UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
UNAD
Vicerrectoría Académica y de Investigación
Escuela de Ciencias de la Educación
SYLLABUS: PHONETICS AND PHONOLOGY
1. General information
SCHOOL: School of
education
LEVEL:
ABBREVIATION:
ECEDU
Professional
EDUCATIONAL FIELD:
Specific professional training
COURSE:
Advanced English I
COURSE TYPE:
CODE:
551017
Theoretical
NUMBER OF CREDITS:
2
PREVIOUS
KNOWLEDGE:
COURSE DIRECTOR:
Level B1 from CEFR
DATE:
November 5th, 2014
COURSE
DESCRIPTION:
The first unit, Phonetics, pretends to help students understand the processes
physiologically involved in sound production, how the sounds are produced and
perceived and what acoustic properties they have.
Claudia Yuliana Ramírez
The second unit, Phonology, intends to explain students how the elements of this
abstract system behave in actual speech, the functioning of sounds in particular
contexts.
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
UNAD
Vicerrectoría Académica y de Investigación
Escuela de Ciencias de la Educación
2. LEARNING GOALS
PURPOSE:
Students will be able to understand and recognize the physiological processes involved in the production of sounds and
will be able to understand the way the elements of this abstract system work and function in particular contexts.
COURSE GENERAL COMPETENCES:
GENERAL COMPETENCES:

To Recognize and describe the specific linguistic terms found in phonetics and phonology

To identify the parts of the vocal tract and their roles in speech production

To transcribe English and non-English speech using the International Phonetic Alphabet (IPA).

To identify the distinctive features of the speech sounds

To describe the role of phonology in language learning

To describe basic phonological rules in English in their context
COMMUNICATIVE LANGUAGE COMPETENCES:

Linguistic competence: To be able to handle the lexical, phonological and syntactical knowledge and skills of the
language system according to the B2 level.

Sociolinguistic competences: To have the ability to manage the sociocultural conditions of language use (rules of
politeness, norms governing relations between generations, sexes, classes and social groups, etc).

Pragmatic competence: To be able to use functionally the linguistic resources for the production of speech acts,
written production, cohesion and coherence.
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
UNAD
Vicerrectoría Académica y de Investigación
Escuela de Ciencias de la Educación
3. COURSE CONTENTS
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
UNAD
Vicerrectoría Académica y de Investigación
Escuela de Ciencias de la Educación
UNIT
UNIT 1
PHONETICS
LEARNING
CONTENT
Definition of
phonetics and
phonology,
physiological
processes
involved in the
production of
sounds and
phonetic
symbols and
transcriptions.
REQUIRED REFERENCES
Kirchner, R. (n.d). Chapter 1 – Phonetics and phonology: understanding the
sounds of speech. University of Alberta pages 1 – 10.
English club (n.d). Phonemic chart. Retrieved on December 3 rd, 2014 from
https://www.englishclub.com/images/pronunciation/Phonemic-Chart.jpg
BBC learning (n.d). The sounds of English. Retrieved on November 6th, 2014
from
http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/inde
x.shtml
Reithaug, D. (2002). Orchestrating Success in Reading. Retrieved on November
6th, 2014 from
http://www.boardman.k12.oh.us/bdms/phonological/44Phonemes.pdf
UNIT 2
PHONOLOGY
The way the
elements of this
abstract system
work and
function in
particular
contexts.
Forel, C. & Puskás, G. (2005). Phonetics and Phonology. Geneva: University of
Oldenburg. Pages 3 – 19.
Coxhead, P. (2002). Natural Language Processing & Applications Phones and
Phonemes. Retrieved on November 6th, 2014 from
https://www.cs.bham.ac.uk/~pxc/nlp/NLPA-Phon1.pdf
Forel, C. & Puskás, G. (2005). Phonetics and Phonology. Geneva: University of
Oldenburg. Pages 30 – 53.
Skandera, P. & Burleigh, P. (2005). A manual of English phonetics and
phonology. Gunter Narr Verlag Tübingen. Pages 119 – 123.
Supplementary
references
The sounds of English: A basic course. Retrieved on November 5th, 2014
http://home.hib.no/al/engelsk/seksjon/SOFF-MASTER/Menu.htm
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
UNAD
Vicerrectoría Académica y de Investigación
Escuela de Ciencias de la Educación
Vocal-tract anatomy diagram, from the Phonetics Flash Animation Project, University of Iowa.
Retrieved on November 5th, 2014
http://www.uiowa.edu/~acadtech/phonetics/anatomy.htm
Rubba, J. (2013). Learning phonetic alphabets for English. California Polytechnic State University,
San Luis Obispo, California. Retrieved on November 6th, 2014 from
http://cla.calpoly.edu/~jrubba/phon/phonsym.pdf
Anonymous (n.d). Chapter 7 English phonetics. Retrieved on November 6th, 2014 from
http://datateca.unad.edu.co/contenidos/551017/Act_4_Ev_lesson_U1_Chapter7_English_phonetics.pdf
Oxford University Press (n.d). Stress. Retrieved on November 6th, 2014 from
https://elt.oup.com/elt/students/olg/pdf/olg_stress.pdf?cc=us&selLanguage=en
AMEP Research Centre (2002). Fact sheet – What is pronunciation? Retrieved on November 6 th,
2014 from http://www.ameprc.mq.edu.au/docs/fact_sheets/01Pronunciation.pdf
4. LEARNING ACTIVITIES
Unit
UNIT
1
PHONETIC
S
Learning content
-Linguistic terms of
phonetics
and
phonology.
-Speech
organs
and their functions.
Competence

