Unit begins on the analysis of consonant sounds:
(1) Introduction to some technical vocabulary/terminology
(2) A preview: introducing ESL students to the sound system of
English, consonant and vowel sounds (segmentals), and broader aspects of
stress, rhythm and intonation (suprasegmentals).
(3) Examining phonological sounds vs. orthographic spellings
(4) Dividing up "Discussion Leader" responsibilities for the Ian Mackay reading (in the course readings packet). This is for our 3rd day of class.
A) _____________________ Rebus Writing, 40-41
B) _____________________ A brief History of the Alphabet,
44-45
C) _____________________ The Roman Alphabet, 45-46
D) _____________________ Why English Spelling is not Alphabetic,46-47
E) _____________________ Why English spelling is not Alphabetic:
(5) A video presentation related to the theme of variation
in American English.
(Next Week's topics for Lab 1: phones, allophones, complementary
distribution, contrastive distribution, IPA consonants)
Unit continues on the analysis of consonant sounds:
(2) Sound system workbook: Pages 6-21 (Intro., 17 pages)
(Includes exercises 1-3) --see course
handout (HO) #10
(the Phoneme, phoneme identification, the allophone)
(3) Sections of Celce-Murcia's Chapter 3 (Consonants):
pp. 37-top of 42; Appendices 2 & 3 on pages 371;
373-374
_____________________________ Discussion Leader(s) for:
(4) Wong, R. (1993/Oct.). Pronunciation Myths
and Facts. English Teaching Forum, pp. 45-46.
(Topics for Lab 1: phones, allophones, complementary distribution, contrastive distribution, IPA consonants; Lab #1 is just one side of a tape.) --see handout #1
---------------------------------------------------------------------
Sound-Spelling connections.
In this segment of the course we will be examining regular
orthographic forms (i.e., normal spelling patterns) as indications of the
pronunciation of stressed vowels (only) in spoken English. The first
classic pattern we will examine is orthographic vowel letters(a, e, i,
o, u) in "long" sound position, normally. In Prator and Robinette
(hereafter, Prator or P/R) lesson 18, pp. 221-227, see handout #8-a:
***See pattern numbers: 1, 13, 30, 38, and 54 (name sounds)
a, e, i, o, and
u
(For "Day 3," see next page)
(2) Sound system workbook: Pages 21a-25 (10 pages)
(Includes exercises 4-6) --see course handout
#21
(consonants, voice, place, manner)
--see course handout #24-a (IPA &
Prator (M/TS)
(3) Sections of Celce-Murcia's Chapter 3, Consonants:
pp. 42-50 (The Consonant system "what the teacher needs to know,"
etc.). See Appendix #10 pp. 389-394.
Recommended (but not required):
(4) Sections of Celce-Murcia Chapter 1 (History): pp.
5-7 (the 1970s, Silent Way (a brief reading)
(5) We divided up "discussion leader" responsibilities for:
Mackay, Ian. (1987). Phonetics: The
Science of Speech Production (2nd edition). pp. 43-57.
See how it was divided up on our first day of class.
In reference to the Mackay reading, prepare to introduce your assigned section to the whole class. However, your 5-10 minute presentation will likely in the format of a presentation in a small group of 2-3 members of the class. Please come prepared with a handout to distribute a sufficient number for everyone to have a copy. We will probably start off working in the dyadic "onion" formation.
*** (See course handouts #11-18, as illustrations of what other students have done in the past)
___________________________________________________________________
For next class:
In the class plan for our next class, see item #3 which is titled, "Options for Gathering Samples of ESL Students' Speech" (for purposes of initial assessment). In preparation, divide up discussion leader assignments for all four of the (brief) readings listed under item #3.
(3) Options for Gathering Samples of ESL Students' Speech (for
purposes of initial assessment). Read and prepare to
discuss all four of the following:
(b) __________ Firth, S. (1992). pp. 174-175 only, the section titled "Collection of speech samples" from "Pronuncation syllabus design: A question of focus," Note: we read the rest of this article next class.
(c) __________ Celce-Murcia's on the topic of Diagnosing production,
pp. 345-348; and apppendices 12-17 on pp. 396-406.
