Note Taking And s2

Hong Kong Shue Yan University Department of English Language & Literature 1st Semester, 2015-2016

Course Title: The Sound System of English Course Code: ENG 381 Year of Study: 3 Number of Credits: 3 Duration in weeks: 15 Contact Hours per Week: Lecture (2 Hours), Tutorial (1 Hour) Pre-requisite(s): Completion of ENG 160 (Introduction to Linguistics) Prepared by: Dr. Josephine Yam

Course Aims This course is an in-depth study of the sound system of English. It aims at examining the phonetic and phonological aspects of the English language and consolidating students’ phonetic and phonological knowledge acquired in their first year linguistics study. It also serves to bridge the gap between “Introduction to Linguistics” (ENG160) and “The Phonological Studies in World Englishes” (ENG 450).

Course Learning Outcomes, Teaching and Learning Activities and Assessment Tasks Course Intended Learning Outcomes (CILOs) Upon completion of this course students should be able to: CILO1 identify the segmental and suprasegmental features of English CILO2 demonstrate articulate English pronunciation and transcribe with International Phonetic Alphabet (IPA) CILO3 Identify, describe and/or produce different English pronunciation features in natural speech CILO4 discuss and apply phonological concepts and rules related to English speech

Teaching and Learning Activities (TLAs) TLA1 Exemplification of core issues and concepts with relevant examples TLA2 Discussion of phonetics and phonological phenomena TLA3 Practising audiolingual materials TLA4 In-class Discussion TLA5 Individual/Pair Assignment TLA6 Group Oral Presentation TLA7 Term Paper 2

Alignment of Course Intended Learning Outcomes, Teaching and Learning Activities Assessmentand Assessment Tasks Tasks (ATs) AT1Course IntendedIn-class LearningAssignments Teaching and Learning 20%Assessment (10% x 2) Tasks AT2 OutcomesGroup Presentation Activities 20% CILO1AT3 Individual Term PaperTLA1,2,3,4,5,6 AT1,2,3,420% CILO2AT4 Final Examination TLA2,3,5,6 AT1,2,440% CILO3 TLA2,3,4,5,6,7 TOTAL AT1,2,3,4100% CILO4 TLA1,2,4,5,6,7 AT2,3,4

Course Outline Week 1: Brief History of the English Sound System - Language Family - Origin, Development and Change

Required Reading: McCrum, R., R. MacNeil and W. Cran. (2002). The Story of English. Harmondsworth: Penguin. pp. 1-45.

Week 2: Production of Speech Sounds - Articulatory Mechanism - Vocal Apparatus - Place and Manner of Articulation

Required Readings Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University Press. pp. 8-18. Clark, J., C. Yallop and J. Fletcher. (2006). An Introduction to Phonetics and Phonology. Oxford: Blackwell Publishing. pp. 10-54.

Week 3: English Phonemes - Description and Classification of Consonants o Manner of Articulation o Place of Articulation

Required Reading: Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University Press. pp. 27-37.

Week 4: English Phonemes - Description and Classification of Vowels o Monophthongs, Diphthongs and Triphthongs o Tongue Height o Parts of Tongue o Tongue Muscle o Lip Roundedness

Required Reading: Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University Press. pp. 19-26. Week 5: IPA Transcription - IPA - Phonemic and Phonetic Transcription

Required Readings: Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University Press. pp. 38-47. International Phonetic Association. (1999). Handbook of the International Phonetic Association: A Guide to the Use of the International Phonetic Alphabet. Cambridge: Cambridge University Press. (Symbols for English phonemes)

Week 6: Reading Week Week 7: Spelling and Pronunciation - English Alphabets and English Phonemes - Phoneme Grapheme Correspondence

Required Reading: Beck, I. L. (2006). Making Sense of Phonics: The Hows and Whys. NY: Guildford Press. pp. 1-47.

