American English Pronunciation
II, 1 hour credit. Prerequisite: American English Pronunciation I. A continuation
of additional phoneme instruction, phrasing in oral and written language,
compound word stress, linking, and blending.
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 and Wagnalls Standard Dictionary (1993).
New York, New York: Harper Paperbacks.
COURSE OBJECTIVES:
At the completion of this course, the
student should be able to:
- pronounce 5 vowel/dipthongs, and
identify their common spellings
- pronounce 7 consonant phonemes,
and identify their common spellings
- identify silent consonant combinations,
and compare with double or multiple consonants in pronunciation from
the printed word
- appropriately pronounce plurals
and verb endings 5. distinguish between pronunciation of like compound
words
- identify in sentences the usage
of liking and blending in pronunciation and begin imitating
- recognize effects of punctuation
in the printed word, and how this is transferred in oral language into
thought groups
- explain the meaning of 15 additional
American idioms
TOPICAL OUTLINE OF UNITS:
Vowel phonemes
The student will be able to:
- auditorially differentiate between 5
vowel/dipthong sounds
- identify long/short "O" from the printed
word using the common spellings
- identify long/short "I" from the printed
word using the common spellings
- identify dipthong "OY" from the printed
word using common spellings
- begin pronunciation of these some vowel
sounds
Consonant phonemes
The student will be able to:
- auditorially differentiate between "K",
"N", "NG", and "NK"; "S" and "Z"; "K", "S", and "X"
- differentiate between "S" and "K" ("C")
sounds from the printed word
- differentiate between "S" and "Z" sounds
from the printed word
- identify the pronunciation of "CK" and
how "-CK" affects pronunciation of the preceding vowel
- begin pronunciation of each of these
consonant sounds
Double/silent/multiple consonants
The student will be able to:
- identify how a double consonant affects
pronunciation
- identify how a double "TT" affects pronunciation
of this sound
- identify which common consonant combinations
in the printed word results in the sounds that are not pronounced
- identify which common consonant result
in numerous sounds that are pronounced
- begin imitating pronunciation of these
consonants and consonants combinations
Plurals and verb endings
The student will be able to:
- auditorially differentiate between "s"
plurals, "es" ("ez") plurals, and "z" sound plurals
- identify from the printed word which
sound ("s", "z", or "ez") would be pronounced
- auditorially differentiate between past
tense "ed" ("t"), "ed" ("d"), and "ed" ("ed") sounds
- identify from the printed word which
sound ("t", "d", or "ed") would be pronounced
- begin imitating pronunciation of each
of these word endings
Compound word stress
The student will be able to:
- identify which part of a two syllable
word (which could be either a subject or a verb) to emphasize with stress
by looking at the word in context
- begin contrasting pronunciation of these
word pairs
- begin appropriate pronunciation of these
words in context
- identify which part of a two syllable
word, compound noun, or compound verb to emphasize with stress
- begin pronunciation of these words using
appropriate stress
Linking and blending
The student will be able to:
- auditorially differentiate between consonant
and vowel linking, consonant to consonant blending, and vowel to vowel
blending
- identify from the printed word instances
in sentences where the sound linking and blending would occur
- auditorially analyze in cases of vowel
to vowel blending whether a "Y" or "W" sound has been verbally pronounced
- identify from the printed word instances
of vowel to vowel blending whether a "Y" or " W" would be added when
verbalized
- identify from the printed word how an
initial "H" word is affected in pronunciation by the final sound of
the preceding word
- begin pronunciation using linkage and
blending patterns
Verbal thought groups-phrasing and pausing
The student will be able to:
- identify how different types of punctuation
reflect "thought groups" in the printed word
- recite sentences using stress, tonal
changes, and pausing to illustrate where printed punctuation had occurred
- identify verbal thought and groups from
auditorially presented material
- analyze written sentences that are not
heavily punctuated into thought groups
- begin verbalizing sentences using thought
groups
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, audiotapes, 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.
