Phonology and Pronunciation
plus References & Appendix
1. Compare the phonology of English and another language at the phonemic level
Choose one of the following L1 groups: Mandarin Chinese, Vietnamese, Thai, Arabic or Korean. This can be the same L1 group you covered in Assessment 1 or a different
one. Include a section each on (a), (b) and (c), with the option of (d). Present (e) as a separate section.
a) Consonant sounds
b) Consonant clusters
e) Points of difficulty for a learner of the selected language background.
Note: You must use phonemic script. This can be accessed from www.phonemicchart.com If you have chosen Mandarin, please do not use the Pinyin system of romanisation
for Chinese phonemes. This is only partly phonetic.
2. Select and evaluate a resource for teaching phonemic skills to ESL/EFL learners
a) Focus on one of the areas of difficulty for your selected language group from the last part of section 1, e.g. consonant clusters. From one unit of an English-
teaching text, choose one or more activities focused on teaching this skill. Name the text, the level of English it is targeting, the context of use, and the place of
your selected task(s) within the unit. Provide a printed copy of the unit (and Teacher’s Instructions if available) in the Appendix.
b) Describe the task(s) and its purpose.
c) Evaluate its effectiveness in terms of helping students from this L1 background to improve your chosen phonemic skill. How could you use or modify the task(s) to
assist them in developing this skill?
Notes to assist with Part 2 (Evaluation):
Consider the resource’s benefits and limitations in terms of language and learning. Do not simply describe, but analyse/evaluate. Some of the following prompts may
help. Choose what is relevant for your resource and include other aspects if you wish.
• What aspects or elements of phonemic awareness are presented?
• Are they relevant, comprehensible?
• Is the language real, realistic, appropriate?
• Is there dialogue/monologue?
• What kind of context is provided? Does this matter?
• What kind of visual support is there?
• Are models and/or examples provided to present the phonemic skill to students?
• To what extent do materials/activities give students the opportunity to listen, to practise, to receive feedback, and (if appropriate) to produce pronunciation in a
• What changes could you make to the resource itself to help your target group?
• What teaching techniques or approaches could you use to guide your students through the task(s)?
1) Structure of Task 3
• Task 3 is in the form of a report. Please note that sub-headings are useful. However, you should not include an introduction, conclusion, or contents page.
• After Part 2 (Evaluation of a resource), you must provide:
o a Reference List of all the sources you have referred to in your assignment.
o an Appendix. Provide a printed copy of the unit you have evaluated (and Teacher’s Instructions if available).
Most students will draw upon Learner English (Swan & Smith, 2001). There are two important points to bear in mind when using this resource.
(i) Swan and Smith (2001) is an edited volume. Each language appears as a separate chapter with a different author. When you cite that book in-text, you must refer to
the author of the particular chapter you have selected, rather than Swan and Smith, who are the editors.
2) Sources for Task 3
You are encouraged to use the texts on the Reading List for this subject, and where relevant to locate information in other parts of the resource, e.g. in another
chapter. Apart from this, you may find the following resources useful:
Adult Migrant English Program: fact sheets on teaching pronunciation. These are available as free booklets at: https://www.ameprc.mq.edu.au/resources/amep_fact_sheets
Asian Language Notes (Commonwealth of Australia)
• Chinese, Vietnamese (1983) 428.2495/1
• Korean (1981) 428.2495/7
Odisho, E. Y. 2005, Techniques of teaching comparative pronunciation in Arabic and English, Georgias Press, Piscataway, NJ.
Swan, M. & Smith, B. 2001, Learner English, 2nd edn (and 1st edn 1987), Cambridge University Press, Cambridge. [Please start the citation with the author of the
chapter you are using.]
Yates, L. & Zielinski, B. 2009, Give it a go: Teaching pronunciation to adults, AMEP Research Centre, Macquarie University, Sydney. [Note that this resource is
available online as a free booklet at: https://www.ameprc.mq.edu.au/resources/professional_development_resources/give_it_a_go