| Guia docent Facultat de Ciències de l'Educació i Psicologia |
català |
| Formació del Professorat d'ESO, Batx., FP i Ensenyament d'Idiomes (2009) |
 Assignatures |
| LA PRONUNCIACIÓ A CLASSE DE LLENGUA ESTRANGERA |
| Continguts |
| DADES IDENTIFICATIVES | 2019_20 |
| Assignatura | LA PRONUNCIACIÓ A CLASSE DE LLENGUA ESTRANGERA | Codi | 11605136 | |||||
| Ensenyament |
|
Cicle | 2n | |||||
| Descriptors | Crèd. | Tipus | Curs | Període | ||||
| 3 | Obligatòria | Primer | AN |
|||||
| Competències | Objectius d'aprenentatge | Continguts |
| Planificació | Metodologies | Atenció personalitzada |
| Avaluació | Fonts d'informació | Recomanacions |
| Tema | Subtema |
| 1. Pronunciation awareness (10% of course contents) | 1.1 The importance of teaching pronunciation 1.2 First vs. second vs. foreign languages 1.3 Factors influencing the effective teaching, learning and acquisition of pronunciation 1.4 The choice of a pronunciation model 1.5 Pronunciation and other aspects of language learning 1.5.1 Spelling 1.5.2 Grammar 1.5.3 Vocabulary 1.5.4 Discourse 1.6 Pronunciation and language skills 1.6.1 Speaking 1.6.2 Listening 1.6.3 Reading 1.6.4 Writing 1.7 Pronunciation in the English Language classroom 1.7.1 Pronunciation in the Spanish/Catalan ESO, BAT, FP and EOI classrooms 1.7.2 Pronunciation in other classrooms 1.8 The role of the instructor 1.9 Students' needs 1.10 Pronunciation in the curriculum 1.11 Testing and assessing pronunciation 1.11.1 Diagnostic tests and other testing tools 1.11.2 Rubrics and other assessment tools |
| 2. The sound system of English: A review (10% of course contents) | 2.1 Basic notions of phonetics and phonology 2.1.1 Contrast, minimal pairs and neutralization 2.1.2 Speech production and pronunciation 2.1.2.1 Speech organs / Articulators 2.1.2.2 The production of speech sounds 2.1.3 Speech perception and pronunciation 2.1.3.1 The Motor Theory of Speech Perception 2.1.3.2 The Native Language Magnet Model 2.1.3.3 The Perceptual Assimilation Model 2.1.3.1 The Speech Learning Model 2.2 Segmental phonology 2.2.1 Vowels 2.2.2 Consonants 2.3 Suprasegmental phonology 2.3.1 Stress 2.3.2 Rhythm 2.3.3 Intonation 2.3.4 Strong and weak forms 2.3.5 Sounds in contact: assimilation, elision, linking and intrusion 2.4 Allophonic variation 2.5 Dialetal variation |
| 3. Pronunciation problems (15%) of course contents | 3.1 Analysis of deficiencies 3.2 L1 vs. L2 (vs. L3) awareness 3.3 The sound systems of Spanish and Catalan 3.4 Pronunciation and spelling 3.4.1 Different letters representing the same sound 3.4.2 The same letter representing different sounds 3.4.3 Combinations of letters representing the same sound 3.4.4 A single letter representing more than one sound 3.4.5 Silent letters 3.4.6 Homographs 3.4.7 Homophones 3.5 Pronunciation transfer problems 3.5.1 Segmental issues 3.5.2 Suprasegmental issues 3.6 Native-like vs. accented pronunciation 3.6.1 Intelligibility vs. comprehensibility 3.6.2 Fluency vs. accuracy 3.6.3 Degree of accentedness 3.7 Expected pronunciation difficulties 3.7.1 Expected pronunciation difficulties for Spanish speakers 3.7.2 Expected pronunciation difficulties for Catalan speakers 3.8 Remedial work 3.8.1 Short-term remedial work 3.8.2 Long-term remedial work |
