BLENDED LEARNING IN A COURSE IN PHONETICS
This paper addresses the issue of blended learning which presupposes students’ self-studying out of the classroom (learner autonomy), teacher’s role in it and motivational component for both. The focal point of blended approach to teach proper articulation and intonation (phonetics) is to immerse students in authentic auditory and visual material to enhance the general learning process. We suggest a set of distant tasks with partial control by the teacher for A Course in Phonetics for undergraduate students of Linguistics. The various tasks are tentatively developed as to the aim, material, content, and control of them.