Prof. Juan Pedro Rica                                                    M-Tu-W, 13’30-14’30  

Dpto. Filología Inglesa                                                   Office 304, Tel.# 91.394-5638

Course 2000-2001                                                       Office hours: L-M-X, 11’30-13’30

OBJECTIVES 

1.    Students will be able to perceive the contrastive function of the sentence stress in English.

2.    Students will be able to place the main sentence stress (PPS) in a correct way.

3.    Students will be able to identify and reproduce the different intonation patterns in English.

4.    Students will be able to get familiar with the technical names used to represent the different        suprasegmental aspects of the English intonation system.

5.    Students will be able to value the importance of intonation as an essential part to be included in        their own syllabus to teach English as a foreign language (EFL).

CONTENTS 

I.       INTRODUCTION.  [ Reading 1 ],  [ Reading 2 ].

       1. Segmentals and suprasegmentals; prosodic features.

       2. Length.

       3. Stress; tone vs. intonation languages.

       4. Rhythm; stress-timed languages vs. syllable-timed languages. [ Reading 3 ].   

       5. The intonation system in English.

       6.  The role of intonation in English.

 II.       TONICITY. SENTENCE STRESS.

       1.       Approaches to intonation. [ Reading 4 ].

       2.  PPS (Primary Phrase Stress).  [ Reading 5 ].

       3.  Old-new information approach. [ Reading 6 ].

 III.   TONES.  ROLES OF INTONATION [ Reading 7 ], [ Reading 8 ].

       1. Intonation patterns.

       2. Roles of intonation.

 IV.   THE ADQUISITION OF INTONATION. [ Reading 9 ]

 V.       TEACHING INTONATION: Intonation as part of the teaching syllabus of English as an FL.

       1.       Teaching intonation.

                   [ Reading 10 ],  [ Reading 11 ],   [ Reading 12 ]

       2.       Activities and problems.   [ Reading 13 ]

       3.       Conclusions: Selection of teaching materials.  [ Reading 14 ]

       4.  Error analysis. [ Appendix#1 ].

LANGUAGE LAB SESSIONS

 The language lab sessions will be of two types:

a)     Perception exercises which include the listening to some English texts in order to delimit the possible intonation groups, placement of prominent and tonic syllables and the identification of the different intonation patterns.

b)     Production exercises where the students will have to rehearse some chunks of information from English texts to practice the aspects included above under part a).

GRADING

Students will pass the course if they fulfill three obligatory tasks:

1.        Class exercises (homework) and participation ( 20 % ), together with oral presentations of the most relevant articles included in the reading packet. This part will count as means of increasing your final grade. Since the classes will be mainly practical, CLASS ATTENDANCE IS OBLIGATORY.

2.    A final assignment  ( 40% ) which will consist of the recording on a tape of an authentic conversation in English, its transcript and analysis, specifying the intonation groups, prominent and tonic syllables and the intonation patterns used. The conversation / dialogue can be extracted      from any kind of sourse (television shows, radio shows, movies, conversations between/among      native speakers of English, etc.) and from any variety of English (British, American, Australian English, etc.).  [ Appendix#2, Reading Packet ]

3.    A final examination ( 40% ) consisting of four parts:

       a)  Some short definitions of key terms used along the course.

       b)  A written-essay-typed part of the theoretical aspects included in the required book and reading            packet.

       c)  A perception exercise of the type practised in class.

       d)  The analysis of natural speech phenomena on a heard text.

 BIBLIOGRAPHY

Avery, P. & Ehrlich, S. (1992).  Teaching American English Pronunciation.  Oxford: OUP.

Bailey, K.M., Long, M.H. & Peck, S. (Eds.). (1983).  Second language acquisition studies.  Rowley,                       MA:  Newbury House.

Bens, A. (1977).  Active English. Pronunciation and speech. Englewood Cliffs, NJ: Prentice Hall                 Regents.

Bolinger, D. (1951). “Intonation: Levels and Configurations”.  Word, 7: 199-210.

Bolinger, D. (1972). (Ed.).  Intonation. Selected Readings.  London: Penguin.

Bolinger, D. (1989).  Intonation and its Uses. Melody in Grammar and Discourse.  London: Edward                       Arnold.

Bradford, B. (1988).  Intonation in Context.  Cambridge: CUP.

Brazil, D. et al. (1980).  Discourse Intonation and Language Teaching. London: Longman.

Brazil, D. (1997).  The Communicative Value of Intonation in English. Cambridge: CUP.

Brown, C., Currie, K. & Kenworthy, J. (1980).  Questions of Intonation.  London: Croom Helm.

