.013107 Phonology and Pronunciation Assessment 1: Prosody Weight: 40% Length: 2,000 – 2,500 words, plus References & Appendix Due : Thursday 13/04/2017 Task description 1. Key elements of English prosody a) Briefly outline the function of each of the following prosodic features of spoken English: i.) Word stress ii.) Rhythm iii.) Intonation b) Explain how they interrelate to create meaning. Illustrate with your own examples, marking the features clearly. If you wish, you may mark these only on the hard copy, using pen. 2. Implications for ESL students Discuss potential difficulties in mastering English prosody for students from one of the following L1 groups: Mandarin Chinese, Vietnamese, Thai, Arabic or Korean. Explain with reference to L1 features. 3. Evaluation of a pronunciation resource Focus on one of the prosodic challenges you mentioned in section 2 for your selected language group. a) From one unit of an English-teaching text, choose one or more activities focused on teaching this area of prosody. Name the text, the level of English it is targeting, the context of use, and the place of your selected task(s) within the unit. Provide a printed copy of the unit (and Teacher’s Instructions if available) in the Appendix. b) Describe the task(s) and its purpose. c) Evaluate its effectiveness in terms of helping students from this L1 background to improve your chosen prosodic skill. How could you use or modify the task(s) to assist them in developing this skill? Notes to assist with Part 3 (Evaluation): Consider the resource’s benefits and limitations in terms of Language and Learning. Do not simply describe, but analyse/evaluate. Some of the following prompts may help. Choose what is relevant for your resource and include other aspects if you wish. Language/content • What aspects or elements of prosody are presented? • Are they relevant, comprehensible? • Is the language real, realistic, appropriate? • Is there dialogue/monologue? • What kind of context is provided? Does this matter? • What kind of visual support is there? Learning • Are models and/or examples provided to present the prosodic skill to students? • To what extent do materials/activities give students the opportunity to listen, to practise, to receive feedback, and (if appropriate) to produce pronunciation in a communicative way? Modification • What changes could you make to the task itself to help your target group? • What teaching techniques or approaches could you use to guide your students through the task(s)? DETAILS 1) Structure of Task 1 • Task 1 is in the form of a report. Please note that sub-headings are useful. However, you should not include an introduction, conclusion, or contents page. • After Part 3 (Evaluation of a resource), you must provide: o a Reference List of all the sources you have referred to in your assignment. o an Appendix. Provide a printed copy of the unit you have evaluated (and Teacher’s Instructions if available). Most students will draw upon Learner English (Swan & Smith, 2001). There are two important points to bear in mind when using this resource. (i) Swan and Smith (2001) is an edited volume. Each language appears as a separate chapter with a different author. When you cite that book in-text, you must refer to the author of the particular chapter you have selected, rather than Swan and Smith, who are the editors. (ii) All tasks will be submitted via Turnitin. However, Learner English has not been included in the Turnitin database, so any matches between it and your assignment will not show. Therefore, it is essential to make sure that you follow correct procedures for paraphrasing, summarizing and quoting. 2) Sources for Task 1 A minimum of three academic references is required. You are encouraged to use the texts on the Reading List for this subject, and where relevant to locate information in these texts beyond the excerpts provided. Apart from this, you may find the following resources useful: Adult Migrant English Program: fact sheets on teaching pronunciation. These are available as free booklets at: http://www.ameprc.mq.edu.au/resources/amep_fact_sheets Asian Language Notes (Commonwealth of Australia) • Chinese, Vietnamese (1983) 428.2495/1 • Korean (1981) 428.2495/7 Odisho, E. Y. 2005, Techniques of teaching comparative pronunciation in Arabic and English, Georgias Press, Piscataway, NJ. Swan, M. & Smith, B. 2001, Learner English, 2nd edn (and 1st edn 1987), Cambridge University Press, Cambridge. [Please start the citation with the author of the chapter you are using.] Yates, L. & Zielinski, B. 2009, Give it a go: Teaching pronunciation to adults, AMEP Research Centre, Macquarie University, Sydney. [Note that this resource is available online as a free booklet at: http://www.ameprc.mq.edu.au/resources/professional_development_resources/give_it_a_go However, the audio files can only be accessed with Acrobat Pro software.] You are also welcome to search for other resources in UTS Library. 3) Academic Writing You must summarise, quote, and cite according to the UTS tutorials which you have completed (Avoiding Plagiarism). You must not simply copy sentences or phrases from any sources except when these are enclosed in quotation marks and cited. Quotations can only be max of 5% of the whole. Style Presentation Clear, academic English 1.5 spacing No bullet points Calibri font, 11 or 12 point No contractions (e.g. isn’t) Double or single-sided paper Harvard UTS referencing Footer (page numbers) and word count 4) How to submit Task 1 (due Thursday 13 April 2017) Submit your assignment in two ways: soft copy and hard copy. (i) soft copy via Turnitin: your assignment (no UTS cover sheet required) AND (ii) hard copy: your assignment plus a signed UTS Task 1 cover sheet (provided below and online): - in class (Wed 12 April) or - in your lecturer’s drop-box on or before Thursday 13 April or