Phonetics 2

obligatory courses

The course concentrates on practical application of phonetics. The aim of it is to allow the students to improve their pronunciation of British English and to raise awareness of the differences between their mother tongue (Polish) and the target language. A broad range of exercises, repetitions, imitations, games and dialogues will help the students achieve the goal. In the second part of the course the students are expected to master several segmental and suprasegmental aspects of Standard British English.

The course contents:

1. Introduction to the course, revision of segmental phonetics.

2. Problematic consonants: pronunciation practice

3. Syllables, stress in simple words

4. Stress in complex words

5. Stress in compound words and stress shift

6. Connected speech: weak forms

7. Revision practice: transcription

8. Words commonly mispronounced by Polsh learners of English pronunciation

9. End-of-term test

10. Credits

Reference books:

1. Roach, P. (1983 or later editions). English Phonetics and Phonology. Cambridge: Cambridge University Press.

2. Sobkowiak, W. (1996 or later editions). English Phonetics for Poles. Poznań: Bene Nati.

Practice books:

1. Hancock, M. (1995). Pronunciation Games. Cambridge: CUP.

2. O’Connor, J. D., & Fletcher, C. (1989). Sounds English: A Pronunciation Practice Book. Longman.

3. Mańkowska, A., Nowacka, M., & Kłoczowska, M. (2009). ”How much wood would a woodchuck chuck?”: English pronunciation practice book. Podręcznik do nauki wymowy języka angielskiego. Kraków-Rzeszów-Zamość: Konsorcjum Akademickie.

4. Sawala, K., Szczegóła, T. & Weckwerth, J. (2009). Say it right. Multimedialny kurs wymowy angielskiej. Oficyna Wydawnicza Atena.

5. Vaughan-Rees, M. (2002). Test your pronunciation. Harlow: Pearson Education Ltd.

Student knows, understands and is able to apply terminology regarding phonetics k-W-1,

Student is able to apply segmental and suprasegmental aspects of English language in their oral performance. k-U-6

Student understands the need for life-long learning and taking responsibility for this process k-U-8

Student is able to cooperate with others, taking different roles in a group work k-K-2

Student is ready to critically assess their knowledge of English phonetics at the suprasegmental level and recognize the importance of this knowledge k-K-1

Student are given home assignments in the form of written as well as oral exercises, which are then discussed in the classroom. There are home assignments and in-class performance (30%) aa well as a test (70%) planned for the evaluation of the students’ knowledge and skills. In the case of failure, students are allowed to take a make-up test only once. All assignments should be passed at the minimum of 60% in order to achieve a passing grade.