| 4. Methodological aspects in the teaching of pronunciation (25% of course contents) | 4.1 The learner (and the teacher) 4.1.1 Age 4.1.2 The role of the first language 4.1.3 Phonetic ability/aptitude 4.1.4 Amount and type of prior language instruction 4.1.5 Amount of exposure to the target language 4.1.6 Personality 4.1.7 Concern for good pronunciation 4.1.8 Attitude and motivation 4.1.9 Sense of identity 4.2 The setting 4.2.1 Naturalistic vs. classroom settings 4.2.2 Motherese 4.2.3 Teacher talk 4.2.4 The role of formal instruction 4.3 Key concepts of foreign language acquisition and learning in relation to pronunciation 4.3.1 The 'natural' route of development 4.3.2 Acquisition vs. learning 4.3.3 Competence vs. performance 4.3.4. Errors vs. mistakes 4.3.5 Error analysis and avoidance 4.3.6 Interlanguage 4.3.7 Interaction 4.3.8 Interference 4.3.9 Input vs. output 4.3.10 Monitoring 4.3.11 Fossilization 4.3.12 The Critical Period Hypothesis 4.3.13 The Contrastive Analysis Hypothesis 4.3.14 Markedness Theory 4.3.15 Information Processing Theory: Schemata Theory 4.3.16 The Universal Hypothesis: Language Universals 4.3.17 Learning, production and communication strategies 4.4 Approaches and methods in foreign language teaching in relation to pronunciation 4.4.1 Intuitive-imitative vs. analytic-linguistic approaches 4.4.2 Behaviorist vs. cognitivist/mentalist vs. naturalistic/humanistic approaches 4.4.3 Reading-based approaches vs. oral approaches 4.4.4 Task-based learning 4.4.5 Self-directed learning 4.4.6 The Grammar-Translation Method 4.4.7 The Direct Method 4.4.8 The Audiolingual Method 4.4.9 Total Physical Response 4.4.10 The Silent Way 4.4.11 Community Language Learning 4.4.12 The Natural Approach 4.4.13 Sugestopaedia 4.4.14 The Communicative Method 4.4.15 Competency-based language teaching |
| 5. Materials and tools for pronunciation teaching: An ongoing selection to be completed by the start of the course on 3 MAR 2020 (40% of course contents) | 5.1 Preliminary considerations 5.1.1 The teacher's own pronunciation and their knowledge of pronunciation issues 5.1.2 Students' age: teaching children, teenagers or adults? 5.1.3 Students' level: elementary, intermediate or advanced? 5.1.4 Students' first language: closeness to foreign language? 5.1.5 Class size 5.1.6 Teachability vs. learnability 5.1.7 Integrated, practice or remedial lessons? 5.1.8 Combining productive and receptive skills 5.1.9 Available resources 5.1.10 Diagnosis of students' difficulties 5.1.11 Diagnosis of students' needs 5.2 The use of phonetic transcription and other notational devices 5.3 The importance of imitation 5.4 Awareness-raising activitites 5.5 Working segmental aspects of pronunciation 5.5.1 Sound classification 5.5.2 Minimal pairs/sets/sentences 5.5.3 Tongue twisters 5.5.4 Repetition and substitution drilling 5.5.5 Odd sound out 5.5.6 Sound crosswords, puzzles, ladders and scrabble 5.5.7 Memory, guessing and picture-sound matching games 5.5.8 Phonics 5.6 Working suprasegmental aspects of pronunciation 5.6.1 Stress placement 5.6.2 Tapping 5.6.3 Chaining 5.6.4 Limericks and poetry 5.6.5 Reading aloud 5.6.6 Acting out 5.7 Authentic materials vs. materials designed for classroom use 5.8 Printed materials 5.8.1 Dictionaries 5.8.2 Reference books for teachers 5.8.3 Books for pronunciation practice 5.8.4 Journal articles 5.9 Online resources 5.9.1 Dictionaries 5.9.2 Pronunciation web sites 5.9.3 Exercises and activities 5.10 Other resources 5.10.1 Music 5.10.2 Cinema, television, radio, video 5.10.3 Cell-phone and tablet applications 5.11 Self-recording 5.11.1 Sound recordings 5.11.2 Video recordings |
