Overview
This unit will focus on acoustic phonetics and phonetic transcription of speech. You will apply this theoretical knowledge to practice in a speech pathology context across culturally and linguistically diverse settings. You will be introduced to basic acoustics related to speech, including the analysis of sound waves and speech samples. You will form an understanding of the relationship between the vocal tract and speech sounds produced, as well as the interface between phonetics, phonology and supra-segmentals. The assessment tasks will require you to demonstrate knowledge and skills in listening to and transcribing both normal and disordered speech using the International Phonetic Alphabet (IPA) and Australian-English vowel symbols, a fundamental skill required when assessing, diagnosing and treating people with speech disorders.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2021
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Have your Say
Some students commented that the assessment tasks were too large and contained too much content.
It is recommended that the unit coordinator and co-lecturer revise and streamline the assessment tasks for 2021.
Feedback from Have your Say
Students indicated that weeks 11 to 12 are assessment heavy and they would appreciate the assessments for all units being dispersed more evenly across the term.
It is recommended that the unit coordinator continue to map the students' assessment tasks for this and other units across the term to achieve the best spread possible.
Feedback from Have your Say
The students provided positive feedback regarding the experience and commitment of both lecturers.
It is recommended that the teaching staff remain the same for 2021 to continue a high standard of learning and teaching in this unit.
- Phonetically transcribe Australian English connected speech using International Phonetic Association symbols and Australian vowel symbols
- Use anatomical knowledge of the shape and formation of the vocal tract to describe and acoustically analyse speech
- Identify and describe acoustic principles and properties related to speech.
The learning outcomes in this unit contribute to the development of clinical and professional competencies as outlined by Speech Pathology Australia's Professional standards.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Online Quiz(zes) - 50% | |||
| 2 - In-class Test(s) - 50% | |||
| 3 - Electronic Focused Interactive Learning (eFIL) - 0% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | |||
| 2 - Problem Solving | |||
| 3 - Critical Thinking | |||
| 4 - Information Literacy | |||
| 5 - Team Work | |||
| 6 - Information Technology Competence | |||
| 7 - Cross Cultural Competence | |||
| 8 - Ethical practice | |||
| 9 - Social Innovation | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Online Quiz(zes) - 50% | ||||||||||
| 2 - In-class Test(s) - 50% | ||||||||||
| 3 - Electronic Focused Interactive Learning (eFIL) - 0% | ||||||||||
Textbooks
Australian English pronunciation and transcription
Edition: 2nd ed. (2017)
Authors: Cox, F., & Fletcher, J.
Cambridge University Press
Cambridge Cambridge , United Kingdom
ISBN: 1316639266
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
t.janes@cqu.edu.au
b.zupan@cqu.edu.au
Module/Topic
WEEK 1
FACE-TO-FACE TUTORIAL
PHONETICS
- Explanation of expectations for the term
- Introduction to Australian English speech production and accents
- Introduction to consonants (voicing, place, manner)
- Exposure to phonemic transcription
RECORDED CONTENT & ACTIVITIES
PHONETICS
- Consonants continued
- Video clips relating to Australian vowels and consonants
- Activities as listed on Moodle
Chapter
Cox, F. & Fletcher, J. (2017). Australian English pronunciation and transcription (2nd ed.). Cambridge University Press.
- Chapter 1 – Introduction to Australian English speech production
- Chapter 2 (pp. 22-54) – Consonants and vowels
Events and Submissions/Topic
Module/Topic
WEEK 2
FACE-TO-FACE TUTORIAL
PHONETICS
- Review and extension of Week 1 topics
- Introduction to vowels
RECORDED CONTENT & ACTIVITIES
PHONETICS
- Syllables, word stress, sentence stress and intonation
- Activities as listed on Moodle
ACOUSTICS
- Suprasegmentals
- Activities as listed on Moodle
Chapter
Cox, F. & Fletcher, J. (2017). Australian English pronunciation and transcription (2nd ed.). Cambridge University Press.
- Chapter 2 (pp.54-74)– Consonants and vowels (Vowels)
- Chapter 3 – Syllables, word stress, sentence stress and intonation
Events and Submissions/Topic
Module/Topic
WEEK 3
FACE-TO-FACE TUTORIAL
PHONETICS
- Revise Syllables, word stress, sentence stress and intonation
- Broad transcription of Australian English (phonemic transcription)
RECORDED CONTENT & ACTIVITIES
PHONETICS
- Broad transcription of Australian English (phonemic transcription) continued
- Activities as listed on Moodle
ACOUSTICS
- What is sound?
- Activities as listed on Moodle
Chapter
Cox, F. & Fletcher, J. (2017). Australian English pronunciation and transcription (2nd ed.). Cambridge University Press.
- Chapter 4 – Broad transcription of Australian English
Ferrand, C.T. (2014). Speech Science: an integrated approach to theory and clinical practice. Pearson.