To
Recognize
and
describe
the specific
linguistic
Performance
indicator
Learning strategy
Task-based
learning
strategy that promotes
learning through practical
activities.
Week
s
Assessment
Purpose
Evaluation
criteria
Weig
hting
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
UNAD
Vicerrectoría Académica y de Investigación
Escuela de Ciencias de la Educación
-International
Phonetic
Alphabet
(IPA)
(consonants and
vowels)
terms
found
in
phonetics
and
phonology


The tasks are organized in
learning stages, these
stages. Students develop
the course competences
through
tasks
and
practical activities. The
tasks should be uploaded
on the Evaluation and
assessment environment.
To identify
the parts
of
the
vocal tract
and their
roles
in
speech
production
To
recognize
the
Internation
al Phonetic
Alphabet
(IPA).


To be able to
recognize and
describe the
specific
linguistic
terms found
in phonetics
and
phonology
To be able to
identify
the
parts of the
vocal
tract
- PRE-TASK: Students
will develop a written task
with a reflection about
their current knowledge of
phonetics and phonology.
Students will make a
concept map about the
course contents and will
compare what phonetics
and phonology are. Also,
they
will
do
some
exercises related to the
IPA. Finally, they will
reflect upon what they
used to know and what
they learned after the
task.
2
-To
contextualize
students in the
course and the
course
contents.
-To
help
students
recognize the
speech
organs, their
functions and
the IPA.
Written
activity
developed on
the forum and
final product
uploaded
on
the evaluative
environment
with the tasks
requested-
5%
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
UNAD
Vicerrectoría Académica y de Investigación
Escuela de Ciencias de la Educación
and
their
roles
in
speech
production

To be able to
recognize and
use
the
International
Phonetic
Alphabet
(IPA).

To be able to
recognize and
describe the
specific
linguistic
terms found
in phonetics
and
phonology

To be able to
identify
the
parts of the
vocal
tract
and
their
roles
in
speech
production

To be able to
recognize and
- Practical activity 1:
Students will develop an
interactive
practical
activity
about
the
meaning of phonetics and
phonology, the course
contents and IPA.
-To put into
practice
the
concepts
of
phonetics and
IPA.
1
To practice the
concepts
of
phonetics and
IPA
before
presenting
a
quiz.
An interactive
practical
activity
-----
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
UNAD
Vicerrectoría Académica y de Investigación
Escuela de Ciencias de la Educación
use
the
International
Phonetic
Alphabet
(IPA).

