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English Phonology 1 Syllabus Mumbai University by munotes
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Copy to : -
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University of Mumbai
Certificate Course in English Phon ology
Syllabus (with effect from the academic year 2020 -21)
(Choice Based Credit System)
Board of Studies in English
Dr. Sudhir Nikam (Chairperson)
Dr. Rajesh Karankal (Member) Dr. Santosh Rathod (Member)
Dr. Bhagyashree Varma (Member) Dr. Deepa Mishra (Member)
Dr. B. N. Gaikwad (Member) Dr. Dattaguru Joshi (Member)
Dr. Satyawan Hanegave (Member) Dr. Deepa Murdeshwar -Katre (Member)
Syllabus Sub -Committee
Dr. Baliram Gaikwad ( Convener) : Department of English , N. G. Acharya & D. K. Marathe
College, Chembur
Dr. Sunila Pillai ( Member) : Department of English , R.K. Talreja College, Ulhasnagar
Mrs. Deepti Mujumdar ( Member) : Department of English , Patkar -Varde College,
Goregaon
Mr. Vasudev At halye ( Member) : Department of English , Gogate -Jogalekar College,
Ratnagiri
Mr. Kamlakar Chavan ( Member) : Department of English , Sant Rawool Maharaj
Mahavidyalay, Kudal
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Board of Studies in English
Syllabus
1 Title of the Course Certificate Course in English Phon ology
2 Eligibility for Admission Candidate who passed 10+2 examination in Arts /
Science / Commerce or equivalent examination
3 Intake Capacity 40 Students per batch
4 Passing Marks The candidate must obtain 40 % of the total marks
in external and internal examination to pass the
course
5 Selection First Come First Served Basis
6 Credits 02 Credits
7 Duration of the Course 6 Months (July -December / January -June)
8 Number of Lectures 30 Hours
9 Fee Structure Rs. 2000/ - (The fee covers tuition fee,
remuneration of teacher, infrastructural expenses,
books, stationary, examination fee etc.)
10 Teaching Faculty
Qualification As per UGC Guidelines
11 Remuneration of T eacher As per University / Government Guidelines
12 Centre Any College/Department/Institution under the
purview of the University of Mumbai
13 Level P.G. / U.G. / Diploma / Certificate
(Strike out which is not applicable)
14 Pattern Yearly / Semester
(Strike out which is not applicable)
15 Status To be implemented from the
Academic Year 2020 -2021
Date:
Signature:
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Certificate Course in English Phonology
Preamble:
Personal and professional level accuracy in the use of English language has become a necessity
of the contemporary life. To be acquainted with Phonetics, to have a proper pronunciation of
words, knowledge of phonics, accurate articulation of English sounds and words are essential
to enable the user of English language to gain perfect understanding of speech mechanism and
speech production. This course will not only acquaint the learner with all this but it also offers
the practical component which will empo wer the learners to identify and transcribe the sounds.
Thus this course prepares the learners to use English language accurately and prepares him/her
for the advance level of learning.
Necessity of the C ourse:
Knowledge of English language and Phonetic h as become a vital in both formal and
informal settings. This course will equip the learners with understanding the nuances
of English language. Not only for vocational development purpose but also for building
up abilities to use immaculate and error free articulation will be possible through this
course. The focus on developing good pronunciation, diction, and intonation will
contribute to overall fluency in the English language. Due to superior understanding of
sound system of English language learners wi ll develop professional accuracy in
pronunciation and speaking skill of English language. The recurrent lack of
correspondence between the spelling and pronunciation of a word English poses
challenge to acquire mastery over English but this course will add ress common
practical problems and will establish ease in communication in English.
Objectives :
1. To introduce students to the basic concepts in Phonetics.
2. To teach the concepts of Voicing, Articulation and Prosody to aid the students in better
pronunciation.
3. To familiarize students to use IPA and transcri be using IPA phonetic symbols.
Learning Outcome s: After the completion of the course, students will be equipped
1. To understand the basic concepts in Phonetics.
2. To perceive, identify ing and transcribing speech sounds using IPA.
3. To pronounce English words and sentences more effectively.
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NOTE: Teachers are required to emphasise more on the practical aspects of phonetics.
Modules:
Unit I: - Introduction to the Basic Concepts : 03 lectures
Language and Linguistics
Phonetics
Phonology
Spellings, Sounds and Word Formation (Concepts of phoneme and allophone, and
syllable – its structure and function)
Unit II: - Anatomy of Speech Production : 03 lectures
Speech Organs and their function
Concepts of Voicing and Articulation – Place and Manner
Unit III: - Consonants and Vowels: 18 lectures
A. – Consonants and Consonant Clusters
B. – Vowels – Difference from Consonants, Tongue Position, Length, Rounding and
Nasality , Pure vowels, Diphthongs and Triphthongs , Strong and Weak form
C. Transcription using Phonetic Script
UNIT IV : - Prosody: 06 lectures
Features – Pitch, Length, Loudness
Stress – Word Stress and Sentence Stress (Connected Speech)
Intonation – Rising, Falling, Fall -Rise, and Rise -Fall
Accent – American, British and Indian
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Evaluation Pattern:
A) Internal Assessment: 40 Marks
UNIT TEST MARKS
I Oral or Written 10
II Oral or Written 10
III Oral or Written 10
IV Oral or Written 10
B) Course End Examination: - 60 Marks
Q.1 Explain any five out of seven terms (Based on all units) 15
Q.2 Write s hort notes on any three out of five topics (Based on all units) 15
Q.3 Fill in the Blanks or Multiple choice questions (Based on all units) 15
Q.4 A. Transcribe a verse stanza ( 4 -5 lines) using phonetic script 15
Or
Q.4 B . Do as directed:
1) Transcribe a prose passage ( 4-5 lines) using phonetic script. 07
2) Identify the stress in the given words or Mark the stress in the given sentences. (Any four
out of five) 04
3) Identify the intonation pattern in the given se ntences. (Any four out of five) 04
Required Readings: -
1 A Course in English Phonetics for English EFL Students available in pdf format at
file:///C:/ADMIN/Desktop/A_Course_in_English_Phonetics%20(1).pdf
2 Ashby, P., 1995. Speech Sounds . London: Routledge.
3 Catford, J.C., second edition 2001. A Practical Introduction to Phonetics . Oxford:
Clarendon Press.
4 Clark, J. and Yallop, C., 1995. An Introduction to Phonetics and Phonology . Second
edition. Oxford: Blackwell.
5 Crystal, David. A Lit tle Book of Language . Orient Blackswan.
6 Cunningham Sarah and Moor Peter, New Headway Pronunciation Course . OUP.
7 Davenport, Mike and Hannahs, S.J. Introducing Phonetics and Phonology. Great
Britain. Hodder Education. 2005
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8 Gimson, A. C. An Introduction to t he Pronunciation of English . ELBS
9 Jones, Daniel. Everyman’s English Pronunciation Dictionary The English Language
Books Society, ELBS
10 Kenworthy Joanne. Teaching English Pronunciations. Longman Froup UK Limited.
1987
11 Kreidler Charles W., The Pronunciation of English A Course Book . Blackwell
Publication. 2004.
