Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - LIN6351
Tracking Number - 5058
Edit function not enabled for this course.
Current Status:
Removed from DB by orginator - 2014-10-28
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): This course previously existed at USF, but was discontinued. Now that we have the appropriate faculty (and the need/demand from students), we are re-instating this course. The course is not listed in the course inventory. I was informed, however, that because the course number exists but was discontinued, that I should submit a course change form rather than a new course proposal. All of the above information represents the current information for the course.
Comments: withdrawn at Dept Request 10/28/14 (Stephanie Hill)
Detail Information
- Date & Time Submitted: 2014-09-12
- Department: World Languages
- College: AS
- Budget Account Number: TPA 124100 10000 000000 0000000
- Contact Person: Amanda Huensch
- Phone: 8139742548
- Email: huensch@usf.edu
- Prefix: LIN
- Number: 6351
- Full Title: Sound System of English
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Sound Sys Engl
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 0
- Grading Option:
-
- Prerequisites: none
- Corequisites: none
- Course Description: A comprehensive overview of the phonology and phonetics of the English language with a focus on both research and pedagogy. Theoretical and practical introduction to pronunciation teaching.
- Please briefly explain why it is necessary and/or desirable to add this course: Offered as enrichment course (not part of program/concentration/certificate)
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? In order to offer a well-rounded linguistics MA, courses from multiple areas need to be offered. The research and teaching of second language phonology/pronunciation is one such area. This course will better prepare MA students for the current job market by diversifying their skills. This course will offer them an opportunity to stand out from other job applicants. In addition, this course was offered in spring 2014 under a special topics number. It was popular among the students and as a result, many graduate students have requested that it be taught regularly and become a consistently offered elective.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctorate or master's degree in Linguistics or master's degree with a concentration in applied linguistics or related field (a minimum of 18 graduate semester hours in the teaching discipline).
- Objectives: This class focuses on describing, analyzing, and teaching the sounds of American English. In addition to learning the segmental (consonants & vowels) and suprasegmental (e.g., stress, rhythm, intonation) features of English speech, you will also gain the knowledge and skills necessary for practicing informed pronunciation teaching. You will administer a diagnostic test as well as create and implement lesson plans with an ESL tutee. The final section of the course will focus on practice using tools for creating high-quality sound recordings and conducting acoustic analyses. While American English will be the main focus of the course, the techniques for teaching and analyzing sound can be easily extended to other languages.
- Learning Outcomes: By the end of the semester students will be able to:
1. transcribe speech using the International Phonetic Alphabet (IPA),
2. diagnose the main strengths and weaknesses of a non-native speaker’s speech,
3. develop lesson plans for pronunciation instruction for both segmental and suprasegmentals areas,
4. evaluate pronunciation textbooks for their strengths and weaknesses and be able to modify them to suit a variety of contexts,
5. incorporate pronunciation materials into a four skills or listening/speaking ESL course,
6. record and analyze speech using acoustic software.
- Major Topics: consonant segments,
vowel segments,
suprasegmentals,
phonetic transcription,
needs analyses and diagnostics tests for pronunciation,
characteristics of non-native learner speech,
designing pronunciation lesson plans for segmental and suprasegmental features,
teaching pronunciation,
integrating pronunciation in 4-skills classes,
pronunciation research,
acoustic analyses of speech.
- Textbooks: Avery, P., & Ehrlich, S. (1992). Teaching American English Pronunciation. Boston, MA: Heinle & Heinle Publishers.
- Course Readings, Online Resources, and Other Purchases: Acton, W. (1984). "Changing fossilized pronunciation." TESOL Quarterly, 18(1), 71-86.
Dauer, R. M. (1993). Pages 4-10 (only). "Self-Analysis [of ESL pronunciation"]. [a brief excerpt from] Accurate English: A Complete Course in Pronunciation. Eglewood Cliffs, NJ: Prentice-Hall.
Derwing, T., Munro, M., & Wiebe (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393-410.
Derwing, T., & Munro, M. (1997). Accent, intelligibility, and comprehensibility: Evidence from four L1s. Studies in Second Language Acquisition, 20, 1-16.
Derwing, T., & Munro, M. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39, 379-397.
