Fonología Inglesa is an optional course offered in the Minor in Linguistics, which the learners can take in 3rd year of the English Studies Degree. As one of its goals is to help learners develop their mastery in producing and understanding English from a phonetic-phonological aspect, students must display the phonetic knowledge and phonetic transcriptions skills acquired in the 2nd –year compulsory course Fonetica de la lengua Inglesa, as there are skills that will be consolidated in the course. The course also explores fundamental formalisms for phonological development in linguistics as the learners will learn to interpret and describe phonemic distribution from both a structuralist and universalist perspective, sharing some linguistic concepts with the 3rd year compulsory subject Adquisición de la lengua Inglesa. In this course learners will be able to learn about and practice suprasegmental and prosodic (stress, rhythm and intonation) aspects of the English language as well as identify main current English accents from a phonological perspective. This gained expertise on the phonetic-phonological aspect on the English language will enable the learners to i) exhibit confident perception and production speech abilities in English and ii) demonstrate the necessary knowledge and metalanguage to become proficient English speakers and English language specialists.Students must note that this subject requires having passed Lengua Inglesa II.

The course intends to help the learner develop the following competences (C) or abilities/knowledge that are considered to be fundamental in their future professional roles:



C1:To discover the phonological structure of English within different theoretical models applied to the phonological rules of English.

C2:To recognise the most important phonological features of the main geographical varieties of English.

C3:To be able to produce and understand any type of oral and written text in English.



So as to achieve such objectives or competencies (C), the course will help the learner develop the following specific learning actions or outcomes (LO):



C1:To discover the phonological structure of English within different theoretical models applied to the phonological rules of English.

LO1: Interpret the phonological distribution of sounds of a given system. Which sounds have phonemic status vs. which sounds have allophonic status.

LO2: Identify and describe prosodic structure such as syllable units, stress patterns and intonation units in English.

LO3: Describe English phonological system in terms of Distinctive Features and Feature Geometry formalisms.



C2:To recognise the most important phonological features of the main geographical varieties of English.

LO4: Identify and describe and phonological variation in the selected geographical varieties of contemporary English.



C3:To be able to produce and understand any type of oral and written text in English

LO5: Transcribe phonological processes in contemporary English

LO6: Show mastery in phonetic transcription skills

LO7: Show mastery in the oral production of English sounds, phonological processes and prosodic aspects such as stress

The following section details the topics that the course will address chronologically and also specifies theoretical (1.a, 2.a, etc.) and practical orientations (1.b, 2.b, etc.) for each topic:



1.a. Introduction. Brief review of the phonetic description of the sounds of English (theoretical lecture)

1.b. Practice workshop tasks (classroom):

- Provide evidence for the inconsistencies between spelling and sounds in English

- Find the common phonetic descriptors in a set of sounds

- Describe sounds using voicing place and manner of articulation descriptors



2a.Phonological processes: some systematic pronunciation variations/alternations in English: assimilations, elision and coalescence processes (theoretical lecture)

2.b. Laboratory and out-of class practice: 8 sessions for autonomous transcription task practice with feedback which incorporate the phonological processes revised in 2.a.



3.a. Main formalisms for rule description and phonemic analysis. Complementary vs. overlapping/contrastive distributions (theoretical)

3.b. Practice workshop tasks (classroom):

- Identify possible distribution positions (onset, medial, final, etc.)

- Examine specific sound distributions (phonemic vs, allophonic distributions) in given systems (English accents, phonologically disordered individuals and other systems)



4. Distinctive features and natural classes. Main vowel and consonant features (theoretical lecture)



5.a.Diachronic and synchronic change: main and most significant phonological processes in the historical development of English and description of phonological variation in various English accents (theoretical lecture)

5.b. Handout generation and oral presentations: The learners (in groups of 3) choose a variety, analyse its main phonological components, synthesize them in a handout for the class and orally present such phonological variety components. (common ones chosen by students: Cockney, Canadian, North (Lancashire), General Australian, Scottish Standard, English, Indian English, Irish Republic (Greater Dublin), Singapore English, Tyneside (Geordie), Caribbean English



6.a.The syllable. Structure of the syllable, components, representation and phonotactics (theoretical lecture)

6.b. Practice workshop tasks (classroom):

- Identify syllable components

- Provide syllable tree structure

- Identify phonotactically allowable sequences in English

- Analyse possible syllabification processes in multisyllabic word in English



7.a. Prosody. Accent, rhythm and intonation. Representation of prominence levels and tone (theoretical lecture)

7.b. Practice workshop tasks (classroom):

- Identify stressing patterns in single, affixed and compound nouns

-Identify elements in the tonic group, tone units and intonation contours in small utterances

The theoretical topics described above (1.a, 2.a, etc) will be illustrated in analytical lectures that promote learner autonomy as well as active participation as these lessons are supported with handouts which summarize the main concepts in the lesson and also incorporate frequent mini tasks/awareness activities so that learners actively interact in such lectures.



