American English Pronunciation 1
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Butler Community College
Jody Conyers
Humanities and Fine Arts
Fall 1997
AMERICAN ENGLISH PRONUNCIATION 1

COURSE DESCRIPTION:
SP116 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:

  1. identify clues as to the number of syllables to pronounce in a period word.
  2. pronounce 6 vowel/diphthongs, and identify their most common spellings
  3. pronounce 9 consonant phonemes, and identify their common spellings
  4. identify prefixes and suffixes and how they relate to syllabic stress in word pronunciation
  5. identify intonation patterns of typical American sentences and to begin imitating them
  6. analyze how American eye contact, body posture, tone of voice, silence, and body distance affect interpersonal communication, and compare with native culture
  7. evaluate how #5 and #6 together affect the intent of the communication and how it determines individual word stress in conversation
  8. explain the meaning of 15 common American idioms/expressions
TOPICAL OUTLINE OF UNITS:
Syllable identification
The student will be able to:
  1. identify the number of syllables in a word
  2. analyze printed vowel combinations that actually produce one vocal sound
  3. analyze common printed vowel combinations that produce two vocal sounds
  4. begin pronunciation of the correct number of syllables for a given word
Vowel phonemes
The student will be able to:
  1. auditorially differentiate between 6 vowel/diphthong sounds
  2. identify from the printed word long/short vowel "E" using common spellings
  3. identify from the printed word long/short vowel "U" using common spellings
  4. identify from the printed word the two pronunciation of "OO"
  5. begin pronunciation of each of these same vowel sounds
Consonant phonemes
The student will be able to:
  1. auditorially differentiate between "W" and "Wh", voiced and unvoiced "Th", "Sh", "Ch", and "Zh"; "Ch" and "J"; and "G" and "J"
  2. differentiate between voiced and unvoiced "Th" from the printed word
  3. identify common spelling variations of the "Sh", "Ch", "Zh", "J", and "G" phonemes
  4. begin pronunciation of each of these consonant phonemes
Syllabic stress
The student will be able to:
  1. identify common prefixes and suffixes
  2. analyze how known prefixes and suffixes affect word pronunciation
  3. begin pronunciation using the appropriate syllabic stress in words containing affixes
Pitch and intonation
  1. auditorially identify pitch changes in words and phrases
  2. identify where pitch changes would occur in printed material if verbalized
  3. begin pronunciation of simple pitch pattern changes
Cultural language
The student will be able to:
  1. analyze how eye contact, body distance, use of silence, body posture, and tone of voice affect interpersonal communication
  2. contrast tipical American body language with their native plus one other culture
Word stress in sentences
The student will be able to:
  1. evaluate how V and VI above work together to affect word stress in sentences
  2. identify which words in a sentence are most likely to be stressed
  3. begin imitating message variations by altering word stress in sentences
Idioms
The student will be able to:
  1. explain the meaning of 15 common American idioms
  2. 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.