Amerifan English Pronunciation 3
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Butler Community College
Jody Conyers
Humanities and Fine Arts
Fall 1997

AMERICAN ENGLISH PRONUNCIATION III

COURSE DESCRIPTION
SP 216. American English Pronunciation III. 1 hour credit. Prerequisite: SP 116 and SP 117 with a C or better. A continuation of additional phoneme instruction, question intonation, Schwa vowel usage, typical syllabic reductions, and review of all material presented.

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.

COURSE OBJECTIVES:
At the completion of this course, the student will be able to:

  1. pronounce 4 vowel/dipthong phonemes, and identify their most common spellings
  2. pronounce 8 consonant phonemes and their common spelling
  3. identify and imitate American intonation patterns pertaining to question forms
  4. evaluate how message intent impacts #3
  5. identify words that are typically syllable reduced
  6. identify words that contain unstressed vowels where the schwa vowel would be substituted
  7. analyze from previous material how to pronounce 3 or 4 syllable words
  8. assimilate information from all the pronunciation classes into a systematic and phonic approach at pronunciation to begin modifying a non-native accent
TYPICAL OUTLINE OF UNITS:
Vowel phonemes
The student will be able to:
  1. auditorially differentiate between 4 vowel/dipthong sounds
  2. identify the 3 pronunciations of "A" from the printed word using common spellings
  3. identify "OW" from the printed word using common spellings
  4. begin pronunciation of these same vowel sounds
Consonant phonemes
The student will be able to:
  1. auditorially differentiate between "F" and "V"; "L" and "R"; "L" and "Y"; "B" and "P"; and "Q" as compared to other sounds.
  2. differentiate instances where "Y" is pronounced instead of "L"
  3. begin pronunciation of each of these consonant sounds
Question forms
The student will be able to:
  1. auditorially analyze pitch changes in yes/no, multiple choice, and tag questions
  2. identify from the printed word how pitch would change in each of these questions forms when verbalized
  3. verbally imitate each question from using pitch changes
Message intent within question formats
The student will be able to:
  1. evaluate how the intent of the question affects word stress within the question form
  2. illustrate message variations by vocally altering word stress in questions
Syllable reduction and contractions
The student will be able to:
  1. identify individual words that are typically syllable reduction
  2. begin pronunciation of these syllable reductions
  3. differentiate contractions from possessives
  4. identify pitch stress in contractions
  5. begin pronunciation of contractions
Unstressed vowels
The students will be able to:
  1. auditorially identify unstressed vowels in words and sentences
  2. identify from the printed word where unstressed words are in words and sentences
  3. describe why the schwa vowel is used on unstressed syllables and its affect on the rhythm of speech
  4. begin pronunciation of the schwa vowel on unstressed syllables
Words with multiple syllables
The student will be able to:
  1. analyze all material previously presented in helping to determine the stress and pronunciation of three or four syllable words
  2. identify the pitch changes in three or four syllable words
  3. begin pronunciation of these larger words
Material review
The student will be able to:
  1. analyze spelling, phonics, compound word, and/or affix clues in determining the pronunciation of unfamiliar words
  2. identify thought groups in phrases and sentences, and how the intent of the speaker affects body language, the intonation of the message, as well as individual word stress
  3. identify pitch patterns in question formats as differentiated from sentence formats
  4. analyze instances of linking, blending, syllable reduction, and schwa vowel usage to determine the rhythm of American English speech
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.