Week 8: Syllable Structure of English - Syllable Structure - Phonotactic Constraints

Required Reading: Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University Press. pp. 70-80

Week 9: Word Stress - Nature of Stress - Stress Assignment

Week 10: Weak Forms - Types of Weak Form - Word, Phrase and Sentential Level

Required Reading: Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University Press. pp. 112-120. Mortimer, C. (2008). Elements of Pronunciation: Intensive Practice for Intermediate and More Advanced Students. Cambridge: Cambridge University Press. pp. 4-5 and 61-12. Week 11: Connected Speech - Assimilation, Elision and Linking

Required Reading: Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University Press. pp. 134-155. Mortimer, C. (2008). Elements of Pronunciation: Intensive Practice for Intermediate and More Advanced Students. Cambridge: Cambridge University Press. pp. 45-47.

Week 12: Tone - Description and Analysis of English Tones - Functions of English Tones

Week 13: Intonation and Rhythm - Description and Analysis of Intonation and Rhythm of English

Required Reading: Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University Press. pp. 162-170. Wells, J. (2006). English Intonation: An Introduction. Cambridge: Cambridge University Press. pp. 1-24.

Week 14: Phonological Rules and Phonological Phenomena of English - Minimal Pairs - Complementary Distribution - Neutralisation - Voicing Agreement in Plurality, Grammatical Person and Tense

Required Reading: Giegerich, H. (1992). English Phonology: An Introduction. Cambridge: Cambridge University Press. pp. 291-324.

Week 15: Reading Week

Academic Honesty You are expected to do your own work. Dishonesty in fulfilling any assignment undermines the learning process and the integrity of your university degree. Engaging in dishonest or unethical behaviour is forbidden and will result in disciplinary action, specifically a failing grade on the assignment with no opportunity for resubmission. A second infraction will result in an F for the course and a report to University officials. Examples of prohibited behaviour are:  Cheating – an act of deception by which a student misleadingly demonstrates that s/he has mastered information on an academic exercise. Examples include: o Copying or allowing another to copy a test, quiz, paper, or project o Submitting a paper or major portions of a paper that has been previously submitted for another class without permission of the current instructor o Turning in written assignments that are not your own work (including homework)  Plagiarism – the act of representing the work of another as one’s own without giving credit. o Failing to give credit for ideas and material taken from others o Representing another’s artistic or scholarly work as one’s own  Fabrication – the intentional use of invented information or the falsification of research or other findings with the intent to deceive To comply with the University’s policy, term paper has to be submitted to VeriGuide.

Resources

Primary Reading:

Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University Press. (plus the accompanying CDs) Website for the book: http://www.cambridge.org/hk/elt/catalogue/subject/project/item5629545/English-Phonetics-and- Phonology-Product-Home/?site_locale=zh_HK¤tSubjectID=382387

Supplementary Readings:

Ashby, M. & J. Maidment. (2005). Introducing Phonetic Science. Cambridge: Cambridge University Press.

Ball, M. J. & J. Rahilly. (1999). Phonetics: The Science of Speech. London: Edward Arnold.

Beck, I. L. (2006). Making Sense of Phonics: The Hows and Whys. New York: Guildford Press.

Carr, P. (2013). English Phonetics and Phonology: An Introduction. Oxford: Blackwell.

Catford, J. C. (2001). A Practical Introduction to Phonetics. Oxford: Oxford University Press.

Clark, J., C. Yallop & J. Fletcher. (2006). An Introduction to Phonetics and Phonology. Oxford: Blackwell.

Collins, B. & I.M. Mees. (2013). Practical Phonetics and Phonology: A Resource Book for Students. Oxon: Routledge.

Cruttenden, A. (2001). Gimson's Pronunciation of English. London: Edward Arnold.

Crystal, D. (2008). A Dictionary of Linguistics and Phonetics. Oxford: Blackwell Publishing.

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

Dauer, R. M. (1993). Accurate English: A Complete Course in Pronunciation. Englewood Cliffs: Prentice Hall Regents.

Edwards, H. T. (2002) Applied Phonetics: The Sounds of American English. NY: Delmar/Cengage Learning.

