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Introductory Phonetics and Phonology of English
Author: Iyabode Omolara Daniel
Date Of Publication: Jan 2011
Isbn13: 978-1-4438-2638-9
Isbn: 1-4438-2638-3
Introductory Phonetics and Phonology of English attempts to provide a practical guide to the learner in all ramifications of theoretical and practical uses of the phonetics and phonology of the English language. Useful suggestions and tips are also given on how to overcome the terror of the sounds of English. An attempt is also made to give detailed information on the workings of the prosodic features of English. This is especially necessary, as they remain, largely, the most confounding aspect of the English language to the average Nigerian speaker of English. The distinctive phonological features of the English sounds are also painstakingly discussed to help make the identification and description of the sounds of English even more interesting and accessible. The discussion about the phonological tendencies of the sounds of the English language is meant to help the reader see the English sounds as functional entities that go beyond the theoretical descriptions of their articulatory processes in the classroom. This book thus serves as a useful introductory text. If the success of the first edition is anything to go by, it is obvious that many students at both undergraduate and postgraduate levels have found the book a helpful guide into understanding and mastering the phonetics and phonology of English. Moreover, certificate class students at secondary school level have also found the many segmental and suprasegmental examples very practical and helpful to their mastery of English phonetics.
Iyabode Omolara Daniel is Senior Lecturer and Head of the Department of English at the National Open University of Nigeria in Lagos, Nigeria. She holds a PhD degree from the University of Ibadan, where she specialised in the linguistics of English. She has published her research findings in both national and international journals. She has also edited both national and international journals and conference abstracts. Her PhD thesis, which got a distinction award as one of the best three for her graduation set, has been published in Germany as Portrayal of Nigerian Women’s Assertiveness in Nigerian Newspapers. She has taught the English language for almost twenty years at different educational levels. She therefore has ample experience that enables her to empathise with the struggles of Nigerian students in their bid to conquer the English language. She has also published works in creative writing such as poetry, plays, and her novel is currently under review for publication. She has been a vociferous advocate of gender equality through her many writings. Her future research interests include the attainment of linguistic independence by the colonised peoples and the documentation of endangered languages in Nigeria.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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