A listening laboratory-based approach to teaching clinical phonetic transcription

Abstract

Knowledge of acoustic and articulatory phonetics is fundamental to learning applied phonetic transcription skills during (pre-) clinical training in speech-language pathology. Furthermore, knowledge of acoustic and articulatory phonetics is foundational to success in advanced speech science coursework and research. We recently implemented extensive revisions to our undergraduate phonetics course aimed at improving students’ ability to deploy conceptual knowledge about acoustics and articulation in developing their phonetic transcription skills, and especially in applying these skills to phonetic transcription of developmental and disordered speech. The paramount revision incorporates a weekly, collaborative listening and transcription lab led by the instructor and modelled on listening exercises in foreign language classes. Lab worksheets train transcription skills by integrating aural and acoustic analysis of speech in diverse contexts, from idealized citation speech through connected speech from children and adults with developmental or acquired phonological and speech motor disorders. Transcription skills are refined and enhanced by progressing from simple to complex applications both within and across labs. Exercises integrate visualization of speech acoustics with transcription to improve students’ familiarity with waveforms and spectrograms. Course evaluations reveal students’ positive valuation of lab experiences, and follow-up assessments demonstrate retention of concepts and skills.