Workshop tasks sessions (1.b, 2.b, etc.) normally follow a lecture session and incorporate a battery of activities (in the handouts) that allow the learners to apply the concepts explained during the lectures. Learners are encouraged to work in pairs and actively discuss issues in class as the lecturer monitors the completion and correction of such activities.



Laboratory practice aims at supporting learning objectives LO5, LO6 and LO7. During 8 sessions in the course, the learners attend laboratory 1.51 at the Faculty of Letters (access to WTT programme for transcription practice) and an adjacent room for oral production practice. In these sessions, the class group is subdivided in two groups which accomplish the two tasks as they swap after 50 minutes. Transcription practice is carried out via autonomous practice and production practice is carried out with peer-dictation and peer-assessment co-operative tasks.



The lecturer closely monitors the group and the individuals in the workshop sessions (whole group) as well as the laboratory sessions (subgroups) by providing formative (i.e.: teacher revises and provides improvement suggestions for the handouts in the synchronic presentation task) and corrective feedback. A mock exam is also added as part of class practice towards the end of the course so that learners can become acquainted with the assessment criteria that will be applied in the tasks included in the final exam.



All corrective feedback as well as handouts are permanently available in E-gela so that learners can access activity procedures and correct answers whenever they need to. Upon course presentation, students are presented with the assessment criteria for each task.



Alternative learning/teaching strategies on account of possible restrictions affecting in-class attendance:



- Analytical lectures (1.a, 2.a etc.) in ‘mixed’ interaction according to UPV/EHU regulations or in virtual rooms in BBCollaborate.

- Workshop-type lessons (1.b, 2.betc.) in ‘mixed’ interaction according to UPV/EHU regulations or in virtual rooms in BBCollaborate.

- Laboratory -type lessons (LO5, LO6 and LO7.) in ‘mixed’ interaction according to UPV/EHU regulations or in virtual rooms in BBCollaborate.



Working interactions (individual, tandem or group) will be decided upon the teaching circumstances of the time and upon teacher-students consensus

• Sistema de Evaluación Continua
• Sistema de Evaluación Final
• Herramientas y porcentajes de calificación:
  • Prueba escrita a desarrollar (%): 20
  • Realización de prácticas (ejercicios, casos o problemas) (%): 60
  • Exposición de trabajos, lecturas… (%): 10
  • PRUEBA ORAL DE LECTURA FONETICA (%): 10

Withdrawal from the Continuous Assessment: All students have the right to be evaluated according to the final evaluation procedure independently of whether or not they have participated in the continuous assessment module. In order to withdraw from the continuous assessment, they must write the instructor responsible for the course expressing their desire to do so. Students can withdraw within the first 9 weeks of the course, according to the academic calendar of their centre. The form that has to be filled in is available at the website of the faculty http://www.ehu.eus/eu/web/letrak/idazkaritza

Withdrawal from an exam call: Withdrawal from a call will be assessed as “no grade reported” [no presentado/a]. Not sitting the exam on the official date of the exam qualifies as an automatic withdrawal from the corresponding call.



Changes in assessment on account of possible restrictions affecting in-class attendance:



Phonetic–phonological transcription task (15%): same

Oral performance task: phonetic reading (15%): same

Phonemic analysis task (10%): same

Handout generation and oral presentation synchronic variation of English

(20%): same(presentations via

BBCollaborate)

Diachrony tasks (20%): same

Syllabification activity (10%): same

Stress patterns activity (10%): same



All tasks would be carried out via e-Gela ‘entrega de tarea’.





Tasks which fail to exhibit the English language command appropriate to the subject contents (deficient use of the language and/or inaccurate choice of lexicon) will be penalized with a maximum of 10% of the final mark.



The use of mobile or electronic devices, notes, books is not allowed in sitting tasks.

Home-assignments: the work submitted by the students must be their own work and must have been written completely by themselves. The students must identify and include the source of all facts, ideas, opinions and viewpoints of others through in-text referencing and the relevant sources should all be included in the list of references at the end of their work. Direct quotations from books, journal articles, internet sources or any other source must be acknowledged and the sources cited must be identified in the list of references.



