Use of English: advanced oral skills
Code: 100231 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500245 English Studies | OB | 3 | 2 |
Contact
- Name:
- Elisabet Pladevall Ballester
- Email:
- elisabet.pladevall@uab.cat
Teaching groups languages
You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.
Prerequisites
NO DIRECTED CLASSES WILL BE TAUGHT IN THIS COURSE. PLEASE CONTACT THE GRAU COORDINATOR.
Students should have completed the second year course on English Phonetics and Phonology (1 and 2). Specifically, students should be familiar with phonetic transcription, English rhythm, English intonation, and basic articulatory descriptions of English sounds.
The students' level of English should be between C1 (advanced) and C2 (proficiency) of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment.
Objectives and Contextualisation
Objectives
- Improve comprehension of and oral expression in the English language.
- Speak fluently with accurate and intelligible pronunciation at both a segmental and suprasegmental level.
- Understand audiovisual material dealing with a variety of subjects, both specialized and unspecialized, at different speaking registers
- Give effective English oral presentations.
Competences
- Demonstrate they know a wide variety of texts in English language of any mean (oral, written, audiovisual) and recognising implicit meanings.
- Executing in oral and written form a flexible and effective use of the English language with academic, professional and social purposes.
- Produce clear and well structured and detailed texts in English about complex topics, displaying a correct use of the organisation, connection and cohesion of the text.
- Students have the ability to gather and interpret relevant data (normally within their study area) to issue judgments that include reflection on important issues of social, scientific or ethical.
- Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
Learning Outcomes
- Carrying out oral presentations in English about a variety of topics of public interest.
- Demonstrate sound knowledge of the topics within the study of Linguistics.
- Demonstrating they know English specialised and non-specialised texts of high difficulty level, and interpreting them in a critical manner.
- Issuing appropriate critical assessments based on the comprehension of relevant information about social, scientific or ethical issues related to linguistics.
- Show comprehension of a wide variety of non-colloquial auditory material in standard British and American English.
- Using the English language with the appropriate expression (correctness, fluency, pronunciation, communicative strategies) in formal (presentations, debates, formal interactions) and informal contexts (conversation), with a C2 level.
Content
BRIEF DESCRIPTION OF SUBJECT
“Ús de la Llengua: Expressió Oral Avançada” is part of a group of practical language courses for second and third years, along with “Ús de la Llengua Anglesa 1 i 2” (English Language Use 1 and 2) and “Ús de la Llengua: Expressió Escrita Avançada” (Language Use: Advanced Written Expression). The subject is given during the second semester of the third year. During the first semester, students take “Ús de la Llengua: Expressió Escrita Avançada”.
This course is taken after having taken English Phonetics and Phonology 1 and 2. The course includes intensive English pronunciation practice and focuses on skills related to giving oral presentations, reading aloud and listening. Theoretical aspects of pronunciation introduced in Phonetics and Phonology 1 and 2 are applied, as well as phonological processes apparent in natural speech, such as the combination of sounds in syllables, and aspects related to pronunciation variation and register. A deeper look at the differences between the English and Spanish/Catalan phonological systems and typologies is taken and complemented by error diagnosis.
SYLLABUS
This course aims at intensive English pronunciation practice through error diagnosis and focuses on improving skills related to giving oral presentations, reading aloud and listening.
UNIT 1. Fluency and accuracy in oral communication and reading aloud. Phrasing, i.e., dividing speech in tone units. Accenting new information (identifying the tonic). Approximation of intonation patterns. English rhythm: use of weak forms. Vowel reduction. Common connected and reduced speech processes: weakening, elision, assimilation. Differences in register.
UNIT 2. Production and recognition of phonemes. Vowels and vowel reduction. Aspiration. Production of consonant and vowel contrasts. English clusters. Error typologies in an L2 and error diagnosis. Sound/spelling correspondences.
UNIT 3. Skills in oral comprehension and active listening. Identifying key information. Listening precision. Taking notes. Remembering essential information. Comprehension of a variety of registers and standard accents.
UNIT 4. Techniques in oral communication and giving formal oral presentations. Expressing ideas clearly and precisely. Gestural language.
UNIT 5. Pronunciation diagnosis. Error detection and typology of pronunciation errors. Improving pronunciation: pronunciation teaching and learning techniques.
Methodology
- Pronunciation practice and other practical oral activities in the classroom.
- Oral presentations and other oral assignments performed in class.
