|
|
|
||
|
The course presents L2 pronunciation teaching in the historical context with special emphasis placed on the current approach to its teaching and learning.
Last update: Červinková Poesová Kristýna, Mgr., Ph.D. (11.09.2023)
|
|
||
|
Students will familiarize themselves with the basic concepts of English pronunciation instruction, understand the historical context of this instruction, and grasp current goals and approaches. They will also be introduced to selected techniques for effective pronunciation teaching. Students will be able to incorporate pronunciation activities into English language teaching, considering the needs of their learners and based on the latest findings and knowledge in the field of pronunciation instruction. Last update: Červinková Poesová Kristýna, Mgr., Ph.D. (18.09.2024)
|
|
||
|
classes (12 hours); self-study 28 hours; preparation for peer teaching (10 hours); final credit peparation (10 hours) Last update: Červinková Poesová Kristýna, Mgr., Ph.D. (17.09.2024)
|
|
||
|
80% attendance; preparation for individual seminars (reading of articles and book chapters); active participation in seminars peer-teaching or teaching a pronunciation activity during teaching practice (submission of a lesson plan and a short reflection in case the activity is taught at school and not during the course) a final oral discussion covering: 1) reflection on the topics from the course 2) summary of 2 or more papers of your choice focusing on second language pronunciation instruction
Last update: Červinková Poesová Kristýna, Mgr., Ph.D. (18.09.2024)
|
|
||
|
DERWING, T. M. & MUNRO, M. J.: Pronunciation Fundamentals. Evidence-based Perspectives for L2 teaching and Research. Philadelphia: John Benjamins Publishing Company, 2015. ISBN 9789027213273. GRANT, L. (ed.): Pronunciation Myths. Applying Second Language Research to Classroom Teaching. Ann Arbor: University of Michigan Press, 2014. ISBN 9780472035168. LANE, L.: Tips for Teaching Pronunciation: A Practical Approach. New York: Pearson Education, 2010. ISBN 9780138136291. CELCE-MURCIA, M., BRINTON, M. D. & GOODWIN, J. M.: Teaching Pronunciation. A Coursebook and Reference Guide. New York: Cambridge University Press, 2010. ISBN 978-0521729765. (vybrané části) TROUVAIN, J. & GUT, U.: Non-Native Prosody. Phonetic Description and Teaching Practice. Berlin: Mouton de Gruyter, 2008. ISBN 9783110198751. (vybrané části) PARDO, D. B., 2004. Can Pronunciation be Taught? A Review of Research and Implications for Teaching. In: Revita Alicantia de Estudios Inglesses. Alicante University, č. 17. UNDERHILL, A.: Sound Foundations. Oxford: Macmillan Education, 2005. ISBN 1405064102. WALKER, R.: Teaching the Pronunciation of English as a Lingua Franca. Oxford: Oxford University Press, 2010. ISBN 9780194422000. HANCOCK, M.: Pronunciation Games. Cambridge: Cambridge University Press, 1995. ISBN 9780521467353. HEWINGS, M.: Pronunciation Practice Activities. Cambridge: Cambridge University Press, 2004. ISBN 0521754577. ROGERSON-REVELL, P.: English Phonology and Pronunciation Teaching. London: Continuum, 2011. ISBN 9780826424037. VAUGHAN-REES, M.: Rhymes and Rhythm. A poem-based course for English Pronunciation. Reading: Garnet https://futurebooks.cz/books/pedfa_esf_7/?/obalka/ Last update: Červinková Poesová Kristýna, Mgr., Ph.D. (11.09.2023)
|
|
||
|
Main topics: historical development of pronunciation teaching factors influencing the teaching and Learning of second/foreign language pronunciation pedagogical content knowledge - example of word stress in English current trends in teaching English pronunciation techniques for teaching pronunciation English pronunciation in a global world Last update: Červinková Poesová Kristýna, Mgr., Ph.D. (18.09.2024)
|
|
||
|
The student lists at least five principles of the current approach to teaching English pronunciation and evaluates their relevance to their future profession. The student defines the long-term goal of teaching English pronunciation. The student explains the relationships between the following dimensions: intelligibility, comprehensibility, and accentedness. The student provides examples of one or more applications, websites, blogs, or other resources for teaching English pronunciation. The student describes how different teaching approaches have addressed pronunciation instruction since the late 19th century and give examples of how these approaches have enriched pronunciation teaching practices. The student lists the main factors influencing the learning of English pronunciation. The student analyzes video clips featuring pronunciation teaching in different grades using guiding questions. The student prepares a pronunciation activity plan, taking into account the students' age and language proficiency level. The student evaluates their peers' micro-teaching, including both positive aspects and constructive criticism. The student takes notes on new and/or thought-provoking ideas from assigned academic texts and discusses the main points with others based on these. Last update: Červinková Poesová Kristýna, Mgr., Ph.D. (18.09.2024)
|