Public speaking 2300-OG-GPTE-PS
Course aims:
To raise consciousness of oral pronunciation intelligibility.
To practice effective approaches to giving and receiving feedback.
To build awareness of both verbal and non-verbal presentation techniques in teaching contexts.
To improve students’ pronunciation towards comfortable intelligibility.
To develop collaborative teaching and learning practice.
To identify problem areas for English language learners.
To compile both a personal and whole group audio/video record of presentation and pronunciation including positive foundational practice and problematic communicative aspects.
To build an inventory of possibly problematic pronunciation areas and be able to classify them complementary through the vocal emissions course.
Course objectives:
Students practice and present various discourse in a didactic setting and are recorded for further reflection.
Students provide and receive peer feedback on presentation and intelligibility through a English oral proficiency checklist which includes prosodic and phonetic elements.
Students analyze problematic areas for different mother tongue groups.
Students explore affective factors of presentation and some techniques for coping with inhibiting emotion.
Students exercise the use of recording and editing technology for reflective practice.
Students develop a video reference of good practice for pronunciation and presentation.
Students have a video reference of problematic areas for oral intelligibility.
To pass the course:
Be present and actively participate in classes – 60 participation points
Complete 3 presentation projects
Provide a written peer response to at least 6 presentations (oral proficiency checklist).
Provide a video response to at least 5 presentations (Based on peer feedback criteria).
Contribute to a log of problematic language areas.
Rodzaj przedmiotu
Koordynatorzy przedmiotu
Efekty kształcenia
Knowledge
Understand complexities of English language pronunciation (individual sounds, stress, intonation, rhythm) and how they may play a role in particular learning communities (Ex. minimal pairs)
Articulate sets of language where pronunciation is problematic
Identify verbal/nonverbal communication techniques in presentation
Skills
Practice comfortably intelligible pronunciation in problematic areas
Collect data and identify what is unintelligible pronunciation through peer observation
Exercise self-awareness of pronunciation through technology (audio and video recording)
Social
Produce and receive constructive feedback
Collaborate with peers using various digital and non-digital mediums
Contribute and integrate through digital social media networks
Practice empathy and help others succeed through peer cooperation
Kryteria oceniania
Assessment:
30% Attendance, Participation, and Preparation - students will be given 1 point for each class attended and 1 point for classroom contribution - 30 points total.
40% - Assessment Preparation - Learners will give 2 presentation opportunities throughout the semester. They both may be collaborative. The first will be an interactive presentation. The second will be a didactic task demonstration. Both will be recorded. 20 points each - 40 points total.
20% - Peer feedback. Learners will give 4 feedback responses (2 for each presentation - 5 points each).
10% - Peer pronunciation glossary. Learners will be given up to 5 points for each contribution (pronunciation focal point) to the glossary. Five points will be awarded for a final video practice of ten self-directed pronunciation areas.
Literatura
Acton, William. (2017). Haptic Pronunciation Teaching Techniques in Academic Courses. Youtube. Date accessed: 22/02/19. https://www.youtube.com/watch?v=zCyac_bYVdk
Acton, W., Baker, A. Ann., Burri, M. & Teaman, B. (2013). Preliminaries to haptic-integrated pronunciation instruction. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 234-244). Ames, United States: Iowa State University.
Baker, Amanda Ann. (2011) Discourse Prosody and Teachers' Stated Beliefs and Practices. Tesol Journal Volume2/Issue3 September 2011 Pages 263-292
Baker & Burri. (2016) Feedback on Second Language Pronunciation: A Case Study of EAP Teachers Beliefs and Practices. Australian Journal of Teacher Education. Vol. 41/Issue 6. Accessed on 18/2/19: https://files.eric.ed.gov/fulltext/EJ1112389.pdf Students should read this one!!!
Burns, Anne & Claire, Stephanie. (2003). Clearly speaking: Pronunciation in action for teachers.
National Center for English Teaching and Research. Macquarie University, Sydney.
Dettori, Giuliana & Lupi, Valentina. (2013). Self-Observation and Shared Reflection to Improve Pronunciation in L2. 10.1007/978-1-4419-5546-3_40.
Jenkins, Jennifer. (1998). Which pronunciation norms and models for English as an International Language? ELT Journal Volume 52/2. OUP.
Grant, Linda. (2001). Well Said.
Laufer, Batia. (2010). Form focused instruction in second language vocabulary learning. Further insights into non-native vocabulary teaching and learning, Publisher: Multilingual Matters, Editors: R. Chacón-Beltrán, C. Abello-Contesse, M.M. Torreblanca-López & M.D. López-Jiménez, pp.15-27
Murcia, Brinton & Goodwin. (1996). Teaching Pronunciation: A Reference for Teachers of English for Speakers of Other Languages. CUP, Cambridge.
Więcej informacji
Dodatkowe informacje (np. o kalendarzu rejestracji, prowadzących zajęcia, lokalizacji i terminach zajęć) mogą być dostępne w serwisie USOSweb: