Identifying Data 2019/20
Subject (*) English Phonetics Code 613G03023
Study programme
Grao en Inglés: Estudos Lingüísticos e Literarios
Descriptors Cycle Period Year Type Credits
Graduate 1st four-month period
Third Obligatory 6
Language
English
Teaching method Face-to-face
Prerequisites
Department Letras
Coordinador
Crespo Garcia, Maria Begoña
E-mail
begona.crespo.garcia@udc.es
Lecturers
Crespo Garcia, Maria Begoña
Pereira Ares, Noemí
E-mail
begona.crespo.garcia@udc.es
noemi.pereira@udc.es
Web http://www.pcudc.es
General description A materia pretende proporcionar aos estudantes conceptos lingüísticos básicos relacionados coa Fonética e a Fonoloxía e coas ferramentas necesarias para recoñecer e reproducir os sons do inglés. Para isto, daranse as descripcións dos sons que irán acompañadas de representacións grafémicas e transcripcións.
Contingency plan

Study programme competencies
Code Study programme competences
A1 Coñecer e aplicar os métodos e as técnicas de análise lingüística e literaria.
A3 Coñecer as correntes teóricas da lingüística e da ciencia literaria.
A6 Ter un dominio instrumental avanzado oral e escrito da lingua inglesa.
A11 Ter capacidade para avaliar, analizar e sintetizar criticamente información especializada.
A14 Ser capaz para identificar problemas e temas de investigación no ámbito dos estudos lingüísticos e literarios e interrelacionar os distintos aspectos destes estudos.
A15 Ser capaz de aplicar os coñecementos lingüísticos e literarios á práctica.
A18 Dominar a gramática da lingua inglesa.
A19 Coñecer a situación sociolingüística da lingua inglesa.
A20 Coñecer a variación lingüística da lingua inglesa.
B1 Utilizar os recursos bibliográficos, as bases de datos e as ferramentas de busca de información.
B2 Manexar ferramentas, programas e aplicacións informáticas específicas.
B3 Adquirir capacidade de autoformación.
B4 Ser capaz de comunicarse de maneira efectiva en calquera contorno.
B5 Relacionar os coñecementos cos doutras áreas e disciplinas.
B6 Ter capacidade de organizar o traballo, planificar e xestionar o tempo e resolver problemas de forma efectiva.
B7 Ter capacidade de análise e síntese, de valorar criticamente o coñecemento e de exercer o pensamento crítico.
B8 Apreciar a diversidade.
B9 Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade.
B10 Comportarse con ética e responsabilidade social como cidadán/á e profesional.
C2 Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro.
C3 Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida.
C6 Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse.
C7 Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida.

Learning aims
Learning outcomes Study programme competences
A1
A11
C2
A1
A15
C7
A14
B2
A3
A20
A1
B2
C6
A1
B2
A1
A3
B2
A3
A19
B10
A6
A18
A19
B2
B8
A19
A20
B3
B4
B1
B2
B2
B5
B2
B7
B2
A1
B2
A3
B9
B2
A1
A3
B2
B6
To use the basic tools of ICT since many activities will be based on Moodle. B2
C3
A6

Contents
Topic Sub-topic
1. Phonology and Phonetics as linguistic disciplines 1.1. Basic concepts and tools. Definition and description
1.2. Acoustic Phnetics
1.3. Auditive Phonetics
1.4. Articulatory Phonetics
2. Speech sounds and their graphic representation 2.1. Vowels and consonants: functional and articulatory classifications
2.2. IPA and its representation. Classification of speech sounds
3. Speech organs 3.1. The anatomy of speech
3.2. The phisiology of speech
4. Manner of articulation, place of articulation and voiced/voiceless sounds
5. English vowels: descrption and graphic representation 5.1. Vowels
5.2. Diphthongs and triphthongs
6. English consonants: description and graphic representation
7. Syllables, words and connected speech. 7.1. Syllables: definition and structure
7. 2. Connected speech phenomena: Gradation. Assimilation. Elision. Juncture. Liaison.
8. Stress. Accentual patterns of English
9. The accents of English 9.1. Great Britain: Received pronunciation, Estuary English
9.2. U.S.A.: American Standard English, African-American English, American- Indian English
9.3. Australia and New Zealand
9.4. English sa a second language accents

