ia901 2012 session one
DESCRIPTION
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. - PowerPoint PPT PresentationTRANSCRIPT
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
Have you ever taught or been taught any of the following rules?
1. the past tense of regular verbs is formed with an –ed2. adding the affix [-ian] to a base changes the way it is
pronounced3. only use “less” with uncountable nouns4. i before e except after c5. never split infinitives (e.g. “to boldy go”)6. it’s wrong to say PIN number
Terminology and Variety in Description
Practical description
(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!
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
Module structure
morphemes
words
phrases
clauses
sentences
texts
phonemes / segmental phonology
suprasegmental phonology / prosodic phonology
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…
Resources:
If you’re going to buy one book, buy this:
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 – [email protected]
An experiment
- read the following slide aloud and then try to guess what will follow
/wɒdʒəkɔ:lə'dɪəwɪðnəʊֽwaɪz/?
/ ֽnəʊwaɪ'dɪə/!
/wɒdʒəkɔ:lə ֽdɪəwɪðnəʊw ֽaɪzɘnəʊ'legz/?
/' stɪl nəʊwaɪ ֽdɪə/
Has anyone here studied or used this before?
Underhill, A. 2005 Sound Foundations : Learning and Teaching Pronunciation. 2nd Edn. Macmillan
How about this?
Or this?
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. 4th Edn. Cambridge University Press.
Roca, I., and Johnson, W. 1999 A Course in Phonology. Blackwell
Underhill, A. 2005 Sound Foundations : Learning and Teaching Pronunciation. 2nd Edn. Macmillan
See http://ia902.blogspot.com for relevant online resources