communicative normative phonetics

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prezentatsiya powerpoint communicative normative phonetics department of english language done by phd. olimjon jalilov why to focus on phonetics? english has become the major language for communication between speakers with different native languages, like yourself and your fellow learners. the world-wide use of english has placed particular demands on speaking english. we would like to welcome you all to the course! what do you think is important in english pronunciation in a global world? what english pronunciation features do you find difficult? what are your needs regarding english pronunciation? what is your expectations from this course? course: communicative normative phonetics type of the course: mandatory course code: komf30715 year: 1 semester: 1 form of the degree programme: full-time students form of classes and number of hours per semester: 150 practical lessons 60 self-study 90 number of ects credits: 5 form of assessment: course completion assessment (test+live assessment of pronunciation) course …

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a of phonetics course content self-study (60 hours) assessment ( whole course 150 hours) practical lessons (60 hours) brief course content of the subject 1 varieties of english pronunciation accents and dialects 3 syllables; types of syllables stress; types of stress and their role 4 intonation and its types analysis of words and sentences 2 letters and sounds. consonant and vowel sounds; reading rules of consonants and vowels methods of assessment formative & summative formative assessment- to weigh students’ skills via exercises and tasks, with tutor feedback as appropriate and to monitor student’s learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. summative assessment- to evaluate student’s learning and academic achievement at the end of a term, year or semester by comparing it against national education standards or university benchmark. formative (on-going assessment) summative (course end assessment) …

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sing students’ self-study on moodle, at the end of several lessons they are given different types of tasks mentioned above. they are marked automatically by completing the test. audio recording at the beginning of the course – 10%. students are supposed to record their voice on a concrete topic or questions paying attention to own pronunciation and upload it on the platform. additionally, they are asked to listen to others’ recordings and make a peer review indicating mistakes made by their partner. transcription assignments – 10%. in this type of tasks learners should transcribe words in the given list or sentences. at the end of the course they will be given texts to transcribe or ready transcriptions to turn them into texts. the film shows an executive of an american call centre who goes to india to teach prospective staff “proper” english. in the end, he falls in love there …

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another half of mark-10% is given to 30 tests completion where teachers check students’ comprehension of taught materials. final exam – 20%. at the end of the course learners pass final in two stages again: oral (recite rhymes or tongue twisters given beforehand paying big attention to pronunciation and read dialogues/jokes/short texts dramatically which is evaluated in terms of both pronunciation and intonation online). each stage is given 5% overall 10%. written (50 online tests on checking students’ comprehension of the whole course) – 10%. assessment rubric of audio recording task completion poor ( “2” mark) fair (“3” mark ) good (“4” mark ) excellent (“5” mark ) structure / flow the student has poor structure and flow. needs constant help or has many hesitations. the student is approaching a good flow and structure of the reading. needs some help or has few hesitations. the student shows good flow and …

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re no any disruptions. assessment rubric of sound poem recitation poor ( “2” mark) fair (“3” mark ) good (“4” mark ) excellent (“5” mark ) memorization the student has not memorized the poem. the student has memorized nearly the entire poem and is able to present, however makes three+ errors and doesn't recover. the student has memorized entire poem and is able to present with just one error from which he/she recovers. the student has memorized the entire poem and is able to present it without error. pronunciation (target sounds) sounds seem to be undeveloped and incomprehensible. more practice and mouth exercises are necessary for improvement. sounds are slightly understandable but not obvious. more practice and mouth exercises are necessary for improvement. sounds are clearly understandable with minor tongue or mouth position problems. sounds are perfectly enunciated. there is no any possibility for improvement. preparation student is obviously unprepared …

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prezentatsiya powerpoint communicative normative phonetics department of english language done by phd. olimjon jalilov why to focus on phonetics? english has become the major language for communication between speakers with different native languages, like yourself and your fellow learners. the world-wide use of english has placed particular demands on speaking english. we would like to welcome you all to the course! what do you think is important in english pronunciation in a global world? what english pronunciation features do you find difficult? what are your needs regarding english pronunciation? what is your expectations from this course? course: communicative normative phonetics type of the course: mandatory course code: komf30715 year: 1 semester: 1 form of the degree programme: ful...

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