12 Ladefoged, P. Vowels and Consonants . Oxford: Blackwell, 2001.
13 Ladefoged, P. A Course in Phonetics (Sixth Edition), Wadsworth Cengage Learning.
2010
14 Laver, John. Principles of Phonetics . Cambridge Unive rsity Press. 1994.
15 Rajimwale, Sharad. Elements of General Linguistics, Vol. I , New Delhi: Rama
Brothers
16 Roach Peter English Phonetics and Phonology , Cambridge: Cambridge University
Press (2nd edition). 1991
17 Roach, Peter. Phonetics . Oxford: OUP. 2001.
18 Sethi , J. and Dhamija, P.V. A Course in Phonetics and Spoken English . New Delhi:
Prentice -Hall of India Private Ltd., 2006
19 Varshney, Dr. R.L. An Introductory Text Book of Linguistics and Phonetics , New
Delhi: Prakash Book Depot
List of YouTube Videos:
1. https://youtu.be/TssaA2geuds
2. https://youtu.be/A6aE4nceJt8
3. https://youtu.be/AODfwUH_rys
4. https://youtu.be/elFOQnWr5Co
5. https://youtu.be/G4Z5qngn -48
6. https://youtu.be/MPsz6QVZeVE
7. https://youtu.be/kIapQVNq 3D4
8. https://youtu.be/rnJCKda4oWU
9. https://youtu.be/pT6aGkt4czQ
10. https://youtu.be/kksfqYcYkeg
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ASSIGNMENTS (Practical Exercises)
Unit -I and Unit II
1. Prepare a list of symbols and words consisting these symbols.
2. Ask the students to produce the sounds of all the phonemes, use them in words and
pronounce these words loudly.
3. Ask the students to find out the consonants used in the following words and
pronounce them loudly (for example)
kite
rise
cash
rubber
rough
staff
commonly
written
tomorrow
learn
cool
bird
team
ward
place
4. Prepare a list of symbols, use these phonemes in words and transcribe these words.
Or
5. Ask the students to produce sound of some consonants and some vowels to feel the
moves of all speech organs. Ask them to make the list of organs used and their
position.
Or
6. Ask the student to produce the initial sounds in the following words and state
whether they are voiced or voiceless (for example):
Stick , father
Shine very
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Eat zoo
On thin
That
Unit -III
1. Transcription of a short paragraph (of about 80 -100 words) or a stanza (of 6 – 8 lines)
Or
2. Ask the students to pronounce some words beginning with a consonant letter and vowel
sound and some words beginning with a vowel letter and consonant sound.
Or
3. Ask the students to find out and produce the nasal sounds from the given words. Also
pronounce the vowels used in these words (for example).
Lamb father
Uncle niece
King cousin
knight finger
Or
4. Produce the strong and weak forms of following grammatical words (some other words
may be given):
Grammatical Words Strong Forms Weak Forms
Me /mi:/ /mɪ/
Them /ðem/ /ðəm/, /ðm/
The /ði:/ /ðə/ (before consonants)
/ðɪ/ (before vowels)
His /hɪz/ (at the beginning of a
sentence) /ɪz/
He /hɪ/ (at the beginning of a
sentence) /ɪ/
Some /sʌm/ /səm/
there /ðər/ /ðə/
For /fɔ:/ /fə/
but /bʌt/ /bət/
was /wɒz/ /wəz/ /wz/
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were /wɜ:/ /wə/
him /hɪm/ /əm/
Unit -IV
1. Transcription of a short paragraph (of 60 to 80 words) , marking stress and intonation
Or
2. Ask the students to pronounce all the vowels and focus the length of these vowels (short
and long vowels)
Or
3. Ask the students to pronounce at least 20 words of two or more syllables with the
primary stress.
Or
4. Ask the students to pronounce at least ten sentences (used as request, command,
statement, exclamation, etc.) with proper intonation.
Topic s uggested , but not limited to in Q.1 of the theory paper :
a. Phonology b. Phonetics c. Phoneme d. Morpheme e. Allophone f. Articulation
g. Consonant Cluster h. Diphthongs i. Triphthongs j. Pitch k. Tone Accent
Topic suggested, but not limited to in Q.2 of the theory paper:
a. Difference between phoneme and morpheme
b. Difference between phoneme and allophone
c. Speech organs and their functions
d. Manner of articulation
e. Place of articulation
f. Difference between consonants and vowels
g. Difference between strong and weak forms of vowels
h. Difference between wo rd stress and sentence stress
i. Major intonation patterns in English
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Sample Multiple Choice Questions
Q.3. Choose the most appropriate answer from the given options.
(1) There are ________ phonemes symbols in English.
A. 26 B. 44
C. 46 D. 42
(2) Which of the following statements is true?
A. There is no one -to-one correspondence between phonemes and alphabets.
B. There is one -to-one correspondence between phonetic symbols and alphabets.
C. The number of alphabets and phonemes are the same .
D. None of the above
(3) The study of human speech sounds in a language that form systematized patterns is
called__________
A. Phonetics B. Phonology
C. Linguistics D. Morphology
(4) The velum is also known as __________.
