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HONG KONG INSTITUTE OF EDUCATION
Course Outline
Part I
Programme Title: Bachelor of Education (Honours) (English Language) (Five-year Full-time) Primary
Bachelor of Education (Honours) (English Language) (Five-year Full-time) Secondary
Course Title: Advanced English Phonology
Course code: ENG3264
Department: Linguistics and Modern Language Studies
Credit Points: 3
Contact Hours: 39
Pre-requisite(s): Introduction to English Phonetics and Phonology
Medium of Instruction: English
Level: 3
For Second Major (English Language): Elective Course (pre-requisite: ENG1326
Introduction to English Phonetics and Phonology)
For Minor (English Language): Not available
Part II
1. Synopsis:
This course enables students to strengthen their knowledge of the English segmental and suprasegmental sound systems, and further develop their knowledge of the English sound systems and language learning in ESL/EFL contexts. Students will be guided to apply their knowledge to enhance their spoken English communication and pedagogical strategies.
2. Course Intended Learning Outcomes (CILOs)
Upon successful completion of this course, students will be able to:
CILO1 use knowledge of segmental (phonemic) & suprasegmental (phonological) features of English speech for effective communication; [PILO1 (SK1) & PILO3 (SK3)]
CILO2 demonstrate understanding of phonemic and phonological features of different English accents; [PILO1 (SK1)]
CILO3 use knowledge of phonology to inform teaching and learning of English; [PILO4 (SPK1), PILO8 (GC2) & PILO9 (GC3)]
3. Course Intended Language Learning Outcomes (CILLOs)
Upon successful completion of this course, students will be able to:
CILLO1 Demonstrate ability to accomplish the course’s required oral English performances, with pronunciation, stress and intonation appropriate to educated English users in the Hong Kong context [PILO3 (SK3)]
4. Content, CILOs and Teaching & Learning Activities
|Course Content |CILOs |Suggested Teaching & Learning Activities |
| |/ CILLOs | |
|Revisiting segmentals and suprasegmentals in English speech |CILO1 |Lecture, tutorial, group work, pronunciation and |
| |CILLO1 |read-aloud practice, supplementary reading, and |
| | |online learning activities |
|Phonology and communication – factors contributing to speech|CILO1, 2 |Lecture, tutorial, group work, students’ PPT |
|intelligibility for worldwide communication |CILLO1 |presentation, supplementary reading, and online |
| | |learning activities |
|Phonology and language learning – relating phonology to |CILO3 |Lecture, tutorial, group work, students’ PPT |
|grammar and discourse; reading, listening and writing; |CILLO1 |presentation, supplementary reading, and online |
|giving feedback on students' pronunciation performance | |learning activities |
|Teaching English phonology to international English users |CILO3 |Lecture, tutorial, group work, students’ PPT |
| | |presentation, microteaching, lesson planning, |
| | |supplementary reading, and online learning |
| | |activities |
5. Assessment
|Assessment Tasks |Weighting (%) |CILOs / CILLOs |
|One group presentation on English as a world language |20 |CILO2 |
|One oral performance assessing ability to apply phonological knowledge in spoken English |40 |CILO1 |
| | |CILLO1 |
|One individual written assignment discussing phonological issues and making pedagogical |40 |CILO1, 3 |
|suggestions | | |
N.B. Students are required to pass all assessment tasks in order to pass the course.
6. Required Text(s)
Roach, P. (2009). English phonetics and phonology: A practical course. (4th Edn). Cambridge: Cambridge University Press.
7. Recommended Readings
Bolton, K. (2003). Chinese Englishes: A sociolinguistic history. Cambridge: Cambridge University Press.
Celce-Murcia, M., Brinton, D.M. & Goodwin, J.M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge, New York: Cambridge University Press.
Collins, B. & Mees, I.M. (2003). Practical phonetics and phonology: A resource book for students. London & New York: Routledge.
Fox, B.J. (2004). Word identification strategies: Phonics from a new perspective (2nd Ed.). NJ: Merrill.
Hancock, M. (1995). Pronunciation games. Cambridge: Cambridge University Press.
Hewings, M. (2004). Pronunciation practice activities: A resource book for teaching English pronunciation. Cambridge: Cambridge University Press.
Hung, T.N. (2002). Towards a phonology of Hong Kong English. In K. Bolton (Ed.). Hong Kong English: autonomy and creativity. Hong Kong: Hong Kong University.
Jenkins, J. (2000). The Phonology of English as an International Language: New models, new norms, new goals. Oxford: Oxford University Press.
Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge: Cambridge University Press. Ch 10, 12, 13.
Kelly, G. (2000). How to teach pronunciation. Harlow: Longman.
Kenworthy, J. (1987). Teaching English Pronunciation. London: Longman.
Morley, J. (Ed.) (1994). Pronunciation Pedagogy and Theory: New Views, New Directions. Teachers of English to Speakers of Other Languages, Inc.
Pang-Lam, Y.H., Luk, C.M., & Tse-Tso, Y.W. (2001). Integrating phonics teaching into the primary English curriculum. Hong Kong: The Hong Kong Institute of Education.
Pennington, M.C. (1996). Phonology in English language teaching: An international perspective. London: Longman Pub.
8. Related Web Resources
Phonetics or Pronunciation courses / practices
(then go to “Download free resources”)
Online dictionaries (with phonetic transcriptions and/or pronunciation demonstration)
Teaching phonics and pronunciation
Varieties of English accents
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