(d) __________ In the Joan Morley article, see Table 3, "Speech Intelligibility Index" on p. 76 as well as her several notes at the bottom of the page (especially "notes on speech evaluation").
Sound-Spelling connections: Vowel
letters in "short" position, normally. In the Prator text,
pp. 221-227: see pattern numbers 4, 15, 31, 40, and 56 (base sounds).
A second archetypical set of basic patterns, highly stable.
___________________________________________________________________
(Topics in preparation Lab 2 (two sides of a tape): Consonant
Voicing, Place and Manner of Articulation, IPA symbols; --see handout #21)
(2) Sections of Celce-Murcia's Chapter 3, Consonants: pp. 61-80
(Effect of environment of consonant quality: What the teacher needs to
know, positional variation, flaps, syllabic consonants, some pedabobical
priorities, final consonants, etc.).
________________________________ Discussion Leader(s) for:
(3) Celce-Murcia's Chapter 2, part one: Research issues,
pp. 14-21 (stop after Error Analysis and Avoidance) &
pp. 31-32 at the end. [note: we continue with this chapter on our 14th
day of class].
________________________________ Discussion Leader(s) for:
(4) Firth, S. (1992). "Pronuncation syllabus
design: A question of focus," pp. 173-181. For today's class, the
whole article is assigned. (see item immediately below)
(5) In Joan Morley's article, see Table 2, on page 75 which is titled, "Dual Focus: Speech Production and Speech Performance." (Please search for connections with the Firth reading).
(2) ______________________ Discussion Leader(s) for Sections of Celce-Murcia's Chapter 1 (history), pp. 7-13, a bried reading. Topics include C-L/CLL, CLT, pronunciation teaching today, see "introspecting about your own language learning" on page 13, etc. :
Sound-Spelling connections: Orthographic
digraphs:
"When two vowels go out walking the
first one does the talking,"
(Normally. That is, most of the time.)
Pattern numbers: 7, 12, 18, 23, 26, 43 (Name sounds)
___________________________________________________________________
(Topics in preparation for Lab 3 (two sides) include: Prator
(M/TS) symbols; redundant features; parasitic consonants (also known as
"epenthesis" see the last full paragraph of Celce-Murcia on p. 164); syllabic
consonants (see Celce-Murcia p. 67); voice, place, and manner of articulation)
(4) ______________________ Discussion Leader(s)
for: Greenberg, C. (1997).
"Teaching [ESL] pronunciation through
problem posing." College ESL, 7(1),
pp. 62-71. :
(5) A section from Celce-Murcia's Chapter 5, pp. 156-165
("Adjustments in Connected Speech," e.g., Linking, Assimilation,
dissimilation, deletion, epenthesis, palatalization, etc.).
-also see Appendix #7 on p. 380-381 (constraints)
8th day of class / Thurs., Jan. 29th.
________________________________ Discussion Leader(s) for:
(2) Celce-Murcia's Chapter 11 part one: "Pronunciation
in the Language Curriculum" pp. 319-325. Variables to consider,
etc. [we return to this chapter on our last day of class].
________________________________ Discussion Leader(s) for:
(3) Discussion leaders are responsible for the application
sections in Celce-Murcia's Chapter 5, pages 165-172 (only).
__________________________________________________________________
Sound-Spelling connections:
Digraphs-other, part one, highly predictable, however, in contrast to the
conventions discussed in our last class, in these patterns:
"When two vowels these go out walking, the
first one does NOT
do the talking". . . see pattern numbers: 28,
29, 35, 44, 53
___________________________________________________________________
(Topics in preparation for Lab 4 (two sides). Note: John Murphy's
voice may appear briefly at the beginning of this recording, and again
at the end): allophonic variation, voiced bilabial fricative (Spanish),
permissible clusters, phonetic syllabification, palatalization, dialect
variation (velar)). Though not required, it might be a good idea
to review Celce-Murcia's discussion of consonant clusters prior to attempting
Lab #4, pages 85-89 and Appendix 4 on page 375 in particular. (Note:
There is no lab #5).
9th day of class / Tues., February 3rd.
**** (1) Lab #4 (two sides) completed. Hand in feedback sheet.
(By the way, there is no Lab #5. Next week, Lab #6)
Unit begins on a closer analysis of vowel sounds.