The regulation about assessment can be found at the following link:

http://www.ehu.eus/es/web/estudiosdegrado-gradukoikasketak/ebaluaziorako-arautegia

RETAKE (CONVOCATORIA EXTRAORDINARIA) The mark will be based on an exam (100%), which incorporates ALL TASKS/ACTIVITIES described above, except for the oral presentation.The synchronic variation handout requires supervision (one round of feedback) hence, it is advisable that the students contact the lecturer at least one month before submission/exam date.



Tasks which fail to exhibit the English language command appropriate to the subject contents (deficient use of the language and/or inaccurate choice of lexicon) will be penalized with a maximum of 10% of the final mark.



The use of mobile or electronic devices, notes, books is not allowed in sitting tasks.

Home-assignments: the work submitted by the students must be their own work and must have been written completely by themselves. The students must identify and include the source of all facts, ideas, opinions and viewpoints of others through in-text referencing and the relevant sources should all be included in the list of references at the end of their work. Direct quotations from books, journal articles, internet sources or any other source must be acknowledged and the sources cited must be identified in the list of references.



The regulation about assessment can be found at the following link:

http://www.ehu.eus/es/web/estudiosdegrado-gradukoikasketak/ebaluaziorako-arautegia



Changes in assessment on account of possible restrictions affecting in-class attendance:

ALL TASKS AND PERCENTAGES WILL BE THE SAME AND CARRIED OUT ON-LINE, except for the oral presentation.

Bibliografía básica

Carr, P. 1999. English Phonetics and Phonology: An Introduction. Oxford: Blackwell.

Davenport, M. & Hannahs, S.J. 2005, Introducing Phonetics and Phonology. London: Arnold.

Hayes, B. 2008. Introductory Phonology. Oxford: Blackwell.

Yava¿, M. 2006. Applied English Phonology. Oxford: Blackwell.

Bibliografía de profundización

Carr, P. 1993, Phonology. London: MacMillan Press.
Carr, P. 2009. A Glossary of Phonology. Edinburgh: Edinburgh University Press.
Clark, J. Yallop, C. & Fletcher, J. 2007. An Introduction to Phonetics and Phonology. Oxford: Blackwell.
Gussenhoven, C. & Jacobs H. 2005. Understanding Phonology. London: Hodder Education Hodder Arnold.
Katamba, F. 1989. An Introduction to Phonology. Harlow: Longman.
Lass, R. 1984. Phonology: an Introduction to Basic Concepts. Cambridge: Cambridge University Press.
Spencer, A. 1996. Phonology. Theory and description. Oxford: Blackwell.
Trask, D.L. 1995. Dictionary of Phonetics and Phonology. London: Routledge.
Wells, J.C. 1982. Accents of English, volumes 1, 2 & 3. Cambridge: Cambrige University Press.

Revistas

Phonology
Phonetica
Journal of Phonetics
Journal of the International Phonetics Association

Direcciones web

1. BBC learning pronunciation practice: http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/
2. Interactive articulatory displays for American English: http://www.uiowa.edu/~acadtech/phonetics/index.html#
3. Interactive chart for English sounds: http://www.onestopenglish.com/skills/pronunciation/phonemic-chart-and-app/interactive-phonemic-chart/
4. Acoustics:
http://auditoryneuroscience.com/topics/two-formant-artificial-vowels
5. International Dialects of English Archive (IDEA): http://web.ku.edu/~idea/europe/england/england.htm
6. International Phonetic Association (IPA)homepage: https://www.internationalphoneticassociation.org/
7. Listen to the sounds in the IPA: http://www.yorku.ca/earmstro/ipa/
8. Phonetic fonts download at UCL: http://www.phon.ucl.ac.uk/home/wells/fonts.htm
9. Type with IPA: http://ipa.typeit.org/full/
10. PRAAT download at: http://www.fon.hum.uva.nl/praat/
11. Pronunciation dictionary on line: http://www.howjsay.com/index.php?word=cap
12. The Pronunciation app: http://www.onestopenglish.com/skills/pronunciation/phonemic-chart-and-app/the-pronunciation-app/
13. The speech accent archive: http://accent.gmu.edu/
14. The Web Transcription Tool: www.wtt.org.uk
15. Varieties of English: http://ic-migration.webhost.uits.arizona.edu/icfiles/ic/lsp/site/
16. British Library accents and dialects of the UK. Recordings and comments: http://www.bl.uk/learning/langlit/sounds/
17. Accents of English: http://www.lel.ed.ac.uk/research/gsound/Eng/Database/Phonetics/Englishes/Home/HomeMainFrameHolder.htm
18. Search for British English transcriptions: http://seas3.elte.hu/cube/