SPCH13005 - Acoustics and Phonetics

General Information

Unit Synopsis

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

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisites:

BMSC11007 or ALLH11005

and

BMSC11008 or ALLH11004

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2019

Term 1 - 2019 Profile
Rockhampton

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Online Quiz(zes) 30%
2. Written Assessment 40%
3. Practical Assessment 30%

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 Procedures for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2018 : The overall satisfaction for students in the last offering of this course was 4.4 (on a 5 point Likert scale), based on a 81.82% response rate.

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.

Source: 'Have Your Say' unit evaluation
Feedback
Students reported that being able to analyse 'real people' was beneficial and that the assessment tasks gave them the opportunity to learn.
Recommendation
Assessment tasks that are practical, relevant, and based on real people will continue to be provided to students in the future.
Action Taken
In order to ensure that assessment tasks were practical and relevant, students were provided with information and case scenarios based on real people and real data.
Source: 'Have Your Say' unit evaluation
Feedback
Tutorials were fun, interactive, and beneficial to the students' learning. The tutorials also contained content that related to clinical practice.
Recommendation
Tutorials will continue to be interactive, practical and fun. The unit coordinator will also make clear links between the content covered and clinical practice, so that students understand its importance and relevance.
Action Taken
The unit coordinator endeavoured to include a range of practical and interactive activities in each class, to enhance student learning and engagement. Links were made between the content covered and real life scenarios, so that students had a clear understanding of the relevance and importance of the content they were being taught.
Source: 'Have Your Say' unit evaluation
Feedback
Students reported that the assessment tasks and the lectures were very long and complex and that the content covered was too difficult. Less content and/or smaller assignments should be provided in future years.
Recommendation
Students will be provided with further scaffolding in tutorials, to assist them to break the assessment tasks into smaller, manageable parts. The unit coordinator and lecturer will continue to assist students to understand the content and to ensure that this is appropriate for students who are studying to become speech pathologists.
Action Taken
Assessment tasks were broken down into a series of sub-tasks, each of which were explained during class as well as in written task descriptions and detailed marking rubrics. Students were encouraged to clarify instructions where required. The unit coordinator also focused on explaining to students the relevance of the assessment tasks, so they understood the applicability of the skills and knowledge they were acquiring.
Source: 'Have Your Say' student satisfaction survey
Feedback
Students reported that they thoroughly enjoyed the interactive and practical nature of the classes and that the range of activities used in class assisted them with their learning.
Recommendation
In order to support student learning and encourage student engagement, classes will continue to be highly interactive and will include a wide range of relevant, practical activities.
Action Taken
Nil.
Source: 'Have Your Say' student satisfaction survey
Feedback
Students felt that the unit coordinator was supportive, approachable, punctual and prepared, and that she communicated well with students.
Recommendation
The unit coordinator will continue to contribute to students' positive learning experiences by placing ongoing importance on communicating well with students, being approachable, supportive, punctual and prepared for classes.
Action Taken
Nil.
Source: 'Have Your Say' student satisfaction survey
Feedback
Feedback provided regarding assessment tasks was variable. Some students commented that the assessment requirements were clearly explained whilst others felt that further explanation was needed. Some students also felt that the assessment tasks contained too many sub-tasks.
Recommendation
The unit coordinator will carefully review each of the assessment items and consider the number of tasks contained within each of these items. A focus will also be placed on improving the clarity of the instructions that are provided in relation to the assessment items. In addition, students will be strongly encouraged to ask questions and clarify instructions, both in class and through the Moodle Q&A discussion forums.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Transcribe Australian English connected speech using International Phonetic Association symbols and Australian vowel symbols
  2. Use anatomical knowledge of the shape and formation of the vocal tract to describe and acoustically analyse speech
  3. Identify and describe acoustic principles and properties related to speech.

Competency in acoustic and phonetic analysis of communication samples is a foundation skill that is necessary for success as a practising speech pathologist. The following information describes the range of practice areas and competencies that are linked to this unit's learning outcomes, content and/or assessments:


Speech Pathology Range of Practice Areas:

Speech and Voice (Child and Adult)


Competency-based Occupational Standards for Speech Pathology (CBOS 2011):

Unit 1 Assessment - Elements 1.1. 1.2, 1.3 and 1.4 to Novice standard

Unit 2 Analysis and interpretation - Elements 2.1, 2.2, 2.3 and 2.4 to Novice standard

Unit 3 Planning evidence based speech pathology practices - Elements 3.2, 3.3 and 3.4 to Novice standard

Unit 6 Professional and supervisory practice - Element 6.1 to Novice standard


Competency Assessment in Speech Pathology (COMPASS®) Generic Professional Competencies:

Unit 1 Reasoning - Elements 1.1, 1.2 and 1.3 to Novice standard

Unit 2 Communication - Elements 2.1, 2.2 and 2.3 to Novice standard

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3
1 - Online Quiz(zes)
2 - Written Assessment
3 - Practical Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
6 - Information Technology Competence
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Online Quiz(zes)
2 - Written Assessment
3 - Practical Assessment