Course Outline

Department of English
The Chinese University of Hong Kong

ENGE 2510: English Phonetics and Phonology

Professor: Professor Jette G. Hansen Edwards

Office Location: Fung King Hey 329
Phone: 3943 7023
Email: jhansen@cuhk.edu.hk
Office Hours: Mondays 2-4pm (office or zoom); other times are possible by appointment

Teaching Assistants:
TA:
Office Location:
Phone:
Email:
Office Hours:

TA:
Office Location:
Phone:
Email:
Office Hours:

eLearning/Course Announcements:
We will be using Blackboard Learn as the eLearning platform in this course. Blackboard Learn will
be used for a) dissemination of course materials including the course textbook and audio files,
discussion questions, weblinks, and additional materials, b) class discussion, c) Q & A, and d) course
announcements.

You can access Blackboard Learn at: https://elearn.cuhk.edu.hk/

A demonstration of how to access Blackboard Learn to post and respond to announcements,

download resources, and use the discussion and Q & A forum, will be given in the first lecture.

We will also be using Padlet and Kahoot! during lectures and tutorials.

Course Description:
This course introduces students to basic concepts in phonetics, the scientific study of speech, and in
phonology, the study of sound patterns in various human languages, with principal emphasis on the
English language. Students will gain an understanding of the articulatory mechanisms for producing
consonants, vowels, as well as stress and intonation. They will be introduced to the International
Phonetic Alphabet, and sounds from a variety of languages as well as varieties of English. In the
phonology part of the course, students will analyze the patterns governing the distribution of sounds

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in different languages. Students will learn to use various technology (a course website, acoustic
software analysis programmes) to analyze real language data. A major aim of this course is to enable
students to transcribe English words and utterances, and to develop an appreciation of the diversity
and systematicity of sound structure in human language and particularly, across varieties of English
worldwide.

Learning Outcomes:
By the end of the course, students should be able to:
1) Understand the segmental aspects of English and apply the principles of the description
and classification of speech sounds to English consonants and vowels;
2) Understand the role, use, and symbols of the International Phonetic Alphabet (IPA) and
apply the IPA to the transcription of English words;
3) Understand the suprasegmental aspects of English, such as English stress, rhythm, and
tone patterns, and apply these aspects to the transcription of English words, phrases, and
sentences;
4) Understand the differences between phonetics and phonology and explain basic
phonological concepts;
5) Apply their understanding of basic phonological concepts to the development and
analysis of different varieties of English;
6) To use technology, including the course website as well as acoustic analysis tools, to
analyze authentic language data;
7) To work in teams to collect, analyze, and disseminate findings from research using real
language data;
8) To understand differences in varieties of English worldwide and to be able to
demonstrate these differences through the analysis of their own English speech data;
9) To understand differences in the phonetics and phonologies of different varieties of
English.

Learning Activities:
A variety of learning activities will be employed in this course. Lectures will be a combination of
presentation of course content, interactive tasks (individual, pair, or group) and hands-on learning
activities, and discussions. Tutorials are interactive, and initially focus on listening and recognition
activities to practice course content, and then move to acoustic analysis and transcription activities
for English words, phrases, and sentences, to enable students to apply and demonstrate knowledge
of English phonological rules. Audio and video files are employed in both lectures and tutorials to
illustrate various sounds. Out-of-class learning activities include homework assignments and tutorial
exercises as well as web-based learning activities and discussions accessible via Blackboard Learn
(see above under e-Learning).

We will also be using my website, English Accents Worldwide, throughout the course to discuss
differences in vowel inventories and consonant productions across varieties of English, as well as
Kahoot! and Padlet for sharing and discussing sound files, tasks, and poster presentations.

