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Teaching acoustic phonetics to undergraduates in communication sciences and disorders: Course structure and sample
1Department of Communicative Science and Disorders, New York University, 665 Broadway, 9th floor, New York, New York 10012, USA.
The Journal of the Acoustical Society of America
|August 5, 2022
Summary
This paper proposes a two-part structure for acoustic phonetics courses, covering the source and filter aspects of speech production. This approach integrates basic acoustics with practical speech examples for communication sciences and disorders students.
Area of Science:
- Speech Acoustics
- Communication Sciences and Disorders Education
Background:
- Undergraduate communication sciences and disorders programs commonly require acoustic phonetics.
- Students often complete a separate phonetics (transcription) course before acoustic phonetics.
Purpose of the Study:
- To propose a structured approach for teaching acoustic phonetics.
- To integrate basic acoustic principles with speech-specific applications.
Main Methods:
- Structuring the course into two halves: source (vocal fold vibration, phonation, intonation) and filter (resonance, vowel formants, consonant acoustics).
- Interweaving fundamental acoustic properties with speech examples.
- Incorporating two projects focusing on fundamental frequency and vowel formants.
Main Results:
- The proposed structure effectively links basic acoustic concepts to speech production.
- Projects provide practical application of source and filter acoustics.
- The curriculum design aims to enhance student understanding of speech acoustics.
Conclusions:
- A segmented approach to acoustic phonetics, focusing on source and filter, can improve learning outcomes.
- Integrating practical projects reinforces theoretical knowledge.
- This pedagogical model is suitable for undergraduate communication sciences and disorders programs.
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