when to use the IPA list of symbols? What are the possible advantages and drawbacks of including phonetic transcription in teaching of English pronunciation in schools in Hong Kong?

 

  1. Some text-book writers feel that suprasegmental features of speech can be ignored because if even if students do not produce them, there will not be any damaging effect on intelligibility. However, Celce-Murcia (1996, p.131) suggests that phonemic or segmental “mispronunciation only leads to minor in repairable misunderstandings” but with “suprasegmentals and connected speech the misunderstanding is apt to be of a more serious nature.” Critically evaluate both perspectives. Which side do you find more convincing and how does this affect your decision-making as a teacher of English pronunciation in Hong Kong?

 

  1. Create your own title on any area of phonology or pronunciation teaching which interests you and which you wish to explore. Clear this title with your instructor before you start working on the essay.