Derwing, T., & Munro, M. (2009). Putting accent in its place: Rethinking obstacles to communication. Language Teaching, 42, 476-490.
Greenberg C. (1997). "Teaching [ESL] pronunciation through problem posing." College ESL, 7(1), pp. 62-71.
Hahn, L. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38, 201-223.
Hahn, L., & Dickerson, W. (1999). Speechcraft: Discourse pronunciation for advanced learners. Ann Arbor, MI: University of Michigan Press.
Levis, J., & Grant, L. (2003). Integrating pronunciation into ESL/EFL classrooms. TESOL Journal 12(2), 13-19.
Morgan, Brian. (1997). "Identity and Intonation: Linking dynamic processes in an ESL classroom." TESOL Quarterly, 31(3), 431-450.
Morley, J. (1994). "Multidimensional curriculum design for speech-pronunciation instruction." In J. Morley (Ed.), Pronunciation Pedagogy and Theory: New Views, New Directions. (pp. 64-91). Alexandria, VA: TESOL.
Munro, M., & Derwing, T. (2011). The foundations of accent and intelligibility in pronunciation research. Language Teaching, 44, 316-327.
Murphy, J. (1991). "Oral communication in TESOL: Integrating Speaking, listening & pronunciation." TESOL Quarterly, 25(1), pp. 51-75
Wong, R. (1993/Oct.). "Pronunciation Myths and Facts." English Teaching Forum, pp. 45-46.
- Student Expectations/Requirements and Grading Policy: 10% - Phonetic Transcription Exercises
10% - Diagnostic Test Assignment
10% - Textbook analysis and review
10% - Practice lesson plan and presentation
10% - Final presentation
10% - Quizzes
30% - Tutoring Project
10% - Attendance and Participation
- Assignments, Exams and Tests: Assignment details
10% - Phonetic Transcription Exercises – During the first section of this course, we will focus on using the International Phonetic Alphabet (IPA) to transcribe speech. You will complete a variety of exercises outside of class to practice this skill. More details will be given in class.
10% - Quizzes – During the first section of this course, we will focus on the segmental and suprasegmentals features of the English sound system. Each week (for 5 weeks) there will be a quiz covering readings, practice exercises, and lecture materials up until that point in the semester (in other words, the quizzes are cumulative).
30% - Tutoring Project Portfolio– Throughout the course, you will plan and execute pronunciation tutoring sessions with an ESL learner. This project will provide you with hands-on experience in pronunciation teaching. The steps of this project will walk you through the planning stages to the implementation of the pronunciation tutoring and will end with a reflection on your experience. The portfolio will include the following and will be due on the last day of class. Note that within the portfolio, there might be some overlap with other class assignments (e.g., diagnostic test). Your grade for these pieces in the portfolio will include the reflection portions rather than the assignments themselves, which will be graded separately and earlier in the semester. More details will be provided in class.
This assignment is worth 30% of your grade and is due on the last day of class.
• Identify a learner (we will discuss potential ways to do this if you have no ideas).
• Brief summary of typical problems of learners from this language background. You should write up the typical segmental and suprasegmentals issues that learners from this language background can/may demonstrate with regard to English pronunciation. You must use at least two sources and cite them properly using APA. In addition, you should identify whether these problems are unique this language background and/or are likely to be experienced by other learners of English. You will describe the potential problem areas using the methods we have learned in class (IPA, etc.).
• Diagnostic Test: The next step is to conduct a diagnostic with your learner. You can either use an example diagnostic exam you were given in class or modify one of these exams to suit your purposes. It should minimally include sections related to (1) the typical problem areas learners from this language background has with English pronunciation and (2) the typical problem areas that learners, in general, demonstrate with English pronunciation. This section will include not only the diagnostic exam and an explanation of how it fulfills the above two requirements, but also the results from your session including a detailed plan/summary for this learner’s tutoring/pronunciation improvement.
• Lesson Plans: Based on the results from your diagnostic exam, you will create two lesson plans for your tutee. One will focus on a segmental feature and the other will focus on a suprasegmentals feature. This section will include not only the lesson plans themselves, but also an explanation of why it was designed the way it was as well as any potential issues you encountered while using the materials (more details to be given later in the semester).