Chan, M. (1987).  Phrase by phrase. Pronunciation and listening in American English. Englewood                  Cliffs, NJ: Prentice Hall Regents.

Clarey, M.E. & Dixson, R.J.  (1985).  Pronunciation exercises in English.  New York: Regents                                Publishing Company, Inc.

Couper-Kuhlen, E. (1986).  An Introduction to English Prosody. London: Arnold.

Cruttenden, A. (1986).  Intonation. Cambridge: CUP.

Crystal, D. (1969).  Prosodic Systems and Intonation in English. Cambridge: CUP.

Chomsky, N. & Halle, M. (1968).  The Sound Pattern of English. New York: Harper & Row.

Dickerson, W.B. (1989).  Stress in the Speech Stream. The Rhythm of Spoken English. Urbana, IL:                    University of Illinois Press.

Fletcher, P. & Garman, M. 1986.  Language Acquisition.  Cambridge: CUP.

García Lecumberri, M.L. (1997).  “Traditional British Analyses of Intonation: A Review.”  Atlantis,        19(2): 103-111.

Gibbon, D. & Richter, H.  (1984).  Intonation, Accent and Rhythm. Studies in Discourse Phonology.                 New York: Walter de Gruyter.

Gilbert, J.B. (1984).  Clear speech. Pronunciation and listening comprehension in American English.                  Cambridge: CUP.

Gimson, A.C. (1980).  An Introduction to the Pronunciation of English.  London: Arnold.

Goldsmith, J. (1976).  Autosegmental Phonology.  PhD. dissertation, Massachusetts Institute of                  Technology  [Published in 1979 by Garland Publishing Inc, New York ].

Gussenhoven, C. (1983a).  “Focus, mode and the nucleus.”  In C. Gussenhoven (1984),  On        the                          Grammar and Semantics of Sentence Accents.  Dordrecht: Foris.  pp. 11-62.

Gussenhoven, C. (1983b).  “A semantic analysis of the nuclear tones of English.” In C. Gussenhoven             (1984),  On the Grammar and Semantics of Sentence Accents.  Dordrecht: Foris.  pp. 193-265.

Gussenhoven, C. (1985).  “Intonation: a whole autosegmental language.”  In H. van de Hulst & N.                   Smith (eds.),  Adavances in Nonlinear Phonology.  Dordrecht: Foris.

Halliday, M.A.K. (1967).  Intonation and Grammar in British English.  The Hague: Mouton.

Halliday, M.A.K. (1970).  A Course in Spoken English: Intonation.  London: OUP.

Handschuh, J. & Simounet de Geigel, A. (1985).  Improving oral communication. A pronunciation             oral-communication manual.  Englewood Cliffs, NJ: Prentice Hall Regents.

Hart, J.´t, Collier, R. & Cohen, A.  (1990).  A Perceptual Study of Intonation. An Experimental-                    Phonetic Approach to Speech Melody.  Cambridge: CUP.

Johns-Lewis, C. (1986).  Intonation in Discourse.  San Diego, CA: College-Hill Press.

Kingdon, R. (1958).  The Groundwork of English Intonation.  London: Longman.

O´Connor, J.D. (1980).  Better English Pronunciation.  Cambridge: CUP  (2nd edition).

O´Connor, J.D. & Arnold, G.F. (1973).  Intonation of Colloquial English.  London: Longman.

Orion, G.F. (1988).  Pronouncing American English Sounds, Stress, and Intonation. Rowley, Mass.:                           Newbury House.

Oyama, S. (1982).  “A sensitive period for the acquisition of a nonnative phonological system.”  In                 S.D. Krashen, R.C. Scarcella & M.H. Long (eds.),  Child-adult differences in second language                       acquisition.  Rowley, MA: Newbury House.  pp. 20-38.

Pierrehumbert, J. (1980).  The Phonology and Phonetics of English Intonation.  PhD. dissertation,                  Massachusetts Institute of Technology  [ Published in 1987 by Indiana University Linguistics                  Club, Bloomington ].

Pike, K. (1945).  The Intonation of American English.  University of Michigan Publications, Linguistics                  1, Ann Arbor, Michigan.

Schmerling, S. (1976).  Aspects of English Sentence Stress.  Austin: University of Texas Press.

Scovel, T. (1988).  “The tide of time - The emergence of phonological constraints at puberty.”  In T.                    Scovel,  A time to speak. A psychological inquiry into the critical period for human speech.                         Rowley, MA:  Newbury House.  pp. 102-123.

Tech, P.  (1990).  The Roles of Intonation in English Discourse.  New York: Peter Lang.