- Written exercises and assigned readings
- Students recordings as homework
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Theory classes and practical exercises | 45 | 1.8 | 1, 6 |
| Type: Supervised | |||
| Individual assignments and group discussions | 22.5 | 0.9 | 1, 6 |
| Type: Autonomous | |||
| Hours of study and preparation of homework exercises and assignments | 57.5 | 2.3 |
Assessment
The teaching methodology and the evaluation proposed in the guide may undergo some modification subject to the onsite teaching restrictions imposed by health authorities.
ASSESSMENT
- A final oral exam (50%) around one week after the end of classes.
- A written exam (40%) between one and three weeks before the last week of classes.
- 10% of the final mark corresponds to practical exercises and tutorials.
Please, note:
1) The exams, both written and oral, and tutorials are obligatory.
2) In order to pass the oral exam, students must reach a score of at least 60%of the total score (60% = pass = 5 out of 10 in the calculation of the final mark).
3) To pass the subject a student must pass the oral exam, as well as obtaining an average course grade of 5 out of 10 or higher. In addition, a minimum grade of 4 is required in any item (with the exception of the oral exam, which must be passed) in order to be included in the calculation of the global average grade for the subject.
4) Students will obtain a “Not assessed/Not submitted” course grade unless they have submitted more than 40% of the assessment items.
5) Note: The level of English will be taken into account when correcting exams and in the assessment of the final grade.
6) VERY IMPORTANT: Partial or total plagiarism will immediately result in a FAIL (0) for the plagiarised exercise. Repeated instances of plagiarism will result in a FAIL (0) of the whole subject. PLAGIARISING consists of copying text from unacknowledged sources –whether this is part of a sentence or a whole text– with the intention of passing it off as the student’s own production. It includes cutting and pasting from internet sources, presented unmodified in the student’s own text. Plagiarising is a SERIOUS OFFENCE. Students must respect authors’ intellectual property, always identifying the sources they may use; they must also be responsible for the originality and authenticity of their own texts.
7) In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of anydisciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.
8) Irregularities refer, for instance, to copying in an exam, copying from sources without indiacting authorship, or a misuse of AI such as presenting work as original that has been generated by an AI tool or programme. These evaluation activities will not be re-assessed.
9) In the case of a justifiable absence on the day of an exam, assignment or any other important task (for example, because of illness), the student must present the pertinent documentation in order to justify the absence. In that case, an alternative evaluation date may be offered, or a possible redistribution of the marks may be considered, if approved by the course coordinator.
10) Assessment review: On carrying out each assessment activity, lecturers will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place.
Reassessment
- The course average must be minimum a 3.5 out of 10
- The maximum mark that can be obtained at the time of reassessment is a pass (5/10).
- The re-assessment dates are assigned by the university and will not be changed to suit individual students' needs.
- On carrying out each evaluation activity, lecturers will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will takeplace.
This subject does not incorporate the single-assessment option.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Oral exam | 50% | 0.5 | 0.02 | 1, 6 |
| Practical exercises and tutorials | 10% | 23 | 0.92 | 5, 3, 1, 4, 6 |
| Written exam | 40% | 1.5 | 0.06 | 2, 6 |
Bibliography
See the website English phonetics at UAB for an updated and extended list of online resources on general phonetics, English phonetics and English pronounciation.
-Recommended textbooks:
Baker, Ann. (2006). Ship or Sheep? An intermediate pronunciation course. Cambridge: Cambridge University Press.
Burton, Graham. (2013). Presenting. Deliver presentations with confidence. London, UK: Collins.
Dale, Paulette & Poms, Lillian. (2005). English Pronunciation Made Simple. New York: Longman/Pearson.
Estebas, Eva. (2009, or later editions). Teach yourself English pronunciation: An interactive course for Spanish speakers. Netbiblos/UNED.
Grussendorf, Marion. (2007). English for Presentations. O.U.P.
Hancock, Mark. (2003). English Pronunciation in Use. Cambridge: Cambridge University Press.
Hewings, Martin. (2007). English Pronunciation in Use. Advanced. Cambridge: Cambridge University Press.
Miller, Sue F. (2000). Targeting pronunciation. Boston: Houghton Mifflin
Monroy-Casas, Rafael & Arboleda-Guirao,Inmaculada (eds.) 2014. Readings in English phonetics and phonology. Valencia: Universitat de Valencia.