• Tutoring session reflections: You should write up a brief summary and reflection for each tutoring session you conduct with your tutee (minimum 4: diagnostic, segmental session, suprasegmentals session, follow-up session). Your summaries/reflections should include: (1) what occurred in the session, (2) your critique of the effectiveness of the session, and (3) what you learned from this session/how you might apply it to your future ESL work.
• Final Summary: The last section of this project will be an overall reflection of what you learned by completing the assignment. This will also form part of your final presentation for the class.
10% - Textbook analysis and review – You may complete this assignment either individually or in groups (up to 3 people). If you complete the assignment individually, you are responsible for analyzing and evaluating one textbook. If you complete the assignment as a group, you are responsible for analyzing and evaluating (and comparing) three textbooks.
In order to do the textbook review, remember these tips:
• You will have to examine the textbook(s) closely, analyzing both the presentation and accuracy of the information.
• The checklist on pages 274-276 in Richards (provided as a pdf on our web site) are good guidelines to follow, although some of the items might not be relevant for your specific textbook or context. You don’t have to organize your discussion in the order found in the book. Organize your discussion as you see fit.
• Throughout, where applicable, you should refer to readings and discussions we’ve had in class (references should follow APA style guidelines).
• Examples are GREAT! Authors typically take on specific unit to illustrate the points they are discussing. This is a good way to write a solid review.
• For all references, please use APA style in both the body and the reference page.
• The reviews should be double spaced, Times New Roman 12-pt font.
• As always, please ask me if you have questions.
10% - Practice Lesson plan and Presentation – You will create three lesson plans in this class. Two of them will be part of your tutoring project, and one will be a practice one created and presented to the class before your tutoring sessions begin. This portion of your grade will reflect the lesson plan and demonstration of it for class. More details will be provided in class.
10% - Final presentation – On the last day of class, each person will do a presentation of the overall results of the tutoring project and textbook analysis. Each person will have 10-15 minutes to present to the other members of the class. Each person should prepare a PowerPoint/Prezi presentation.
- Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
- Policy on Make-up Work: Student Responsibilities
Cheating, including plagiarism, of any kind in the class will not be tolerated. Offenders will suffer strict consequences. Cheating includes, but is not limited to, copying someone else’s work, copying from an outside source without proper documentation, or using an assignment that you have previously used for another class.
Late work policy: If there is an emergency, you must provide documentation and contact the instructor as soon as possible. If you know ahead of time that a due date will be problematic, contact the instructor as soon as possible. Late work will receive the following penalties: If the work is between 1 minute and 24 hours late, the highest grade you can receive on the assignment is an 85%. If the work is between 1-3 days late, the highest grade you can receive on the assignment is 75%. If the assignment is more than 3 days late (no work can be turned in after the last day of class) the highest grade you can receive is a 50%. If you miss class, you are responsible for finding out what you missed and coming prepared to the next class.
More on Plagiarism
The University of South Florida has an account with an automated plagiarism system detection service with allows instructors and students to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted as electronic files and 2) electronically submit assignments to Turnitin, or 3) ask students to submit their assignments to Turnitin through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student’s paper was plagiarized. For more information about Turnitin and plagiarism, go to http://www.c21te.usf.edu/ Click on Plagiarism Resources. For information about plagiarism, go to http://www.lib.usf.edu/public/index.cfm?Pg=Plagiarism.
Submitting to Turnitin – If or when you are asked to submit your papers to safe assignment, please remove your name from your paper and replace it with your USF ID#. Also, please remove you name from the file name and replace it with your USF ID (e.g. U12345678 Essay 1.doc) before submitting it. If you submit it directly to me, please DO put your name on the paper. Pursuant to the provisions of the Family Educational Rights and Privacy Act (FERPA), students are requested to maintain confidentiality as a way to keep their personal contact information (i.e. name, address, telephone) from being disclosed to vendors or other outside agencies. By your submission, you are also agreeing to release you original work for review for academic purposes to Turnitin.
- Program This Course Supports: MA in Linguistics: English as a Second Language
- Course Concurrence Information: While American English is the main focus of the course, the techniques for teaching and analyzing sound can be easily extended to other languages. This course would service programs in foreign languages, English, communication sciences and disorders, among others.
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.