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IA901 2012 Session One

IA901 2012 Session One. Introductions Phonetics. Introductions. Please follow the instructions on the piece of paper that Mark gives you. Be prepared to report any interesting findings back to the group. IA902 : Introduction to the module. Description.

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IA901 2012 Session One

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  1. IA901 2012 Session One • Introductions • Phonetics

  2. Introductions • Please follow the instructions on the piece of paper that Mark gives you. Be prepared to report any interesting findings back to the group.

  3. IA902 : Introduction to the module

  4. Description Have you ever taught or been taught any of the following rules? • the past tense of regular verbs is formed with an –ed • adding the affix [-ian] to a base changes the way it is pronounced • only use “less” with uncountable nouns • i before e except after c • never split infinitives (e.g. “to boldy go”) • it’s wrong to say PIN number

  5. Terminology and Variety in Description

  6. Practical description

  7. (Realistic) Aims of IA902 • to provide a description of the lexical, grammatical and phonological systems of English and their relationships • to deepen participants’ understanding of the underlying theories related to these systems and their relevance to English language teaching • to explore different theories of language analysis (including corpora-informed analyses) • to consider the relevance, efficacy and applicability of  these theories to the language learning and teaching contexts  I want to be able to answer any question that a student might ask me!

  8. Course aims relevant to IA902 • the ability to apply theory to practice and also to derive theory from actual practice • the range of skills required in the management and organisation of language teaching • the range of skills required in the evaluation and production of teaching materials • the ability to use technology within the teaching and learning environment • the ability to critically reflect upon your own teaching practices as part of your on-going professional development • the ability to critically evaluate and adapt your teaching approach to meet the differing and changing needs of learners

  9. Module structure morphemes words phrases clauses sentences texts phonemes / segmental phonology suprasegmental phonology / prosodic phonology

  10. Module structure 1. Phonetics 2.Phonology and pronunciation 3. Morphology 4. Lexis and corpora 5. The English Verb 6. Noun phrases 7. From phrase to clause to sentence 8. Semantics 9. Beyond the sentence…

  11. Resources:

  12. If you’re going to buy one book, buy this:

  13. Assessment • One 3000-word essay • Submit via OCS on 3rd December • Question choices provided in week 3 • Please use Mark throughout the writing process! • Book tutorials by email – mhollow@essex.ac.uk

  14. An experiment • read the following slide aloud and then try to guess what will follow

  15. /wɒdʒəkɔ:lə'dɪəwɪðnəʊֽwaɪz/? /ֽnəʊwaɪ'dɪə/!

  16. /wɒdʒəkɔ:ləֽdɪəwɪðnəʊwֽaɪzɘnəʊ'legz/? /' stɪlnəʊwaɪֽdɪə/

  17. Has anyone here studied or used this before?

  18. How about this? Underhill, A. 2005 Sound Foundations : Learning and Teaching Pronunciation. 2ndEdn. Macmillan

  19. Or this?

  20. References and further reading Crystal, D. 2006 How Language Works. Penguin Culpeper, J. et al (eds) 2009 English Language: Description, Variation and Context. Palgrave Macmillan. Roach, P. 2009 English Phonetics and Phonology : A Practical Course. 4thEdn. Cambridge University Press. Roca, I., and Johnson, W. 1999 A Course in Phonology. Blackwell Underhill, A. 2005 Sound Foundations : Learning and Teaching Pronunciation. 2ndEdn. Macmillan See http://ia902.blogspot.com for relevant online resources

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