Planning
Methodologies / tests Competencies Ordinary class hours Student’s personal work hours Total hours
Case study A6 A11 A15 B2 B6 C6 14 16 30
Guest lecture / keynote speech A1 A3 A11 A15 B4 B8 B9 C7 22 20 42
Problem solving A14 B2 B5 B6 B7 B10 C2 14 11 25
ICT practicals B1 B2 B3 B7 24 15 39
Document analysis A3 A11 A19 A20 B1 B6 C3 C7 0 5 5
Objective test A1 A3 A6 A15 A18 A19 A20 B2 B4 C2 3 0 3
 
Personalized attention 6 0 6
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies Description
Case study This corresponds to Docencia Interactiva. In these sessions, students are expected to be able to solve particular problems such as recognition of phobetic transcriptions, identification of accents, etc.
Guest lecture / keynote speech Lectures will take place once a week. Students are expected to participate.
Problem solving Students will be in charge of solving particular problems either in class or by means of the interactive platform Moodle.
ICT practicals Students will be given exercises and activities to be carried out by means of the interactive platform Moodle.
Document analysis Glossary is a resource that explains and contextualizes terms related to the field in order to facilitate the understanding concepts.
Objective test All students must take a final exam to test their general knowledge of the topics dealt with durting the course.

Personalized attention
Methodologies
ICT practicals
Case study
Description
Students will be provided with a tutorial system both online and personal where you may consult, submit proposals to the teacher at all times. They will be especially tutored group work as well as the acquisition of procedural skills that the course requires for a good use of it.
The student will be attended by teachers of the subject in the tutorial hours of academic year, through the virtual platform Moodle at specific times of the course and through email at all times.

Unidade University Diversidade care (ADI)

University Drive for Diversity (ADI) established in 2004 is responsible for all the special needs arising from disability due to physical, sensory, psychological or cultural reasons. ADI is directed therefore to the whole university community, especially students. For more information on available services and software in the ADI students enrolled at this university, please contact: http://www.udc.es/cufie/uadi/

Assessment
Methodologies Competencies Description Qualification
ICT practicals B1 B2 B3 B7 Students may be asked to solve some problem or do some kind of test in class, at home or on the Moodle platform. The activities carried out with the lector in the TGR classes every two weeks will be also taken into account. 20
Case study A6 A11 A15 B2 B6 C6 Students may be evaluated by collecting some of the activities they must carry out both in class or at home. 30
Objective test A1 A3 A6 A15 A18 A19 A20 B2 B4 C2 All students will have to sit for a final exam to be held in the official date in January . A minumum grade of 4 (out of 10) must be obtained in this test in order for the rest of the grades to be added to it. 50
 
Assessment comments

QUALIFICATION

Students will be evaluated along the course by a maximum of 4 activities as well as by the final comprehensive test.

In order to pass students must have a mark of, at least, 4 (of ten) in the final exam. They must also hand in at least half the activities required. If not, the student will not be graded and will receive a "non presentado".

FINAL EXAM DATES

The dates and times of examinations in official announcements will be approved by the faculty and published for each academic year prior to the beginning of it.

LINGUISTIC ACCURACY

Both the theoretical and practical examination, such as group work and laboratory practices must meet the minimum requirements of linguistic correctness (spelling and grammar, punctuation, syntax concordance, lexical precision, or formal register). The level in English language expected of students is equivalent to an acceptable level for the third year. Deficiencies in this area will be penalized in qualifying.

 JULY CALL

Students that do not pass in January may have another opportunity in July for which there will be a final test (50%) as well as one activity to be done at home(50%).

Those who are officially registered as part-time students, and have been granted permission not to attend classes, as stipulated in the regulations of this University, will be assessed in either of the opportunities according to the same criteria specified for the second opportunity.

Part-time students who have been granted a "dispensa académica" must contact the teacher at the beginning of the semester in order to design the necessary changes and adjustments relating to the different activities to be acarried out along the academic year.????

