American English Pronunciation
1, 1 hour credit. A systematic approach to American English pronunciation
for ESL students, utilizing phonics, sentence intonation, syllabic stress,
and articulation instruction.
POSSIBLE TEXTBOOKS/REFERENCES:
Jones, Clarice M. and Miculka, Jean H.
(1992).
Speaking American English. Cincinnati, Ohio: South-Western
Publishing Company.
Cook, Ann (1991).
American Accent
Training. Canada: Barrons Educational Series, Inc.
Edwards, Hal T. and Strattman, Kathy
H. (1995).
A Course in Accent Modification. Wichita, Kansas: Wichita
State University.
Funk & Wagnalls Standard Dictionary (1993). New York, New
York: Harper Paperbacks Dictionary.
Funk and Wagnall's Standard Dictionary
COURSE OBJECTIVES:
At the completion of this course, the
student will be able to:
- identify clues as to the number
of syllables to pronounce in a period word.
- pronounce 6 vowel/diphthongs, and
identify their most common spellings
- pronounce 9 consonant phonemes,
and identify their common spellings
- identify prefixes and suffixes and
how they relate to syllabic stress in word pronunciation
- identify intonation patterns of
typical American sentences and to begin imitating them
- analyze how American eye contact,
body posture, tone of voice, silence, and body distance affect interpersonal
communication, and compare with native culture
- evaluate how #5 and #6 together
affect the intent of the communication and how it determines individual
word stress in conversation
- explain the meaning of 15 common
American idioms/expressions
TOPICAL OUTLINE OF UNITS:
Syllable identification
The student will be able to:
- identify the number of syllables in
a word
- analyze printed vowel combinations that
actually produce one vocal sound
- analyze common printed vowel combinations
that produce two vocal sounds
- begin pronunciation of the correct number
of syllables for a given word
Vowel phonemes
The student will be able to:
- auditorially differentiate between 6
vowel/diphthong sounds
- identify from the printed word long/short
vowel "E" using common spellings
- identify from the printed word long/short
vowel "U" using common spellings
- identify from the printed word the two
pronunciation of "OO"
- begin pronunciation of each of these
same vowel sounds
Consonant phonemes
The student will be able to:
- auditorially differentiate between "W"
and "Wh", voiced and unvoiced "Th", "Sh", "Ch", and "Zh"; "Ch" and "J";
and "G" and "J"
- differentiate between voiced and unvoiced "Th" from the printed word
- identify common spelling variations
of the "Sh", "Ch", "Zh", "J", and "G" phonemes
- begin pronunciation of each of these
consonant phonemes
Syllabic stress
The student will be able to:
- identify common prefixes and suffixes
- analyze how known prefixes and suffixes
affect word pronunciation
- begin pronunciation using the appropriate
syllabic stress in words containing affixes
Pitch and intonation
- auditorially identify pitch changes
in words and phrases
- identify where pitch changes would occur
in printed material if verbalized
- begin pronunciation of simple pitch
pattern changes
Cultural language
The student will be able to:
- analyze how eye contact, body distance,
use of silence, body posture, and tone of voice affect interpersonal
communication
- contrast tipical American body language
with their native plus one other culture
Word stress in sentences
The student will be able to:
- evaluate how V and VI above work together
to affect word stress in sentences
- identify which words in a sentence are
most likely to be stressed
- begin imitating message variations by
altering word stress in sentences
Idioms
The student will be able to:
- explain the meaning of 15 common American
idioms
- indicate when these idioms could be
appropriately used
METHODS OF INSTRUCTION:
The following teaching/learning activities
will assist students to achieve course objectives: lecture, group and individual
phoneme pronunciation practice, autotapes, conversation practice, role playing,
dictionary usage, and written assignments.
Telecourses: Independent study of audio/video
materials augmented by text and study guide; collaboration and participation
with class members and faculty via available means. Faculty role is facilitator
of learning experiences.
METHODS OF EVALUATION:
Grade determination will be dependent
upon attendance, class participation, written assignments, quizzes, a
comprehensive final, and completion of two pronunciation tapes.
Miscellaneous:
Students with impaired sensory, manual
or speaking skills are encouraged and have the responsibility to contact
their instructor, in a timely fashion, regarding reasonable accommodation
needs.