Edwards, H. T. & A. L. Gregg. (2003). Applied Phonetics Workbook: A Systematic Approach to Phonetic Transcription. NY: Cengage Learning.

Giegerich, H. (1992). English Phonology: An Introduction. Cambridge: Cambridge University Press.

Gilbert, J. (2006). Clear Speech (3rd ed.). New York: Cambridge University Press. (Intermediate Level). See also Teacher resource book.

Grant, L. (2007). Well Said Intro. Boston: Thomson/Heinle.

Gunning, T. G. (2000). (illustrated by Norma Kable) Phonological Awareness and Primary Phonics. Boston : Allyn and Bacon.

Hardcastle, W. & J.D. Laver. (eds.) (1999). The Handbook of Phonetic Sciences. Oxford: Blackwell Publishing.

Heilman, A. W. (2002). Phonics in Proper Perspective. Upper Saddle River: Merrill.

Hewings, M. (2004). Pronunciation Practice Activities: A Resource Book for Teaching English Pronunciation. Cambridge: Cambridge University Press.

House, L.I. (1998). Introductory Phonetics and Phonology: A Workbook Approach. Mahwah: Lawrence Erlbaum.

International Phonetic Association. (1999). Handbook of the International Phonetic Association: A Guide to the Use of the International Phonetic Alphabet. Cambridge: Cambridge University Press.

Johnson, K. (2003). Acoustic and Auditory Phonetics. Oxford: Blackwell.

Jones, D. (1997). English Pronouncing Dictionary. Cambridge: Cambridge University Press.

Kelly, G. (2000). How to Teach Pronunciation. Harlow: Longman.

Kreidler, C.W. (2004). The Pronunciation of English. Oxford: Blackwell.

Ladefoged, P. (2001). A Course in Phonetics. New York: Harcourt, Brace, Jovanovich.

Ladefoged, P. (2004). Vowels and Consonants. Malden: Blackwell.

Lecumberri, M.L. & J.A. Maidment. (2000). English Transcription Course. London: Arnold.

McCracken, M. J. & R. A., McCraken. (1996). Spelling through Phonics. Winnipeg: Peguis. McCrum, R., R., MacNeil & W. Cran. (2002). The Story of English: Revised Edition. Harmondsworth: Penguin. Morley, J. (Ed.) (1987). Current Perspectives on Pronunciation: Practices Anchored in Theory. Alexandria: Teachers of English to Speakers of Other Languages.

Morley, J. (Ed.) (1994). Pronunciation Pedagogy and Theory: New Views, New Directions. Alexandria: Teachers of English to Speakers of Other Languages.

Mortimer, C. (2008). Elements of Pronunciation: Intensive Practice for Intermediate and More Advanced Students. Cambridge: Cambridge University Press.

Moustafa, M. (1997). Beyond Traditional Phonics: Research Discoveries and Reading Instruction. Portsmouth: Heinemann.

Pennington, M. (1996). Phonology in English Language Teaching. Harlow: Addison Wesley.

Pisonni, D. (ed.) (2007). The Handbook of Speech Perception. Malden: Blackwell.

Roach, P. (1992). Introducing Phonetics. Harmondsworth: Penguin.

Roach, P. (2000). A Little Encyclopedia of Phonetics. http://www.personal.reading.ac.uk/~llsroach/encyc.pdf

Rudder, J. (2010). The IPA for Language Learning: An Introduction to the International Phonetic Alphabet. www.nativlang.com

Weinstein, N. (2000). Whaddya say?: Guided practice in relaxed speech. White Plains: Prentice Hall Regents/Longman/Pearson.

Wells, J. (2006) English Intonation: An Introduction. Cambridge: Cambridge University Press.

Yava, M. (2006). Applies English Phonology. Oxford: Blackwell.

Zsiga, E. (2013). The Sounds of Language: An Introduction to Phonetics and Phonology. Malden: Blackwell.