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The following workload schedule may help you allocate your time this term:

Lecture Interactive Discussion Reading/Revising Preparing

tutorial assignments/
examinations/
tutorial activities
In class In class Out class Out class Out class
2 hrs 1 hr 1 hr 2 hrs 3 hrs
M M O O O
M = Mandatory O = Optional (but highly recommended)

Teaching Mode:
All lectures and tutorial sessions are taught on-site face-to-face. All lectures and my tutorial session
will be recorded on zoom or Panopto (mode tbc) and available for reviewing after the
lecture/tutorial session. If you are absent from class, please review the relevant videos to catch up
with the course materials you missed during your absence(s).

Assessment:
The main goal of this course is to enable you to apply the knowledge you have obtained about
English phonetics and phonology to the analysis of real speech, and to demonstrate this
understanding through a variety of both oral and written tasks. The focus of all the assessments in
this course is an analysis of your own English pronunciation, based on a number of smaller tasks
leading to the final project. Many of these smaller tasks will be completed with guidance from both
me and the TA during lectures and tutorials. It is therefore crucial that you attend all the lectures and
tutorials and that you come to both on time, and prepared.

Class attendance and participation: 15%

Task 1 Oral Presentation 20%
Task 2 Oral Presentation 20%
Final Project 45%

Class attendance and participation: Participation is more than just showing up for class (though that is
crucial) – it means to verbally contribute to class (lecture, tutorial, and online) discussion, exercises
and activities in a constructive and active manner. Please refer to the Department’s Guidelines for
absences and late assignments.

Task 1:
Task 1 is an analysis of the vowels and rhoticity from a word list/sentence reading task. You will
transcribe your own pronunciation of the relevant words and use Praat and Audacity to further
analyze the vowels and rhoticity, including creating a vowel chart of your own vowel phonemes.
Include your transcription and vowel chart in a brief oral poster presentation of your
vowel/rhoticity pronunciation in light of the lecture information (5 minutes maximum per student).
The poster and all speech files used in the task must be submitted electronically on the date of the
presentation. We will use Padlet to share the poster presentations during tutorial sessions.

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Task 2:
Task 2 is an analysis of your pronunciation of selected consonant sounds (for example TH fronting,
l/n conflation, flapping, glottal stopping, dark /l/) based on your pronunciation of the relevant
words in word list/sentence and reading passage. As with Task 1, you will transcribe your own
pronunciation of the relevant words, use Praat and Audacity to analyze the data, and include the
transcription in a brief oral poster presentation discussing your own pronunciation in light of the
lecture information (5 minutes maximum per student). The poster must be submitted electronically
on the date of the presentation along with all the speech files used in the task. We will use Padlet to
share the poster presentations during tutorial sessions.

Final project:
The goal of ENGE 2510 is to enable you to apply what you’ve learned in class to real language
analysis and description. To do this, you will record and analyze your own speech by reading a word
and sentence list as well as reading passages. We will workshop the project during lectures and
tutorials as many of the concepts we learn in lecture will be discussed in reference to and preparation
for your final project. You will have opportunities to work on the final project during the tutorial
sessions as well as additional ‘open lab’ hours supervised by the TAs.

The final project can be a group or individual project – you can work in a team of maximum 3-4
students to collaboratively analyze your speech data, and to compare the data for similarities and
differences.

Late projects will be penalized 1 point for each day late.

Course Grade Descriptors:

Grade A / Excellent: Outstanding performance on ALL learning outcomes.
Demonstrates the ability to synthesize and apply the principles or skills learned in the course in a
manner that would surpass the normal expectations at this level and typical of standards that may
be common at higher levels of study. The ‘A’ grade should be reserved for truly excellent work
that exceeds the level expected for the majority of students and are expected to be achieved only
by a small minority.

Grade A- / Very Good: Generally outstanding performance on ALMOST ALL learning

outcomes. Demonstrates the ability to synthesize and apply the principles or skills learned in the
course in a manner that would fully fulfill the normal expectations at this level and occasionally
reaches standards that may be common at higher levels of study.

Grade B+ / Good (Plus): HIGH performance on all learning outcomes, OR HIGH performance
on some learning outcomes which compensates WELL for slightly less satisfactory performance on
others, resulting in overall substantial performance. Demonstrates the ability to apply WELL the
principles or skills learned in the course in a comprehensive manner that would sufficiently fulfill
the normal expectations at this level WELL.

Grade B / Good: SUBSTANTIAL performance on all learning outcomes, OR SUBSTANTIAL

performance on some learning outcomes which compensates for slightly less satisfactory
performance on others, resulting in overall substantial performance. Demonstrates the ability to

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apply the principles or skills learned in the course in a MORE COMPREHENSIVE manner that
would sufficiently fulfill the normal expectations at this level.

Grade B- / Good (Minus): GOOD performance on all learning outcomes, OR GOOD

performance on some learning outcomes which compensates for slightly less satisfactory
performance on others, resulting in overall substantial performance. Demonstrates the ability to
apply the principles or skills learned in the course in a COMPREHENSIVE manner that would
sufficiently fulfill the normal expectations at this level.

Grade C+ / Adequate (Plus): VERY ADEQUATE performance on the majority of learning

outcomes. Demonstrates the ability to apply the principles or skills learned in the course in a
SOMEWHAT SUSTAINED manner that would meet the basic requirement at this level.

Grade C / Adequate: ADEQUATE performance on the majority of learning outcomes.

Demonstrates the ability to partially apply the principles or skills learned in the course in a manner
that would meet the basic requirement at this level.

Grade C- / Adequate (Minus): SOMEWHAT ADEQUATE performance on A NUMBER OF

learning outcomes. Demonstrates the ability to SOMEWHAT apply the principles or skills
learned in the course in a manner that would meet the BARE basic requirement at this level.

Grade D+ / Pass (Plus): BARELY SATISFACTORY performance on A FEW learning

outcomes. Addresses the task inadequately by meeting the basic requirement at this level only in
some areas while responding minimally with possibly tangential content in others.

Grade D / Pass: ALMOST BARELY SATISFACTORY performance on VERY

FEW learning outcomes. Addresses the task inadequately by meeting the basic requirement at this
level only in very few areas while responding very minimally with possibly tangential content in
others.

Grade F / Failure: Unsatisfactory performance on a number of learning outcomes, OR failure to

meet specified assessment requirements. Fails to address the task and likely does not understand
what the task requires. In other words, the work completely misses the point.

Required Materials:
You are not required to purchase any materials for this class. All the texts and supplementary
materials will be made available through Padlet, Kahoot! and Blackboard. You are highly encouraged
to bring a smartphone or other device (computer or iPad are particularly encouraged) to both the
lecture and tutorials to enable you to access materials during class.

1) Hansen Edwards, J. G. (2023). The Sounds of English around the World: An Introduction to English
Phonetics and Phonology. Cambridge University Press.
2) Speech files for Hansen Edwards, J. G. (2023). The Sounds of English around the World: An
Introduction to English Phonetics and Phonology. Cambridge University Press.
3) Audacity software (free download at: https://www.audacityteam.org/download/)
4) Praat software (free download at: https://www.fon.hum.uva.nl/praat/)
5) English Accents Worldwide (accessible at http://www.eng.cuhk.edu.hk/ENGE-EAWW/0

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6) Padlet (access given during class)
7) Kahoot! (access given during class)

Recommended Readings & Learning Resources (available online or via the CUHK Library)
Roach, J. (2009). English phonetics and phonology: A practical course, 4th edition. Cambridge University
Press.
Ladefoged, P., & Johnson, K. (2015). A Course in Phonetics, 7th edition. Cengage Learning.
Cruttenden, A. (2014). Gimson's pronunciation of English, 8th edition. Routledge.
Crystal, D. (2008). A dictionary of linguistics & phonetics, 6th edition. Blackwell.
Helpful websites will be posted on a weekly basis on Blackboard.