(2) Sound system workbook: Pages 69-75 --see
handout #s 26, 29
(exs. 27 & 28) (intro to vowels)
(Vowel field; classification)
A note to Murphy (only): review Bowen
& Marks pp. 9-10
(3) A section from Celce-Murcia's Chapter 4, pp. 93-110
The Vowel System: What the teacher needs to know,
etc.
- See page 372 of Appendix 2: Vowel symbols
__________________________________________________________________
Sound-Spelling connections:
Digraphs-other, part two, see pattern numbers: 10, 11, 19, 27, 49
___________________________________________________________________
Some additional topics: (phonotactics, Palatalization)
10th day of class / Thurs., Feb. 5th.
________________________________ Discussion Leader(s) for:
(2) A section from Celce-Murcia's Chapter 4 (second half),
pp. 110-130 The Vowel System: Application - See
Appendix 5 on page 376: Vowels before Nasals
________________________________ Discussion Leader(s) for:
(3) A section from Celce-Murcia's Chapter 8 (connetions to
Grammar and inflectional morphology, part one), pp. 247-255
[we continue with this chapter in our next class.]
___________________________________________________________________
Sound-Spelling connections:
Letter "o" initiated digraphs, see pattern numbers: 45, 46, 47, 51,
52
___________________________________________________________________
(Topics in preparation for Lab 6 (one side): Prator (M/TS) vowel symbols, description of the vowel field, vowel chart, diphthongs; --see handout #26 & 29
Notes: If you are still wondering, there is no lab #5. Also the recorded volume on lab #6 is rather low. You may need to double check just to be sure that the volume is high enough.)
Some additional topics: (Stress, Unstressed vowel sounds, rhythm & syllable length)
11th day of class / Tues., Feb. 10th.
**** (1) Lab #6 (one side) completed. Hand in feedback sheet.
(Note, Lab #7 is for our next class (a Thursday). That's two
labs this week. Please plan to schedule your time accordingly.)
(2) Sound System workbook: Pages 84-90
(exercises 36-39) (IPA & Prator's Central
vowels; -r coloring; Prator's use of the 'schwa')
-- see handouts #46-47 -- also, handout
#30
(you might want to preview Prator's spelling patterns
numbers 17, 22, and 34
________________________________ Discussion Leader(s) for:
(3) A section from Celce-Murcia's Chapter 8 (connetions to
Grammar and inflectional morphology, part two), pp. 255-267.
________________________________ Discussion Leader(s) for:
(4) A section from Celce-Murcia's Chapter 5, pp. 131-150:
word stress, rhythm, etc.
- See Appendix 6 (pp. 377-399: reduced function words) and
Appendix 9 (pp. 387-388:
tense/lax alternations)
___________________________________________________________________
(Topics in preparation for Lab 7 (two sides): IPA & Prator symbols, stress, primary and secondary stress, stress patterns, incorrect vowel-feature analysis, transcription)
12th day of class / Thurs., Feb. 12th.
**** (1) Lab #7 (two sides) completed. Hand in feedback sheet.
(Note that Lab #8 is due on Thursday next week.)
Unit begins on a closer analysis of suprasegmentals.
_________________________________ Discussion Leader(s) for:
(3) A section from Celce-Murcia's Chapter 5, pp. 151-174
(please note that pp. 156-172 are a review). Topics:
Sentence Stress and Rhythm, pedagocical priorities, communicative practice,
etc.
__________________________________ Discussion Leader(s) for:
(4) Celce-Murcia's Chapter 7 on "Listening," pp. 222-246 (whole
chapter).
- See Apppendix 7 pp. 380-383 (Constraints on blending)
_____________________________
Sound-Spelling connections: Notice
the special consideration that needs to be given to the "lateral" /l/ in
post-vocalic position. Orthographic vowel letters in long position
before "l" ("Name sounds," however, these patterns are accompanied by .
. . . .:
. . . deletion of the "off glide", and "epenthesis"
with the insertion of a "schwa," . . . see pattern numbers:
2, 8, 20, 24, 36
* One needs to be familiar with the Prator system (and to
some extent with the OM system) to "recognize" this phenomena.
