Appendix

THE HONG KONG INSTITUTE OF EDUCATION

Department of English

MODULE OUTLINE
English Phonetics and Phonology for English Language Teaching (ENG 5212)
1. Programme Title:
Postgraduate Diploma in English Studies
2. Academic Year:
2006/07
3. Programme Code(s):

4. Mode of Study:
Part-time
5. Domain:

6. Subject Area:
English
7. Department(s):
English
8. Year Group:

9. Semester(s):

10. Module Title:

English Phonetics and Phonology for English Language Teaching
11. Module Code:
ENG5212
12. Status:
Core
13. Credit Point(s):
Three
14. Pre-requisite Module(s):

15. Module Co-ordinator(s):

16. Module Synopsis:

This module enables participants to develop their knowledge of the English sound
system, by examining its segmental and suprasegmental features.
17. Aim:
To help participants develop knowledge of and proficiency in manipulating the English
sound system for effective communication and teaching.
18. Module Objectives:
To enable participants to
a. demonstrate an understanding of and skills in using segmental &
suprasegmental features of English speech to improve spoken communication;
and
b. decode and encode phonemic script.
19. Module Content:
a. Segmentals in English:

• The scope of phonology as an area of linguistics

• Sounds and their representations - Letter - sound
relationships (phonics) and phonemic awareness; IPA
phonemic script;
• Phonemes, phones and allophones : Descriptions and
classifications
• Contrastive features of English and Chinese (Cantonese &
Putonghua) sound systems.

b. Suprasegmentals:

• Syllable structures and word stress

• Sentence stress and rhythm in connected speech;
• Grammatical , discoursal and attitudinal functions of
intonation, e.g. in reading aloud;
• Weak forms, elision, assimilation and linking of sounds in
connected speech.

c. English phonology for international communication : Issues arising

from World Englishes.
Total: 30 hours
20. Teaching and Learning Activities:
Lectures and tutorials complement independent learning tasks and/or group projects
for engagement with module concepts, and skills practice, in a multimedia
environment where appropriate.
21. Assessment:
a. One in-class test of mastery of IPA (Transcribing IPA to normal 30 %
orthography; normal orthography to IPA);
b. One written assignment analyzing the phonological features 70 %
contributing to or hindering the delivery of meaning of an authentic
spoken text, with suggestions for remediation/development.

22. Required Text:

Roach, P. (2000). English phonetics & phonology. Cambridge: Cambridge University
Press.
23. Recommended Reading:
Archibald, J. (Ed.), (1995). Phonological acquisition and phonological theory. N.J.:
Erlbaum.
Blevins, W. (1998). Phonics from A-Z: A practical guide. New York: Scholastic.
Cambridge English Pronouncing Dictionary. (2003). Cambridge: Cambridge
University Press.
Celce-Murcia, M., Brinton, D.M., & Goodwin, J.M. (1996). Teaching pronunciation:
A reference for teachers of English to speakers of other languages. Cambridge;
New York, N.Y.: Cambridge University press.
Chan, A. Y. W. & Li, D. C. S. (2000). English and Cantonese phonology in contrast:
Explaining Cantonese ESL learners’ English pronunciation problems. Language,
Culture and Curriculum, 13(1), 67-85.
Clark, J., & Yallop, C. (1995). An introduction to phonetics and phonology. (2nd
ed.). UK: Blackwell.
Collins, B. & Mees, I. M. (2003). Practical Phonetics and Phonology: A Resource
Book for Students. London & New York: Routledge.
Davenport, M., & Hannah, S.J. (1998). Introducing phonetics and phonology. NY:
Oxford University Press.
ELT Journal. Oxford, UK: Oxford University Press. [selected articles]
Issues, Monthly newsletter of IATEFL. UK. [selected articles]
Jenkins, J. (2000). The phonology of English as an international language: New
models, new norms, new goals. Oxford: Oxford University Press.
Kelly, G. (2000). How to teach pronunciation. Harlow: Longman.
Luk, J.C.M. (1998). Hong Kong students’ awareness of and reactions to accent
differences. Multilingua, 17(1), 93-106.
Modern English Teacher. UK: Prentice Hall Europe. [selected articles].
Pennington, M.C. (1996). Phonology in English language teaching: An international
perspective. London: Longman Pub
Tauroza, S. & Luk, C.M. (1997). Accent and second language listening
comprehension. RELC Journal, 28(1), 54-71.
24. Other Information (If any):
Learning phonetic symbols
http://www.cle.ied.edu.hk/elc.htm
(Online learning materials → Multi-media resources)

Phonics
http://www.cle.ied.edu.hk/elc.htm
(Online learning materials → Multi-media resources)

HKedCity http://www.hkedcity.net/english/phonics/
Pronunciation courses / practices
http://www.englishclub.net/pronunciation/index.htm
http://www.faceweb.okanagan.bc.ca/pron/
http://www.stuff.co.uk/calcul_nd.htm
http://www.bbc.co.uk/worldservice/learningenglish/multimedia/pron/index.shtml
http://lc.ust.hk/~material/pl/index.html

Online dictionaries (with phonetic transcriptions and/or pronunciation

demonstration)
http://dictionary.cambridge.org/
http://www.bartleby.com/61/
http://www.m-w.com/
http://www.thefreedictionary.com/

Comparing varieties of English

http://www.fonetiks.org/
http://accent.gmu.edu/browse.php

International Phonetic Association

http://www2.arts.gla.ac.uk/IPA/ipa.html

IPA font Download

http://scripts.sil.org/cms/scripts/page.php?site_id=nrsi&id=encore-ipa