Feedback for Evaluation:

At the end of the course, students will be asked to complete Course Evaluations for both the
lectures and tutorials for ENGE 2510. This information is highly valued and is used to revise
teaching methods, tasks, and content. During the term, students are also strongly encouraged to
provide feedback on the course via email or meetings with the professor or tutors.

Veriguide:
Each student must upload a soft copy of their Final Project to the plagiarism detection engine
Veriguide. The system will issue a receipt that also contains a declaration of honesty (see below).
The declaration should be signed and the receipt stapled to a hard copy of the assignment.
Assignments without the receipt or the signed declaration of honesty will not be graded.

Academic Honesty:

Attention is drawn to University policy and regulations on honesty in academic work, and to the
disciplinary guidelines and procedures applicable to breaches of such policy and regulations. Details
may be found at http://www.cuhk.edu.hk/policy/academichonesty/ . With each
assignment, students will be required to submit a statement that they are aware of these policies,
regulations, guidelines and procedures.

Statement:
I declare that the assignment here submitted is original except for source material explicitly
acknowledged. I also acknowledge that I am aware of University policy and regulations on honesty
in academic work, and of the disciplinary guidelines and procedures applicable to breaches of such
policy and regulations, as contained in the website
http://www.cuhk.edu.hk/policy/academichonesty/
___________________ ___________________
Signature Date

___________________ ___________________
Name Student ID

__________ ___________________________________________
Course code Course title

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Use of Generative Artificial Intelligence (AI) Tools in Teaching, Learning and Assessment
This course adopts Approach 2: Use of AI tools is allowed for specific in-class assignments and
exercises, as directed by me. You may not use AI tools for your course assignments (OP 1, OP2 and
Final Projects) as these projects require original research and analysis.

As relevant, I will inform you of which AI tools are allowed for certain tasks. Please note the
following guidelines from CLEAR on the use of AI under Approach 2:

Approach 2 – Use only with prior permission

If teachers find it appropriate for students to use some AI tools in some in-class activities and
assignments, students should be clearly informed of (1) which AI tools are allowed; (2) when, how
and why these tools can / cannot be used; and (3) how the tools should be cited and acknowledged.
Students should also be informed of the limits and appropriate use of these tools.

Use of some AI tools is allowed

Students may use some AI tools in some in-class activities and assignments on the following
conditions:
1. The AI tools to be used are restricted to the following tools: (Specify the AI tools that are allowed.
Teachers may also specify which AI tools are not allowed) ;
2. The specified AI tools will only be allowed for the following types of class activities and
assignments: (Specify the activities and / or assignments)
3. Collaboration of AI tools is only allowed for the following purposes / tasks: (Specify the
purposes / tasks for which the AI tools can be used or used with certain restrictions, if any);
4. The input contributed by the AI tools are properly acknowledged and cited ; and
5. The input together with the prompts used to elicit the AI responses should be highlighted
or included as appendices wherever appropriate.

Acknowledging support from AI tools

Students are required to acknowledge all functional uses of a generative AI tool and cite it when
they paraphrase, quote, or incorporate into their own work any content (whether it is text, image,
data, or other format) that was created by it.

i. An example of acknowledgement

‘I acknowledge the use of (name of AI tool – e.g. ChatGPT (https://chat.openai.com/) to (specify the support, e.g.
plan my essay, generate some ideas for the content, ask for examples of data collection instruments, get the dates of
historical events, etc.).

ii. An example of citation

OpenAI. (2023). ChatGPT (Mar 20 version). https://chat.openai.com/chat

(Students are reminded that due to the rapid developments of generative AI tools, some citation
formats may be updated regularly.)

iii. An example of including texts generated by an AI tool in their work

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"The following text was generated by an AI tool / language model (ChatGPT):"
[Insert the text generated by ChatGPT here.]

iv. An example of including texts generated by an AI tool and the prompts that were used
to elicit the text from the AI tool

"[The prompt], as generated by an AI language model (ChatGPT):"

[Insert the text generated by ChatGPT in response to the prompt.]