Term Paper Assessment Rubric Exemplary Satisfactory Developing/ Unsatisfactory Emerging Focus Presents an Presents a thesis Presents a thesis Presents a thesis insightful and statement with statement with statement with no Weight for this focused thesis adequate insight and minimal insight and insight or focus. criterion: statement. focus. focus. 20% of total score Draws strong and Draws adequate Draws insufficient Shows no clear connections connections between connections understanding between the thesis thesis and related between thesis and of connections and significant ideas. related ideas. between thesis and related ideas. related ideas. Organization Effectively Adequately provides Provides a poorly Does not provide a provides a logical a progression organized progression Weight for this progression of of ideas and progression of ideas of ideas and criterion: related ideas and supporting and supporting supporting 20% of total score supporting information information in the information in the information in the in the body of the body of the paper. body of the paper. body of the paper. paper. Effectively Adequately Ineffectively uses Does not use uses transitions to uses transitions to transitions to transitions to connect supporting connect supporting connect supporting connect supporting information information. information. information. clearly. Arrives at a Arrives at an Arrives at an Does not arrive at a well-documented, adequately- insufficiently documented logical conclusion, documented documented conclusion. involving critical conclusion. conclusion. thinking. Support/ Effectively Sufficiently Ineffectively No evidence of Elaboration synthesizes complex synthesizes ideas synthesizes ideas synthesizing ideas ideas from research from research from research from research Weight for this sources. sources. sources. sources. criterion: Demonstrates Demonstrates Demonstrates Lacks supporting 30% of total score exceptional sufficient selection of insufficient information clearly selection of supporting selection of relevant to thesis supporting information clearly supporting and its related ideas. information clearly relevant to the thesis information clearly relevant to the thesis and its related ideas. relevant to the and its related ideas. thesis and its related ideas. Provides a Provides an adequate Provides a limited Does not present meaningful presentation of presentation of multiple presentation of multiple perspectives. multiple perspectives. multiple perspectives. perspectives. Effectively balances Adequately balances Insufficiently Does not balance use of quotations use of quotations and balances use of use of quotations and student student paraphrasing. quotations and and student paraphrasing. student paraphrasing. paraphrasing. Style Exhibits skillful use Exhibits good use of Exhibits ineffective Exhibits severely of language, language, including use of language, flawed use of Weight for this including effective some mastery of word including weak language, including criterion: word choice, clarity, choice, clarity, and word choice, weak word choice, 10% of total score and consistent voice. consistent voice. limited clarity, and no clarity, and no inconsistent voice. voice. Demonstrates Demonstrates Demonstrates Lacks fluency exceptional fluency sufficient fluency limited fluency through sentence through varied through sentence through sentence structure, sentence structure, structure, structure, paragraphing, flow paragraphing, flow paragraphing, flow of paragraphing, flow of ideas, and of ideas, and ideas, and transitions. of ideas, and transitions. transitions. transitions. Conventions Demonstrates a Demonstrates Demonstrates Demonstrates sophisticated use of adequate use of the limited use of the no use of the Weight for this the prescribed prescribed format prescribed format prescribed format criterion: format (APA), (APA), including title (APA), including (APA), including 10% of total score including title page, page, pagination, and title page, title page, pagination, and citations. pagination, and pagination, and citations. citations. citations. Consistently uses Generally Minimally Does not use standard writing uses standard writing uses standard standard writing conventions conventions writing conventions conventions in in grammar, in grammar, spelling, grammar, spelling, spelling, capitalization, in grammar, capitalization, capitalization, punctuation, and spelling, punctuation, and punctuation, and usage. capitalization, usage. usage. punctuation, and usage. Information Conscientiously Generally Inconsistently Does not Literacy and consistently demonstrates demonstrates demonstrate demonstrates integrity in citing integrity in citing integrity in citing Weight for this integrity in citing practices. practices. practices. criterion: practices. 10% of total score Effectively employs Adequately employs a Employs a limited Does not employ a an extensive variety sufficient variety of variety of primary variety of primary of primary and primary and secondary and secondary and secondary secondary sources, sources including a sources including sources and/or does including a sufficient amount of an insufficient not include current significant amount of current information. amount of current information. information. current information. Demonstrates Demonstrates Demonstrates Demonstrates no strong evaluation sufficient evaluation limited evaluation evaluation skills to skills in determining skills in determining skills in determining determine resource resource credibility resource credibility resource credibility credibility and and reliability. and reliability. and reliability. reliability.