Derwing, Tracey M. & Munro, Murray J. (2015) Pronunciation Fundamentals. Evidence-based perspetives for L2 teaching and research. Amsterdam/Philadelphia:John Benjamins.
Reed, Marnie & Levis, John. (editors). (2015). The Handbook of English Pronunciation. Hoboken, NJ: Wiley Blackwell.
Rogerson, Pamela & Gilbert, Judy. B. (1990). Speaking Clearly. Cambridge University Press.
Teschner, Richard V. & M. Stanley Whitley. (2004) Pronouncing English: a stress-based approach. Washington, D.C.: Georgetown University Press.
Additional bibliography
Avery, Peter & Ehrlich, Susan. (1992) Teaching American English Pronunciation. Oxford: Oxford University Press.
Bell, Masha. (2004). Understanding English Spelling. Pegasus Ed.
Brazil, David. (1994). Pronunciation for advanced learners of English. Cambridge: Cambridge University Press.
Carney, Edward. (1997). English spelling. London: Routledge.
Celce-Murcia, Marianne, Donna Brinton, Janet M. Goodwin. (1996). Teaching pronunciation : a reference for teachers of English to speakers of other language. New York : Cambridge University Press.
Cruttenden, Alan. (2001). Gimson's pronunciation of English [6th edition]. London: Edward Arnold.
Dauer, Rebecca. (1993). Accurate English: A complete course on pronunciation. Englewood Cliffs, NJ: Prentice-Hall Regents.
Derwing, Tracey M. & Munro, Murray J. (2015). Pronunciation Fundamentals: Evidence-based Perspectives for L2 teaching and research. Amsterdam: John Benjamins.
Ellis, Mark. & O’Driscoll, Nina. (1992). Giving presenations. Harlow: Longman.
Finch, Diane F. & Ortiz Lira, Hector. (1982). A course in English phonetics for Spanish speakers. Heinemann Educational Books.
Gilbert, Judy. (1993) (2nd edition). Clear speech: pronunciation and listening comprehension in American English. New York: Cambridge University Press.
Harmer, Jeremy & Lethaby, Carol. (2005). Just Speaking and Listening. Marshall Cavendish.
Hewings, Martin & Goldstein, Sharon. (1999). Pronunciation Plus: Practicethrough interaction. Cambridge: Cambridge University Press.
Hewings, Martin. (2004) Pronunciation Practice Activities: A Resource Book for Teaching English Pronunciation. New York: Cambridge University Press. – Introduction.
Jones, Daniel. (2006). Cambridge English Pronouncing Dictionary. 17th ed. Cambridge University Press.
Kelly, Gerald. 2000. How to teach pronunciation. Harlow : Longman.
Kenworthy, Joanne. (1987) Teaching English Pronunciation. London: Longman.
Kenworthy, Joanne. (2000). The pronunciation of English: aworkbook. London: Edward Arnold.
Lynch, Tony. (1986). Study Listening. A Course in Listening to Lectures and Note Taking. London: CUP.
Powell, Mark. (1996). Presenting in English. Hove: LTP.
Richard, Jack C.. (2008). Teaching listening and speaking, from theory to practice. NY: CUP.
Smith, Jonathan & Margolis, Annette. (2007) Pronunciation: A Study Book. Reading: Garnet Education.
Sweeney, Simon. (2000). Communicating in Business. C.U.P.
Tian Jing Xian (ed.) (2001). Speaking Strategies for the IELTS Test. Kouyu. Beijing: Beijing Yuyan Wenhua Daxue Chubanshe. ISBN 7 - 5619 0990 - X/H 01092.
Vaughan-Rees, Michael. (2002). Test Your Pronunciation. Pearson Ed. Limited.
Wells, John C. (2000) [1990]. Longman pronunciation dictionary. London: Longman.
Wells, John C. (2006) English Intonation: An Introduction. Cambridge: CUP.
Online resources
English and general phonetics
http://www.phon.ucl.ac.uk/resource/index.html
http://www.phonetics.ucla.edu/course/contents.html
https://www.vowelsandconsonants3e.com
Pronunciation practice and ear training
http://www.cambridge.org/elt/shiporsheep/
http://www.btinternet.com/~eptotd/vm/vowelmachine/vowelmachine.htm
https://soundsofspeech.uiowa.edu
Software
See the website English phonetics at UAB for an updated and extended list of online resources on general phonetics, English phonetics and English pronounciation.