To be able to
recognize and
describe the
specific
linguistic
terms found
in phonetics
and
phonology

To be able to
identify
the
parts of the
vocal
tract
and
their
roles
in
speech
production

To be able to
recognize and
use
the
International
Phonetic
Alphabet
(IPA).
-Quiz 1: Students will
develop an interactive
quiz about the meaning of
phonetics and phonology,
the course contents and
IPA.
-To put into
practice
and
check
understanding
of
the
concepts
of
phonetics and
IPA.
2
Interactive
quiz
12%
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
UNAD
Vicerrectoría Académica y de Investigación
Escuela de Ciencias de la Educación
UNIT
2
PHONOLO
GY

To identify
the
distinctive
features of
the speech
sounds

To be able to
identify
the
distinctive
features
of
the
speech
sounds.

To
describe
the role of
phonology
in
language
learning.

To be able to
describe the
role
of
phonology in
language
learning.

To
describe
basic
phonologic
al rules in
English in
their
context

To be able to
describe basic
phonological
rules
in
English
in
their context.

To be able to
identify
the
distinctive
features
of
the
speech
sounds.

To be able to
describe the
role
of
phonology in
PRACTICAL ACTIVITY
2: Students will develop
an interactive practical
activity
about
the
elements of this abstract
system and how they
work and function in
particular contexts.
-To put into
practice
the
functions
of
the elements
of phonology
in
particular
contexts.
An interactive
practical
activity
-----
1
QUIZ 2: Students will
develop an interactive
quiz about the functions
of
the
elements
of
phonology
in particular contexts.
2
-To put into
practice
and
check
understanding
of
the
functions
of
the elements
of phonology
in
particular
contexts.
An interactive
quiz
12%
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
UNAD
Vicerrectoría Académica y de Investigación
Escuela de Ciencias de la Educación
language
learning.

To be able to
describe basic
phonological
rules
in
English
in
their context.

To be able to
identify
the
distinctive
features
of
the
speech
sounds.

To be able to
describe the
role
of
phonology in
language
learning.

To be able to
describe basic
phonological
rules
in
English
in
their context.

To be able to
recognize and
-TASK CYCLE : Students
will develop a series of
written exercises about
IPA
(consonants
and
vowels),
phonemes,
syllable,
word
stress,
intonation,
connected
speech.
3
FINAL TASK (practice):
Students will develop a
3
-To put into
practice
the
IPA
(consonants
and vowels),
phonemes,
syllable, word
stress,
intonation,
connected
speech in a
series
of
exercises.
-To put
practice
into
the
A series of
exercises
about
IPA
(consonants
and vowels),
phonemes,
syllable, word
stress,
intonation,
connected
speech.
36%
25%
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
UNAD
Vicerrectoría Académica y de Investigación
Escuela de Ciencias de la Educación
describe the
specific
linguistic
terms found
in phonetics
and
phonology

To be able to
identify
the
parts of the
vocal
tract
and
their
roles
in
speech
production

To be able to
recognize and
use
the
International
Phonetic
Alphabet
(IPA).

To be able to
identify
the
distinctive
features
of
the
speech
sounds.

To be able to
describe the
role
of
series of more advanced
oral and written exercises
about IPA (consonants
and vowels), phonemes,
syllable,
word
stress,
intonation,
connected
speech.
IPA
(consonants
and vowels),
phonemes,
syllable, word
stress,
intonation,
connected
speech
in
context.
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
UNAD
Vicerrectoría Académica y de Investigación
Escuela de Ciencias de la Educación
phonology in
language
learning.

To be able to
describe basic
phonological
rules
in
English
in
their context.
To be able to
reflect on his/her
own
learning
process
and
interact
in
synchronous
encounters with
the tutor and
peers about the
topics
of
the
course.
5. COURSE EVALUATION TYPE
Type of evaluation
Self-assessment
Coevaluation
Heteroevaluation
Total
E-PORTFOLIO
Students will reflect on
the practical tasks 1and 2,
and will upload the screen
shots of their attendance
to web conferences.
Weighting
Formative
Formative
6. SISTEMA DE INTERACTIVIDADES DEL CURSO
1
To
check
students’
process
and
understanding
during
the
course.
Highest score
500
500
E-portfolio
with practical
activities
1
and
2
reflections and
Web
conferences
attendance
10%
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
UNAD
Vicerrectoría Académica y de Investigación
Escuela de Ciencias de la Educación
Type
interactivity
Asynchronous
Synchronous
of
Means
Term
Number
course
of
interactions
Forum
According to agenda
3
Web conference
2 hours
4
Total
7
at
the