Oral Presentation Assessment Rubric Criteria Exemplary Satisfactory Developing Unsatisfactory Communication Consistently speaks Generally speaks Has difficulty Does not speak with Skills with appropriate with appropriate speaking with appropriate volume, volume, tone, and volume, tone, and appropriate volume, tone, and Weight for this articulation. articulation. tone, and articulation. criterion: articulation. 20% of total score Consistently Frequently employs Employs infrequent Makes no eye employs appropriate appropriate eye eye contact and/or contact. eye contact and contact and posture. poor posture. posture. Consistently Adequately employs Employs limited Does not employ employs appropriate appropriate nonverbal nonverbal nonverbal nonverbal communication communication communication communication techniques. techniques. techniques. techniques. Consistently Generally exhibits Exhibits limited Lacks poise, exhibits poise, poise, enthusiasm, poise, enthusiasm, enthusiasm, and enthusiasm, and confidence. and confidence. and confidence. confidence. Consistently Generally employs Infrequently Does not employ employs standard standard grammar. employs standard standard grammar. grammar. grammar. Adheres to Adheres to Violates prescribed Violates prescribed prescribed time prescribed time time guidelines. time guidelines. guidelines. guidelines. Employs creative Employs appropriate Employs ineffective Uses no visual aids. use of visual aids visual aids that visual aids. that enrich or relate to reinforce presentation. presentation. Content and Very clear and Clear and accurate Analysis of the Analysis of the Coherence accurate analysis of analysis of the related language related language the related language related language phenomena from the phenomena from the Weight for this phenomena from the phenomena from the selected excerpts selected excerpts is criterion: selected excerpts. selected excerpts. can be more not accurate and 60% of total score accurate and clearer. clear. Effectively defines a Adequately defines Insufficiently Does not define a main idea and a main idea and defines a main idea main idea or adhere clearly adheres to its adheres to its and adheres to its to its purpose. purpose throughout purpose throughout purpose throughout presentation. presentation. presentation. Employs a logical Employs a logical Employs an Lacks an and engaging sequence which the ineffective sequence organizational sequence which the audience can follow. confusing to the sequence. audience can follow. audience. Responses to Confidently, Politely and Ineffectively Unacceptably questions politely, and accurately responds responds to responds/does not accurately responds to lecturer’s or lecturer’s or respond to lecturer’s Weight for this to lecturer’s or classmates’ classmates’ or classmates’ criterion: classmates’ questions and questions and questions and 20% of total score questions and comments. comments. comments. comments.

Assessment Tasks Explanation

AT1: Individual Assessment (10% x 2) 1: In-class listening test – you are asked to recognise English vowels and consonants in the recordings 2: In-class transcription task + syllabification – you are asked to transcribe some simple English words phonemically and explain the syllabification of the words provided.

AT2: Group Presentation (20%) In a group of 4, students have to show some excerpts (a total of 10 minutes) of natural English speech from some audio-visual materials. They are required to highlight the different features in natural and casual speech of English and explain the phonetic and phonological features found in those excerpts.

AT3: Term Paper (20%) Individual take-home assignment: The essay should be related to the issues discussed in class. The focus should be on English speech in relation to phonetics and phonology.

 The word limit of this paper is 2000 – 2400 words.  The paper should be in APA style.  The deadline of submission is 14 Dec 2015.  A hardcopy of your work with the signed VeriGuide declaration form should be submitted to the instructor AND a softcopy should be uploaded to VeriGuide.

NOTE: Do not plagiarise! ”ZERO” mark will be given to any plagiarised assignments. To avoid plagiarising, think carefully, write in your words and always acknowledge your source of information. Please refer to the APA file for more information on format and referencing of your writing.