What is Morphology?

Read the assigned chapters and work through the exercises.
Session 1 equivalent: study chapter 1 and e-mail answers to problems #1-14, pages 26-30, by January 20.

Read chapters 9-16 (part III) and prepare class presentations.
Session 1 equivalent: study chapter 1 and e-mail answers to problems #1-3, pages 3-7, by January 20.

You will present in triads (small groups of three). Each group is allowed 20 minutes for its presentation. The topics to consider are listed below (one topic per triad). Once your group has selected its topic, e-mail me your choice and the names of the participants. I will post the information on my website for others to heed. (I have no objection to groups swapping topics at a later date.) The primary source for your presentations is Teaching American English Pronunciation (TAEP). We will be done with the descriptive aspects of phonemes and suprasegmentals (Part One) before the Lunar New Year break. Part Two: 'The identification and correction of specific pronunciation problems' and PartThree: 'Classroom activities' are pedagogical in nature and offer a variety of techniques, strategies, and activities. Any other sources, including your own professional experience, are welcome.

1. Consonants: Gregory A., Kim B., Maureen O.
2. Vowels: Jason P.
3. Stress/ unstress (words and phrases): Steve B., David N., Erik F.
4. Palatalization or another process: Michael W., Danny A., Matthew S.
5. Rhythm: Debra A., Brandon S., Kristy M.
6. Connected speech (linking and pausing): Beth H., Arthur W., Lindy H.
7. Sentence stress: Bruce T., Ashley L., Adam T.
8. Intonation: Jenay S., Debra F., Nick M.
9. Spelling and pronunciation: Shawn B., Elana, R., Byron H.
10. Self-correcting and self-monitoring strategies: Deanna H., Catlin B., Benjamin K.
11. Syllabus design: Sonja deB., Sarah-Jane B., Bita T.
12. Intelligibility: Kristofor L., Curtis M., Caleb C.

Refer to the appropriate category below for suggestions. Prepare a one-page handout for the instructor. Include your names, the name of your topic, a sample of the core activities/ strategies to be presented. Submit handout the day before your presentation. Every member of the group must contribute, equally, both to the preparat ion and the presentation of the topic. Every member should master the content and structure of the group' presentation. The group is issued a grade. Aberrations will be evaluated as per individual.

A. Preparation:  (i) Review related description from Part One. (ii) Peruse material presented in Parts Two and Three for suggested techniques, strategies, and activities. (iii) Determine the age group, fluency level, L1 of your target learners. You may pre-select students from the class (a minimum of 12 learners). Otherwise consider the class as a whole as your target learners. (iv) Ensure that you are not overlapping with other groups' presentations.
Presentation: suggested content and time use
(i) 2 min. to set-up;
(ii) 1 min. for a brief introduction;
(iii) 5 min. for a reception-oriented activity (or two short ones);
(iv) 6 min. for a production-oriented activity (or two short ones);
(v) 2 min. for a quick assessment activity; (
vi) 3 min. for comments/ reactions; (vii) 1 min. to clear the space for the next presentation.

B. Preparation:  (i) Peruse material presented in Parts Two and Three with particular attention to chapter 14.  (Colleagues and blogs may be a good source of feedback approaches to pronunciation issues.) (ii) Determine the age group, fluency level, L1 of your target learners. (You can take turn illustrating the  strategies and use the other members as target learners.) (iii) Ensure that you are not overlapping with topic 12. 
Presentation: suggested content and time use
(i) 2 min. to set-up;
(ii) 1 min. for brief introduction;
(iii) 5 min. for self-correcting strategies;
(iv) 5 min. for self-monitoring strategies/ skills;
(v) 3 min. to report on effectiveness of self-correcting and self-monitoring strategies including some you have used as learners;
(vi) 3 min. for class comments/ reactions;
(vii) 1 min. to clear the space for the next presentation.

C. Preparation: (i) Peruse material presented in Parts Two and Three with a focus on chapters 9 and 10. Research the Internet for syllabi and/ or contact Language Coordinators. (ii) Analyze and compare syllabi. (iii) Select a foreign language program in Korea and propose a syllabus for that program. The syllabus can be one you have found or adapted, or one you have written.
Presentation: suggested content and time use
(i) 2 min. to set up;
(ii) 2 min. to describe the 'zoom' principle;
(iii) 5 min. to compare and evaluate syllabi;
(iv) 6 min. to present your proposal;
(v) 4 min. for discussion;
(vi) 1 min. to clear the space for the next presentation.

D. Preparation: (i) Peruse material presented in Parts Two and Three and focus on chapter 16. You may want to include anecdotes illustrating intelligibility going awry. (ii) Examine the strategies proposed to improve intelligibility and effectiveness.
Presentation: suggested content and time use
(i) 2 min. to set up;
(ii) 5 min. to address the problem of unintelligibility (e.g. degree, cause, effect);
(iii) 8 min. to illustrate receiver's  and sender's strategies and skills to be developed;
(iv)  5 min. for discussion.

Phonetics, chapter 1
the English spelling system, sound-spelling correspondences, the phonetic alphabet

Morphology, chapter 1
What is morphology? morphemes, background and beliefs, morphological analysis

Phonetics, chapter 1
Exercises #1-3

Morphology, chapter 1
Exercises # 1-14

Introduction

Phonetics, chapter 2
How speech sounds are made
The description of English consonants : place and manner of articulation

Morphology, chapter 2
What is a word? wordhood, types of words, inflection vs. derivation, the lexicon

Agenda for February 7

Phonetics, chapter 2
Exercises # 1, 2, 6 (consonants errors)

Morphology, chapter 2
Exercises # 1, 2, 3, (skip 4), 5, 6, (skip 7), 8, (skip 9), 10, (skip 11), 12 i (skip ii).

Review basic concepts

Phonetics, chapter 2
Exercises # 3, 4, 5, 6 (vowel errors)

Morphology, chapter 4
Exercises # 1, 2, 3, 4, 5 (omit tree diagrams or bracketing.), (skip 6), 7, (skip 8).

Review basic concepts

Phonetics, chapter 3
Exercises # 1, 2, 3, 4, 5

Morphology, chapter 3
Exercises # (skip 1), 2, (skip 3), 4, 5, (skip 6, 7), 8, 9, (skip 10), 11.

Review basic concepts

Study for test: chap 1-4 Phon; chap 1-4 Morph.

Phonetics, chapter 5
Exercises # 1, 2, 3, 4

Phonetics, chapter 6
Exercises # 1, 2

Morphology, chapter 5
Exercises # 1, (skip 2), 3, (skip 4), 5, 6, 7, 8, 9, 10 (skip 11-15).

HAPPY LUNAR NEW YEAR!

Morphology, chapter 6
Exercises # 1, 2, 3, 4, (skip 5), 6, 7, (skip 8, 9), 10, 11, 12, (skip 13)

Finalize oral presentations

Morphology, chapter 7
Exercises # 1, 2, 3, 4, 5 (skip 6, 7, 8, 9)

Review basic concepts

Study for test: chap 5, 6 Phon; chap 5, 6, 7, 8 Morph.