Note: after examining these 5 patterns you should have
a better appreciation for why, in some classificatory systems, the
"voiced-alveolar-lateral," /l/, is also referred to as a "lateral-
liquid."
______________________________________________________________________
(Topics in preparation for Lab 8 (one side): some less familiar IPA symbols, dialect variation, compressed (fast fluent) speech, vowel reductions, reductions as phonemic features, function words) (in preparation, review Celce-Murcia Appendix 6 (pp. 377-399).
13th day of class / Tues., Feb. 17th.
14th day of class / Thurs., Feb. 19th.
(1) Sound System workbook: Pages 106-109 (exercises
45-48; transcription in all 3 systems)
--see handout #56, & #28-b
________________________________ Discussion Leader(s) for:
(2) Second section of Celce-Murcia's Chapter 6 (part 2),
pp. 200-220 (intonation and meaning, contrastive responses,
old vs. new information, communicative practice, etc.)
________________________________ Discussion Leader(s) for:
(3) Celce-Murcia's Chapter 2 (part two): Research issues,
pp. 21-33
(interlanguage, markedness theory, language universals, information
processing, new directions in research, etc.). [Note: we examined
the first section of this chapter for our 5th day of class.]
__________________________________________________
Sound-Spelling connections:
Orthographic vowel letters in long position before "r" . .
. "epenthesis" with the insertion of a "schwa" plus an even more dramatic
change in vowel quality . . .
see pattern numbers 3, 9, 14, 21, 25, 39, 55
When you do, notice the special consideration that needs to be given
to the "alveolar-semivowel," /r/, in post vocalic position. Your
analysis should help to explain why some phonologists refer to this sound
as a "liquid-semivowel." It corresponds with an even more significant
impact upon vowel quality than in the case of the post vocalic "-l" from
last class.
By the way, pattern #39 is a rather strange one as presented
by P&R, don't you think? How do you use it in your own dialect?
How do some of your acquaintances produce it? Do you recognize any
patterns not specified in P&R's taxonomy?
______________________________________________________________________
(Topics for Lab 9 (two sides): O/M symbols, IPA and Prator
symbols, contrastive stress in verbs and nouns, reduced & unstressed
vowels, O/M's 'Name' vs 'Base' sounds, -ate endings (stress), related word
forms & shifting stress patterns, internal vowel changes, palatalization)
15th day of class / Tues., Feb. 24th.
(3) ______________________________ Discussion Leader(s) for:
Acton, W. (1984). "Changing
fossilized pronunciation." TESOL Quarterly,
18(1), 71-86. --See course handout
#53.
16th day of class / Thurs., Feb. 26th.
(3) Recommended: 1st half of Celce-Murcia's Chapter 9, pp. 269-276 (only)"Orthography." -- See Appendix 11 p. 395 (British v. American spelling)
(4) ** Any topics remaining from earlier classes.
____________________________________________
Sound-Spelling connections: Orthographic
vowel letters in short position, before "l"
*** see pattern numbers: 5, 16, 33, 42
____________________________________________
(Topics in preparation for Lab 10 (one side): O/M transcription, Name and Base sounds, Tonic Stress, Primary stress, Noun Compounds, phrase level stress as phonemic; --see handout #55, & #8-a)
17th day of class / Tues., March, 3rd
(3) ____________________ Discussion Leader for:
Morgan, Brian. (1997). "Identity
and Intonation: Linking dynamic processes in an ESL
classroom." TESOL Quarterly, 31(3), 431-450.
(4) Recommended: 2nd half of Celce-Murcia's Chapter 9,
pp. 276-288 "Orthography." -- See Appendix 11 p. 395
(British v. American spelling)
_________________________________________________
Sound-Spelling connections:
Orthographic vowel letters in short position, before an "r", see pattern
numbers: 6, 17, 22, 34 / Notice that numbers 17, 22,
and 34 result in the . . .
"stressed mid-central vowel" before an "-r",
-- review course workbook pp. 84-90,
(Hint: a special symbol is used for this sound in IPA)
(Q: If that is so, then how do the other two systems account
for the same sound?)
______________________________________________
* For next class, divide up discussion leader responsibilties for the J. Morley (1994) reading. See item #1, next page.
18th day of class / Thurs., March 5th.
Divide up (minor) discussion leader responsiblities for the following 10 sections of Morley's article (note: each of the following "tables" correspondes with a surrounding prose section of Morley's article):
____________ Table 1, "Summary Descriptions" p. 74
____________ Table 2, "Dual Focus" p. 75
____________ Table 3, "Speech Intelligibility Index" p. 76
____________ Table 4, "Learner Goals" p. 78
____________ Table 5, "Instructional Objectives and Learner Involvement" p. 80
____________ Table 6, "Instructional Planning: Assessment/Instruction" p. 84
____________ Table 7, "Imitative Speech Practice: Learning Strategies" p. 86
____________ Table 8, "Rehearsed and Extemporaneous Speech Practice" p. 87
____________ The learner's role, p. 87
____________ The Teacher's role p. 88
________________________________ Discussion Leader(s) for:
(2) Celce-Murcia's Chapter 10 part two, pp. 305-318
(please review pp. 290-305 from our sixth day of class):
"New Directions in the Teaching of Pronunciation" (techniques
from psychology, theater arts, other discliplines, instructional
technology, multimedia, video, computer-assisted (CALL), etc.
________________________________________________
Sound-Spelling connections: Orthographic
patterns, mixed, some left overs that are also highly predictable.
See pattern numbers: 32, 37, 41, 48, 50, 57
As we saw previously with pattern #39, pattern #48 is another odd
one as presented by P&R, isn't it? I know it is in my own dialect.
How do you use it? Several (but not all) of the examples presented
in pattern #50 seem problematic along similar lines, don't you think?
Why would this be? Do you recognize any pattern(s) not discussed
in P&R's taxonomy?
________________________________________________
(Topics in preparation for Lab 11 (one side): O/M symbols, tonic syllables, shifts & Glides (Slides), tag endings, punctuation meets intonation, juncture, O/M transcription, Sentence level stress as phonemic, intonation as phonemic) [in preparation, review Celce- Murcia 184-193 on the topic of intonation].
Last (19th) day of class / Tues., March 10th.
Note: "Lab 12" (one side) is available
in LARC, too. This final lab is optional, highly recommended, but
not required in the course. We may have time to
do a few of the individual exercises from Lab 12 in today's class.
________________________________ Discussion Leader(s) for:
**** (2) Celce-Murcia's Chapter 11 (part two), pp. 325-340 (please
review pp. 319-325 from our seventh day of class): "Pronunciation
in the Language Curriculum," etc.
(3) Everyone is to make a presentation of your course project (which may be 'works in progress' at this point).
(4) Illustrations of how to work with sound system information with both ESL learners and with ESL teachers (e.g., in-service workshops)
Note: The "final exam" is scheduled by GSU to be held on Tuesday, March 17th at 8:30pm, same room.
Course Schedule for Sound-Spelling Connections. (short version) In the Prator chapters, see pp. 221-227. For more complete discussion, see the course syllabus.
4th
day of class:
Vowel letters in "short" position, normally,
Pattern numbers: 4, 15, 31, 40, and 56 (base sounds).
......................................................................
6th
day of class:
"When two vowels go out walking the first one does the talking,"
Pattern numbers: 7, 12, 18, 23, 26, 43
......................................................................
8th
day of class: "When these vowels (digraphs) go out walking, the
first one does not do the talking". .
Pattern numbers: 28, 29, 35, 44, 53
......................................................................
9th
day of class:
Digraphs-other, part two, see numbers: 10, 11, 19, 27,
49
......................................................................
10th
day of class:
Letter "o" initiated digraphs, see numbers: 45, 46,
47, 51, 52
......................................................................
12th
day of class:
Vowel letters in name sound position before "l"
Pattern numbers: 2, 8, 20, 24, 36
......................................................................
14th
day of class:
Vowel letters in name sound position before "r"
Pattern numbers 3, 9, 14, 21, 25, 39, 55
......................................................................
16th
day of class:
Vowel letters in base sound position, before "l",
Pattern numbers: 5, 16, 33, 42
......................................................................
17th
day of class:
Vowel letters in base sound position, before an "r",
Pattern numbers: 6, 17, 22, 34
......................................................................
18th
day of class:
some "left-overs" Pattern numbers: 32, 37, 41, 48, 50,
57