FACULTY OF EDUCATION

GENERAL INFORMATION
CAREER: UNIVERSITY PROFESSOR SPECIALIZED IN THE ENGLISH LANGUAGE CYCLE: 1T- 2020

COURSE: PHONETICS OF THE ENGLISH LANGUAGE CODE: ED–E1387

PRE-REQUISITE: Ninguno CODE:

PLAN: TRIMESTRAL MODE: VIRTUAL CAMPUS: VIRTUAL

TUTOR´S NAME: Mgtr. Vivian Pozuelos de Garrido

E-MAIL: pozuelos.vivian@upana.edu.gt

REVISED AND
APPROVED DECANATURA FACULTY FIRMA DOCENTE
SCIENCE OF EDUCATION
MONTH:
YEAR: 2019

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 Welcome to Phonetics of the English Language Course
The course provides the student with a broad introduction to English Phonetics and Phonology and the study of English
accents. It focuses in the North American English System but contrasts it with the British English, includes Intonation,
stress and rhythm and gives an overview of basic concepts and terminology combined with teaching strategies.

See the following video: foreign learners of English asked native speakers how to pronounce some difficult words. The
results were sometimes funny, sometimes surprising.

(link video) https://www.youtube.com/watch?v=GZTJXtcOkvU

U1 - WEEK 1:
DESCRIPTION

Welcome to the first week of unit one. This week we will be learning about the history and scope of teaching
pronunciation. The perspective of the pronunciation process involves understanding the different approaches over the
years but also to understand that it’s focus is not to remove accent for nonnative speakers but to embrace them by using
correctly the fundamental standards that guide pronunciation. Through the history of English teaching the process of
acquisition was prioritized to focus primarily on grammar, followed by an audiolingual approach, which is through habit
formation. Pronunciation required a more in depth understanding of how sounds interact with the language. We need to
understand the evolution of approaches to improve the teaching skills and acquisition of the English language. As part of
the activities to be carried out during the week, there is a timeline that presents the history and scope of teaching
pronunciation.

INDICATORS OF ACHIEVEMENT

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 ● Relates the approaches to pronunciation throughout history.

ACTIVITIES OF THE WEEK

W1_Activity 1: TIMELINE
Based on week one content designed a timeline in https://www.sutori.com/, include the chronological development of the
history and scope of pronunciation teaching.

------------------------------------------------

CONTENTS OF THE WEEK

INTRODUCTION

---- Page 1-----

History and Scope of Teaching Pronunciation

The most important approaches to language pronunciation have tried to diverge from the idea that grammar is solely the
key component in pronunciation teaching. We will see how these methodological approaches learn from each other to
grown into a more effective and correct way of understanding and teaching pronunciation, making it the perspective to
follow.

Prior to 1967 no actual attempts have been made to remove the central role of grammar to language pronunciation, this
changed when grammar was integrated with a communicative approach. The four major approaches that encompass this
historical overview are:

 Audiolingual Approach

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  Cognitive Approach
 Comprehension Approach
 Communicative Approach

AUDIOLINGUAL COGNITIVE COMPREHENSION COMMUNICATIVE

APPROACH APPROACH APPROACH APPROACH

.
.
.

Source: Own
elaboration

For more information about History and Scope of Teaching Pronunciation go to the following link.
 (Link icon): https://web.ntpu.edu.tw/~language/workshop/method.pdf

---- Page 2----- AUDIOLINGUAL APPROACH

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Its nature is to be a structured linguistic that influences the current teachings of foreign languages. The grammar structure
has a specific sequence that grows from basic to complex with a limited vocabulary. The idea behind this approach is to
form habits and overlearning, this leads to mimicry of forms and memorization of sentence patterns which become
automatic responses.

Drills help shape what is right to use and also remove learner’s errors which could later
become bad habits. Errors come from the interference of previous perceptions of
pronunciation. It is not a scalable approach since its focus is on limited vocabulary and
patterns.

Image Link: https://o.quizlet.com/XXXVyfbWnGZLafXfWwphEg_m.jpg

---- Page 3----- COGNITIVE APPROACH

Cognition refers to mental activity including thinking, remembering, learning and using language. When we apply a
cognitive approach to learning and teaching, we focus on the understanding of information and concepts. If we are able to
understand the connections between concepts, break down information and rebuild with logical connections, then our
mention of material and understanding will increase.

When we are aware of these mental actions, monitor them and control our learning processes it is called metacognition.

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Cognitive theory maintains that how one thinks largely determines how one feels and behaves. This relates to and
incorporates to all forms of knowing, including memory, psycholinguistics, thinking, comprehension, motivation, and
perception. So, it is extremely related with speech.

For more information about cognitive approach see this video, starting with the study of internal mental processes before
looking closely at the role of schema

(Video link): https://www.youtube.com/watch?v=FctU-QV8ZVo

Image link:
https://thumbs.dreamstime.com/b/phonetics-word-concept-cubes-
146502898.jpg

---- Page 4----- COMPREHENSION APPROACH

Comprehension-based language teaching uses many hours of listening activities in the early stages of acquisition, and
learners respond with TPR-style tasks as well as other nonverbal signs of comprehension. Instructors move systematically
from the concrete to the abstract and from the global to the local in their activities.