A. the soft palate B. the hard palate
C. the alveolar ridge D. none of the above
(5) ‘Adam’s apple’ is commonly known as _______
A. pharynx B. glottis
C. larynx D. the velum
(6) ___________ is an active articulator.
A. upper teeth B. alveolar ridge
C. hard palate D. lower lip
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(7) Which part of the tongue forms the front wall of the pharynx?
A. tip B. front
C. back D. root
(8) Which of the following three term labels of phoneme /b/ is correct?
A. voiced -bilabial -plosive B. voiced -dental -plosive
C. voiceless -dental -plosive D. voiceless -bilabial -fricative
(9) Which of the following three term labels of phoneme /d ʒ/ is correct?
A. voiced -velar -plosive B. voiced -dental -fricative
C. voiceless -dental -affricative D. voiceless -bilabial -fricative
(10) Which of the following underlined sound(s) is/are nasal?
1. Bee 2. Ha ng 3. Rea son 4. Vi ne 5. Ki ng
A. only 1 and 3 B. only 2,3,4 and 5
C. only 2,4 and 5 D. all the above
(11) Which of the following phoneme/s is are voiced -lateral -alveolar?
A. only /m/, / l/ and /n/ B. only /l/ and /m/
C. only /l/ and /n/ D. only /l/
(12) /eI/
A. either B. apple
C. wait D. met
(13) /ɜ:/
A. girl B. fear
C. letter D. matter
(14) /ɔɪ/
A. ought B. house
C. should D. join
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(15) /i:/
A. lip B. idiot
C. breakfast D. see
(16) ___________ follows the order of Voiced and Voiceless initial sounds respectively?
A. but and put B. hat and cat
C. fan and can D. yet and net
(17) Which of the following is NOT proper sequence of vowels?
A. /e ɪ/ B. / ɪɔ/
C. /a ɪ/ D. /ɪə/
(18) The phoneme / ə/ is used only is _____________ syllables.
A. stressed B. unstressed
C. both stressed and unstressed D. none of the above
(19) In the articulation of nasal sounds, the ________ is lowered, and the air passes
through the nose.
A. hard palate B. tongue
C. upper lip D. soft palate
(20) Which of the following statements is true?
A. Strong and weak forms are used only with grammatical and monosyllabic words.
B. All the words in a sentence are stressed.
C. Monosyllabic words are often stressed.
D. Contracted forms of auxiliary verbs are always stressed.
(21) Which of the following words does not make use of long vowel?
A. bird B. cool
C. hat D. call
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(22) Which of the following words makes use of long vowel?
A. stick B. very
C. thin D. eat
(23) Which of the following statements is NOT true?
A. All the words in a sentence are uttered with the same stress.
B. All the words in a sentence are not uttered with the same stress.
C. The content words in a sentence are always stressed.
D. The choice of words to stress depends on the speaker’s intention.
(24) Intonations are also known as ___________
A. tunes B. contours
C. patterns D. all the above
(25) Recognize the tone used in the following sentence:
When would it suit you to come?
A. rising B. falling
C. rising - falling D. rising - falling
(26) Recognize the tone used in the following sentence:
I was very glad.
A. rising B. falling
C. rising - falling D. falling -rising
(27) Recognize the tone used in the following sentence:
I liked it very much.
A. rising B. falling
C. rising - falling D. falling -rising
(28) Recognize the tone used in the following sentence:
John is a good boy.
A. rising B. falling
C. rising - falling D. falling -rising
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Model Answer
Question number Answer
1 B
2 A
3 B
4 A
5 C
6 D
7 D
8 A
9 B
10 C
11 D
12 C
13 A
14 D
15 D
(29) Recognize the tone used in the following sentence:
Yes, it is nasty.
A. rising B. falling
C. rising - falling D. falling -rising
(30) Recognize the tone used in the following sentence:
When would it suit you to come?
A. rising B. falling
C. rising - falling D. falling -rising
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16 A
17 B
18 B
19 D
20 A
21 C
22 D
23 A
24 D
25 A
26 B
27 B
28 D
29 C
30 A
Q.4 A. Transcribe the following lines using phonetic script.