- Chapter 1 – Basics of sound
- Chapter 2 – Resonance
van Lieshout, P. (2003). PRAAT Short Tutorial: A basic introduction. University of Toronto (aka PRAAT Manual)
Events and Submissions/Topic
Module/Topic
WEEK 4
FACE-TO-FACE TUTORIAL
PHONETICS
- Continue broad transcription of Australian English
- Evaluation of two broad transcription systems
ACOUSTICS
- What is sound?
RECORDED CONTENT & ACTIVITIES
PHONETICS
- Broad transcription of Australian English (phonemic transcription) continued
- Activities as listed on Moodle
ACOUSTICS
- Attributes of sound
- Activities as listed on Moodle
Chapter
Cox, F. & Fletcher, J. (2017). Australian English pronunciation and transcription (2nd ed.). Cambridge University Press.
- Chapter 4 – Broad transcription of Australian English
- Chapter 6 – Evaluation of two broad transcription systems
Ferrand, C.T. (2014). Speech Science: an integrated approach to theory and clinical practice. Pearson.
- Chapter 3 – Acoustic characteristics of vowels and consonants
Events and Submissions/Topic
Module/Topic
WEEK 5
FACE-TO-FACE TUTORIAL
PHONETICS
- Practice phonemic transcriptions
- Understanding the practical application of skills and knowledge acquired this term in a clinical speech pathology setting
ACOUSTICS
- Attributes of sound
RECORDED CONTENT & ACTIVITIES
PHONETICS
- Continue with phonemic transcriptions
- Activities as listed on Moodle
ACOUSTICS
- Acoustic characteristics of vowels and diphthongs
- Activities as listed on Moodle
Chapter
Continue with readings from weeks 1 to 4
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
WEEK 6
FACE-TO-FACE TUTORIAL
PHONETICS
- Introduction to phonetic (narrow) transcription of Australian English vowels
- Practical activities to reinforce content learned to date
ACOUSTICS
- Acoustic characteristics of vowels and diphthongs
RECORDED CONTENT & ACTIVITIES
PHONETICS
- Continue with phonemic transcriptions
- Activities as listed on Moodle
ACOUSTICS
- Acoustic characteristics of consonants
- Activities as listed on Moodle
Chapter
Cox, F. & Fletcher, J. (2017). Australian English pronunciation and transcription (2nd ed.). Cambridge University Press.
- Chapter 5 Narrow transcription of Australian English
Events and Submissions/Topic
ONLINE QUIZ 1 (25%)
- Opens Wednesday Week 6 at 8am and closes Friday Week 6 at 8am
Module/Topic
WEEK 7
FACE-TO-FACE TUTORIAL
- IN CLASS TEST 1 (25%)
ACOUSTICS
- Acoustic characteristics of consonants
RECORDED CONTENT & ACTIVITIES
PHONETICS
- Phonetic (narrow) transcription of Australian English vowels
- Activities as listed on Moodle
Chapter
Cox, F. & Fletcher, J. (2017). Australian English pronunciation and transcription (2nd ed.). Cambridge University Press.
- Chapter 5 Narrow transcription of Australian English
Events and Submissions/Topic
IN CLASS TEST 1 (25%)
Module/Topic
WEEK 8
FACE-TO-FACE TUTORIAL
PHONETICS
- Diacritics
- More phonetic transcription practice, using MD and HCE systems
RECORDED CONTENT & ACTIVITIES
PHONETICS
- Converting IPA transcription to the HCE phonetic transcription
- Activities as listed on Moodle
Chapter
Events and Submissions/Topic
Module/Topic
WEEK 9
FACE-TO-FACE TUTORIAL
PHONETICS
- Continue with understanding the practical application of skills and knowledge acquired this term in a clinical speech pathology setting
- Transcription practice using diacritics
RECORDED CONTENT & ACTIVITIES
PHONETICS
- More diacritics and transcription practice
- Activities as listed on Moodle
Chapter
Events and Submissions/Topic
Module/Topic
WEEK 10
FACE-TO-FACE TUTORIAL
PHONETICS
- Further phonetic transcription practice
- Practical application of transcriptions
RECORDED CONTENT & ACTIVITIES
PHONETICS
- Further phonetic transcription practice
- Practical application of transcriptions
- Activities as listed on Moodle
Chapter
Events and Submissions/Topic
Module/Topic
WEEK 11
FACE-TO-FACE TUTORIAL
PHONETICS
- Revision and practice
- Activities as listed on Moodle
Chapter
Events and Submissions/Topic
ONLINE QUIZ 2 (25%)
- Opens Wednesday Week 11 at 8am and closes Friday Week 11 at 8am
Module/Topic
WEEK 12
IN CLASS TEST 2 (25%)
ACTIVITIES
- Activities as listed on Moodle
Chapter
Events and Submissions/Topic
IN CLASS TEST 2 (25%)
Module/Topic
Chapter
Events and Submissions/Topic
All eFIL tasks must be completed by Monday Week 13 at 1:00am.