Trager, G.L. & Smith, H.L. (1951).  An Outline of English Structure.  Washington, DC:        American                    Council of Learned Societies.

Wong, R. (1987).  Teaching Pronunciation: Focus on English Rhythm and Intonation.  Englewood                  Cliffs, NJ: Prentice Hall Regents.

Wood, H. (1977).  Intonation.  Ottawa: Public Service Commission.

Prof. Juan Pedro Rica                                                   M-Tu-W, 13’30-14’30

juanpe@eucmax.sim.ucm.es                                          Office 304, Tel.# 91.394-5638

Dpto. Filología Inglesa                                                   Office hours: L-M-X, 11’30-13’30

The students need to purchase as a required text (available in the library from Filología, Edificio A) the following one:

       Brazil, D. (1994).  Pronunciation for Advanced Learners of English. Cambridge: C.U.P.

Apart from the textbook, the students need to buy a xeroxed reading packet available in the photocopy service from the Facultad de Filología, Edificio A with the required readings that will be analyzed along the course:

Reading 1:  Brazil, D. et al. (1980).  “Introduction”.  In D. Brazil et al., Discourse Intonation and Language Teaching.  London: Longman.  pp. 1-11  [ 1-6 ]

Reading 2:  Cruttenden, A. (1986).  “Preliminaries (Ch.1)”. In A. Cruttenden,  Intonation.  Cambridge: CUP.  pp. 1-15. [ 7-14 ]

Reading 3:  Taylor, D.S. (1981).  “Non-native Speakers and the Rhythm of English.” IRAL, 19: 235-244.   [ 15-20 ]

Reading 4:  Crystal, D. (1969).  “Recent theoretical approaches to intonation in Europe.”  In D. Crystal, Prosodic systems and intonation in English.  Cambridge: CUP.  pp. 41-44.  [ 21-23 ]

Reading 5:  Avery, P. & Ehrlich, S. (1992).  “Placement of stress in sentences.”  In P. Avery & S. Ehrlich, Teaching American English Pronunciation.  Oxford: OUP.  pp. 74-76;  + Dickerson, W. (1989). “The role of primary stress.”  In W. Dickerson, Stress in the Speech Stream. The Rhythm of Spoken English. Urbana, IL: University of Illinois Press.  pp. 7-22.   [ 24-41 ]

Reading 6:  Cruttenden, A. (1986).  “Nucleus placement”.  In A. Cruttenden,  ntonation. Cambridge: CUP. pp. 80-94.   [ 42-49 ]

Reading 7:  Cruttenden, A. (1986).  “English nuclear tones”. In A. Cruttenden, Intonation. Cambridge: CUP. pp. 95-99.   [ 50-52 ]

Reading 8:  Tench, P. (1990).  “The role of intonation”.  In P. Tench,  The roles of intonation in English Discourse. New York: Peter Lang.  pp. 16-31.   [ 53-60 ]

Reading 9:  Cruttenden, A. (1982).  “How long does intonation acquisition take?”  Papers and Reports on Child Language Development, 21: 112-118.   [ 61-64 ]

Reading 10:  Brazil, D. et al. (1980).  “Intonation and Language Teaching.”  In D. Brazil et al., Discourse Intonation and Language Teaching. London: Longman.  pp.113-144. [ 65-83 ]

Reading 11:  Gutknecht, C. (1978). “Intonation and Language Learning: The Necessity for an Integrative Approach.”  IRAL, 19: 259-268.   [ 84-89 ]

Reading 12:  Allen, V.F. (1971).  “Teaching Intonation, from Theory to Practice.” TESOL  Quarterly,  5(1): 73- 81.  [ 90-94 ]

Reading 13:  Avery, P. & Ehrlich, S. (1992).  “Classroom activities.”  In P. Avery & S. Ehrlich, Teaching American English Pronunciation.  Oxford: OUP  [ selected pages ] + Finch, D.F. & Lira, H.O. (1988). “Teaching problems”.  In D.F. Finch & H.O. Lira, A course in English phonetics for Spanish speakers.  London: Heinemann.  p. 131.   [ 95-109 ]

Reading 14:  Dickerson, W. (1992).  “Criteria for selecting ESL pronunciation materials.” Text of the Closing Plenary presented April 4, at the Illinois TESOL/BE Conference held in Linconlnwood, Illinois.  [ 110-117 ]

Appendix#1:  Rica, J.P. (1999). “Sample copy of an Error Analysis for pronunciation.” Unpublished manuscript.  [ 118-129 ]

Appendix#2:       Final Assignment: Guidelines + Example. [ 130-141 ]

Índice general de Filología Inglesa I