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The listening activities dominate classroom time, followed
much later by the other receptive skill of reading, small
amounts of speaking, and even smaller amounts of writing. The
listening activities may involve visual and prerecorded
materials such as a set of pictures with accompanying cassette
tapes identifying the objects or actions in the pictures. The pictures
are graded in difficulty, starting with concrete vocabulary,
such as numbers, and moving toward more abstract
functions, such as analyzing a situation.

A typical class session after the prolonged listening period might

consist of reading a short text and underlining the best of several paraphrases of the main idea. This might be followed by
a problem solving activity related to the topic of the reading (problem solving is especially valued in comprehension based
learning) and a question-answer session at the end of the hour, possibly in the learners' native language.( Language
Training - Reference Manual (Peace Corps, 2009, 333 p.))

Image link: (https://images.wisegeek.com/man-teaching-japanese.jpg)

---- Page 5----- COMMUNICATIVE APPROACH

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Taking all the previous considerations into teaching pronunciation, here we remove the primary role of grammar and shift
into a communicative perspective. We target language acquisition based on topics, subject matter, pragmatic functions
and semantic notions.

We take sentences out of the equation for contents that have meaning in the context of real-life communication. The
teacher instead of being the center point of knowledge is focused on facilitating language usage and communication to the
learners, that leads to feedback and error correction.

Watch the following video, in here Roberto Guzman a Puerto Rican English teacher professor discusses his three-phase
system which he uses to teach English without teaching English, to improve the learning experience for students and the
teaching practice for professors.

(Video Link to be inserted here) https://www.youtube.com/watch?v=8pZa6R3rmRQ

ACTIVITIES OF THE WEEK

W1_Activity 1: TIMELINE
Based on week one content designed a timeline in https://www.sutori.com/, include the chronological development of the
history and scope of pronunciation teaching.

At the end of your activity, identify the PDF file as: Activity_1_Surname_Name, to attach it in the respective space.

We recommend you check the rubric to make sure you comply with what will be evaluated.

EVALUATION
W1_ACTIVITY 1

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Based on week one content designed a timeline in https://www.sutori.com/, include the chronological development of the
history and scope of pronunciation teaching.

Criteria Excellent Very good Good Needs improvement

(20) (15)
Demonstrates in Demonstrates (10) (05)
depth understanding understanding of the Demonstrates little Lacks understanding of
of topic and topic and employs understanding of topic topic
Content
accurately utilizes research information and employs research And reports only the
researched with an adequate information with a fair most basic parts of the
information in the degree of accuracy degree of accuracy information
timeline
Sequence / (20) (15) (10) (05)
Fluency of Events are placed Almost all events are Most of the events are Most events are
contents in the proper order. placed in proper order. placed in proper order. incorrectly placed on
Events are clearly Are described well but Events are not the timeline. Events are
described. language is described well and described using vague
sometimes vague or language is often language or inaccurate
inaccurate. vague or inaccurate. information.
Quality / (20) (15) (10) (05)
Accuracy of Included 4 events Most of the included 3 Some events:1 or 2 are Many major events and
contents and facts are events and facts are trivial and major events facts are excluded and
important and and facts are missing. too many trivial events
important. One or two
accurate. or facts are included.
events or facts may be
missing.
Presentation (20) (15) (10) (05)
Timeline follows Timeline partially Timeline almost Timeline doesn’t follow

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 correct format of follows format of partially follows format the format of branch,
branch, hook or row branch, hook or row of branch, hook or row hook or row
(08) (05)
(10) (03)
Grammar Wording is not Wording is not
Excellent writing Wording is confusing
and consistent and consistent and
and completely and has more than
mechanics presents two to six presents seven to ten
adequate spelling eleven spelling errors
spelling errors spelling errors
(05)
(08)
Delivery (10) Presentation was (0)
More than two days
time In time! presented with more Did not turn in activity.
late
than two days of delay.

SUPPORTING / ADDITIONAL MATERIALS

 PDF: The Role of Pronunciation within different Approaches to Foreign Language teaching:
https://www.researchgate.net/publication/272486450_The_Role_of_Pronunciation_within_Different_Approaches_to_Forei
gn_Language_Teaching

 YouTube Video: Introduction to Phonetics: https://www.youtube.com/watch?v=7mahmMmnSx4

 Sutori link: https://www.sutori.com/

 Sutori tutorial: https://www.youtube.com/watch?v=6OjMbE7-hB4

BIBLIOGRAPHIC REFERENCES

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 Marianne Celce-Murcia, Donna M. Brinton, Janet M. Goodwin. Teaching Pronunciation. A Course Book and
Reference Guide. Second Edition, 2010. Cambridge University Press.

 Dakto, Juraj (2013) “The Role of Pronunciation within Different Approaches to Foreign Language Teaching”
Retrieved:
https://www.researchgate.net/publication/272486450_The_Role_of_Pronunciation_within_Different_Approaches_to
_Foreign_Language_Teaching

 Lethemtalktv (2014,05,20) The top 10 mispronounced words in English made by foreign learners
Retrieved from: https://www.youtube.com/watch?v=GZTJXtcOkvU

 Atomichannel (2019,07,02) A level Psychology: Cognitive Approach. Retrieved from:

https://www.youtube.com/watch?v=FctU-QV8ZVo

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