Students are reminded to learn and use the AI tools responsibly and ethically and be aware of the
limitations.

Students are reminded to clarify with the course teacher and obtain permission if necessary when
in doubt.

Tentative Course Schedule

Week/ Topic Concepts Reading Task/Assign-
Date ment/Tutorial
1.January 10 Introduction to The course syllabus is presented Appendix
the course and an overview of the course is A
given. A description of how to
record your speech samples is
given.
2. January 17 English accents The concept of accent in relation to Chapter 1 Chapter 1
dialects and varieties of English is exercises;
discussed. Recording task 1
using Praat or
Audacity
3. January 24 History of the An overview of the history of the Chapter 2 Chapter 2 tasks
English English language is presented, with
Language a particular focus on the evolution
of English and the emergence of
World Englishes.
4. January 31 English Vowels The English vowels and variation Chapter 3 Chapter 3
in vowel inventories across exercises; Task 1
varieties of English is introduced. assigned
Basics of vowels: Articulation and
acoustic analysis of formants Finding formant
values in vowels;
plotting
monopthong
vowels using
Bark Scale

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5. February 7 English Vowels The English vowels and variation Chapter 3 Task 1
in vowel inventories across recordings due;
varieties of English is introduced. Task 1
An overview of varieties of English workshopping;
vowels is provided. plotting
diphthongs;
Chapter 3
exercises
No classes February 14 for CNY
6. February Phonemes, The concepts of phoneme, phone, Chapter 3 Task 1
21 Phones, and allophone in this chapter are workshopping;
Allophones discussed. This sets the stage for Chapter 3
exploring the concept of exercises;
phonology through vowel variation analyzing vowel
within varieties of English and inventories
phonological rules that govern this
variation.
7. February Rhoticity Defining and measuring rhoticity, Chapter 4 Chapter 4
28 particularly in terms of formants, is exercises;
discussed. A detailed overview of formant values
both historical and current patterns for rhoticity
of rhoticity in varieties of English
is then presented.
No classes March 6 for Reading Week
8. March 13 English An introduction to English Chapter 5 Task 1 Oral
Consonants consonants by place and manner Presentations
of articulation and voicing is
presented.
9. March 20 English English consonant phonemes and Chapter 5 Chapter 5
Consonants allophonic variation across exercises, Task 2
varieties of English is presented. is assigned
10. English Syllable The concept of the syllable, Chapter 6 Task 2
March 27 Structure including onset, nucleus, and coda recordings due;
in syllables is reviewed. Students Task 2
are introduced to English syllable workshopping;
structure rules. Chapter 6
exercises
11: English Syllable The concept of weak versus a Chapter Task 2 Oral
April 3 Structure; strong syllable is presented. 6, 7 Presentations;
English Stress Students learn strong-weak syllable final project
and Rhythm rules for English. assigned
12: English Stress Rules of English word stress and Chapter 7 Final project
0B

April 10 and Rhythm their connection to weak and recordings due;

strong syllables are presented. final projects
Rhythm and stress in varieties of workshopped,
English is introduced. exercises
Chapter 7

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 13. April 17 English Intonation is defined both Chapter 8 Final projects,
1B

Intonation, articulatory and acoustically, with a workshopped,

Uptalk, and focus on the relationship among exercises
Vocal Fry pitch, tone and intonation. The Chapter 8
intonation and pitch accent
patterns from different varieties of
English is then discussed. Uptalk
and vocal fry are also examined.
2B April 18 – May 9: Open lab hours, schedule TBC

Final projects are due: Friday May 10 at 5pm. You must submit a softcopy both to Veriguide as
well as in EMAIL format to me by 5pm on the 10th to receive full credit for the project. All sound
files used in the final project must be submitted electronically by 5pm on May 10th.

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