His day is done.
Is done.
The news came on the wings of a wind, reluctant to carry its burden.
Nelson Mandela’s day is done.
OR
Q.4 B. Transcribe the following prose lines using phonetic script.
When I used to ask students what a poem is, I would get answers like “a painting in words,”
or “a medium for self -expression,” or “a song that rhymes and displays beauty.” None of these
answers ever really satisfied me, or them, and so for a while I stopped asking the question.
Q.4 B. Identify the stress in the following words:
a. photograph b. graphology c. career d. administration e. certificate
OR
Q.4 B. Identify the stress in the given sentences:
a. I will be going tomorrow.
b. Can I have some water?
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c. Sheela was determined to finish her work.
d. Life must go on
e. Yo u like me, don’t you?
Q. 4 C. Giving five sentences to identify the intonation pattern (Sample)
1. Where’s the nearest p ↘ost-office? (Falling)
2. What time does the film f ↘inish? (Falling)
3. Are you th ↗irsty? (Rising)
4. Is this your cam ↘er↗a?
Note :
1. At the end of the course, the Centre (College/Institute/Department) should ensure that the
university rules and regulations have been duly followed .
2. On the basis of examination results and credits earned by the student, the Centre will issue
the joint certificate with the name of University and College/Institute/Department .
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Submission on Feasibility of Starting New Courses as per the Provision of
Maharashtra Public University Act 2016
Ac - 23/7/2020, Resolution No. 4.31
CERT IFICATE COURSE IN BASIC ENGLISH GRAMMAR
1. Necessity of Starting this course:
Understanding the basic grammar rules is essential for communicating
efficiently in any language and English is not an exception to this. When we
use correct English grammar, communication becomes easier, clearer and
more efficient. The flawless communication in English language is an
important asset in today’s age of globalization. Knowledge of grammar and
understanding of its basic structure helps the learner to improve his/her
speaking, listening, reading and writing skills.
2. Whether UGC has recommended to start the said Courses?
UGC has given guidelines for introduction of career oriented courses
( https://www.ugc.ac.in/o ldpdf/xiplanpdf/revisedcareerorientedcourses.pdf ).
Universities are allowed to run the diploma / certificate courses and with due
approval of its governing councils/ stat utory council wherever required
(Ref: https://www.ugc.ac.in/faq.aspx ). However, u/s 5(16) under Maharashtra
Public Universities Act, 2016 (Mah. Act No. VI of 2017), Universities are
empowered to start to prescribe the courses of instruction and stud ies in choice
based credit system for the various examinations leading to specific degrees,
diplomas or certificates in a stand -alone format or joint format with other State
or national or global universities.
3. Whether all the courses have commenced from ac ademic year 2019 -20?
The above certificate course recommended by the BoS in English, and further
approved by the statutory bodies is to be introduced from the Academic Year
2020 -2021 .
4. The courses started by the University are self -financed, whether adequate
number of eligible permanent Faculties are available?
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The certificate course is purely self -financed. The department/affiliated
colleges interested in its affiliation need to comply with the norms laid down as
above.
5. To give details regarding duration of the course and is it possible to
compress the course?
The duration of the course is maximum 6 month {6 Months (July -December /
January -June) } with total 30 contact hours consist of maximum 2 Credits on
completion of total 30 hours.
6. The intake capacity of each course and no. of admissions given in the
current academic year (2019 -20)
The intake capacity is set to maximum 40 students per batch.
7. Opportunities of employability/employment available a fter undertaking
these courses:
Developing grammar skills is a sure way with the help of which the learner can
present himself/herself as more professional, polished and poised for job
success. Adding certificates to learner's resume that show an investment in
grammar knowledge and understanding can great ly enhance his / her profile
and set him/her apart from the other candidates. Knowledge of grammar allows
person to communicate effectively in any academic or professional setting.
Additional jobs for grammar experts include proofreader, blog writer, book
editor, teacher, publisher, website developer, freelance writer, besides, career in
grammar can start in any number of places and across many industries.
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