eFIL activities (pass/fail) Due: Review/Exam Week Monday (7 June 2021) 1:00 am AEST
Module/Topic
Chapter
Events and Submissions/Topic
Welcome to SPCH13005 Acoustics and Phonetics for 2021. Tina Janes is your unit coordinator and lecturer for phonetics and Barbra Zupan is your lecturer for the acoustics section of this unit. In 2021, the unit will include one face-to-face tutorial each week. The remaining content will be made available to you via recorded lectures and a series of online activities for you to complete independently. This is a challenging but fun unit and we hope you enjoy learning all about acoustics and phonetics. Your textbook for phonetics is:
- Cox, F., & Fletcher, J. (2017). Australian English pronunciation and transcription. Cambridge University Press.
Any additional readings for the unit will be placed in your e-Reading list on Moodle.
1 Online Quiz(zes)
Your first assessment task is comprised of two online quizzes, each worth 25% of the total unit grade. Your first quiz will occur in week 6 and will focus on content from Weeks 1 to 5 of term (classes, recorded lectures, videos, activities and readings). Your second quiz will occur in Week 11 of term. This second quiz will focus primarily on content from Weeks 6 to 10 of term, but many of the concepts in those weeks build on content from Weeks 1 to 5. Therefore, it is recommended that you also review that content. Your weekly online learning activities will include examples of the kinds of questions that will be included on these graded quizzes.
This is a must pass assessment task that requires a minimum grade of 50% across the two quizzes. That is, you need a total grade of 25/50 when the grades of Quiz 1 (Week 6) and Quiz 2 (Week 11) are added together.
2
Other
You have two online quizzes. One occurs in week 6 and the other in week 11 of term. Each quiz will open at 8am on the Wednesday of weeks 6 and 11 and close on the Friday at 8am of weeks 6 and 11 respectively.
Your results will automatically be provided by the Moodle quiz.
You are not provided with a criteria sheet for these quizzes prior to the quiz, but you will be provided with practice questions during class and online activities designed to support successful completion of the quizzes.
- Use anatomical knowledge of the shape and formation of the vocal tract to describe and acoustically analyse speech
- Identify and describe acoustic principles and properties related to speech.
- Communication
- Problem Solving
- Information Literacy
- Information Technology Competence
2 In-class Test(s)
This assessment task includes two in-class tests. These in-class tests will be held in during the first hour of your scheduled class time during week 7 and week 12. The first in-class test will assess your knowledge of content (classes, recorded lectures, videos, activities and readings) from weeks 1 to 6 and the second in-class test will focus on content from weeks 7 to 11 but may include some questions related to content from weeks 1 to 6. A core component of these in-class tests is 'live' phonemic and phonetic transcription of speech samples. Your weekly tutorials will include examples of the kinds of questions that will be included on these in-class tests.
This is a must pass assessment task that requires a minimum grade of 50% across the two tests. That is, you need a total grade of 25/50 when the grades of In-Class Test 1 (Week 7) and In-Class Test 2 (Week 12) are added together.
Your in-class tests will be held in week 7 and week 12 during class time
Feedback and results will be provided one week after each in-class test (i.e. week 8 and exam week 1)
You are not provided with a criteria sheet for these in-class tests before the test, but upon completion you will be provided with a summary of strengths and areas for improvement.
- Phonetically transcribe Australian English connected speech using International Phonetic Association symbols and Australian vowel symbols
- Identify and describe acoustic principles and properties related to speech.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
3 Electronic Focused Interactive Learning (eFIL)
As part of this unit, you are required to engage with interactive, online content to support your learning. This content is referred to as eFIL. eFIL refers to any activities included on your Moodle page in relation to course content. This may include (but is not limited to):
- Recorded lectures.
- H5P interactive learning activities.
- Discussion forums.
- Tasks set by your lecturer requiring you to email or upload content including work samples or videos.
- Surveys.
- Formative (i.e., non-graded) Moodle Quizzes
Review/Exam Week Monday (7 June 2021) 1:00 am AEST
eFIL activities will be available to complete each week on Moodle. These are ungraded but you must complete 80% of these eFIL tasks to pass this assessment and the unit.
You will be provided with the necessary feedback following completion of the tasks.
Some online activities will provide you immediate feedback (e.g., H5P interactive learning activities). For other eFiL activities (e.g., work sample submissions, discussion forums), you will be provided feedback in the form of 1-2 comments by your lecturer, provided the activities are completed by 1:00am on Monday of the week the activity was set. For example, if an activity is set for week 3, the activity needs to be completed by 1:00am on Monday of week 4, to be provided feedback. You may complete your eFIL activities at any time, prior to the week 13 due date, but you will only receive feedback if they are completed within the set week.
- Use anatomical knowledge of the shape and formation of the vocal tract to describe and acoustically analyse speech
- Problem Solving
- Information Literacy
- Information Technology Competence
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