Essays and written work may be tested through Turnitin in order to detect wrong citations, plagiarism or any other type of fraud. Should this occur, the rules for plagiarism will be applied. (Normasde avaliación, revisión e reclamación das cualificacións dos estudos de grao emestrado universitario). Turnitin recognises papers previously turned in by other people (or the student him/herself) at this university or other universities, as well as other material found on Internet.


Sources of information
Basic

Collins, Beverley, and Inger Mees. Practical Phonetics and Phonology: A Resource Book for Students. London: Routledge, 2008.

Roach, Peter. English Phonetics and Phonology: A Practical Course. Cambridge: Cambridge University Press, 2000.

Wells, J. C. LongmanPronunciation Dictionary. Londres: Longman, any edition.

Complementary

Ashby, M.; J. Maidment. Introducing Phonetic Science. Cambridge: Cambridge University Press, 2005.

Baken, R. J. Clinical measurement of speech and voice. San Diego, CA: Singular Pub. Group, 1996.

Barry, W.J. and W. A. Van Dommelen  (eds.) The Integration of Phonetic Knowledge in Speech Technology, Dordrecht , Springer, 2005.

Bell, A. “Radio: The style of news language” Journal of Communication 32 (1982): 150-164.

Borden, G.J.; Harris, K.S.; Raphael, L.J. Speech Science Primer. Physiology, Acoustics, and Perception of Speech, Baltimore, Williams and Wilkins, 1994.

Brown, A. (Ed.) Teaching English Pronunciation: A Book of Readings. London: Routledge, 1991.

Cowie, R. and Cornelius, R.R. “Describing the emotional states that are expressed in speech.” Speech Communication Special Issue on Speech and Emotion, 40,1- 2(2003): 5-32.

Eckert, P. and J. Rickford (eds) Style and Sociolinguistic Variation. Cambridge: CUP, 2001.

Hart, J., Collier, R., and Cohen, A. A perceptual study of intonation. An experimental-phonetic approach to speech melody, Cambridge, Cambridge University Press, 1990.

Holmes, J. N. and Holmes, W. Speech Synthesis and Recognition. London, Taylor & Francis, 2001.

IPA. Handbook of the International Phonetic Asociation, Cambridge, Cambridge University Press, 1999.

Kent, R. D.; Read, Ch. The Acoustic Analysis of Speech, San Diego, Singular Publishing Group, Inc, 1992.

Kohler, K. J. (ed.). “Rhythm in Speech and Language. From Theory to Data”, Phonetica 66, 1-2 (2009).

Kuhl, P. K. “Early language acquisition.” Nature Reviews Neuroscience, 5, 2004: 831- 43.

Ladefoged, P. and Maddieson, I. The Sounds of the World's Languages. Blackwell, Oxford, 1996.

Leather, J. Phonological Issues in Second Language Learning. Oxford: Blackwell, 1999.

Lleó, C. La adquisición de la fonología de la primera lengua y de las lenguas extranjeras. Madrid: Visor, 1997.

Martínez Celdrán, E. Análisis espectrográfico de los sonidos del habla, Barcelona, Ariel, 2007.

Moore, B.J.C. An Introduction to the Psychology of Hearing. Amsterdam. Academic Press, 2003.

Thomas, E. R. “Instrumental Phonetics”, en Chambers, J. K., Trudgill, P., Shilling-Estes, N. (eds.): The handbook of language variation and change. Malden, Ma: Blackwell, 2004.

Titze, I. Principles of Voice Production. Prentice Hall, 1994.

VVAA. “Disorders of speech and language.” In: Principles of Neurologiy. McGraw-Hill, New York, 2005.


Recommendations
Subjects that it is recommended to have taken before
Lingua Inglesa 1/613G03003
Lingüística Xeral/613G03004
Lingua Inglesa 2/613G03008
Lingua Inglesa 3/613G03015
Lingua Inglesa 4/613G03019

Subjects that are recommended to be taken simultaneously

Subjects that continue the syllabus

Other comments

A good command of English is required since grammatical mistakes, non-English word order and lack of concordance will be penalised.



(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.