UNIVERSITY OF KENT Confirmation that this version of the module specification has been approved by the School Learning and Teaching Committee: ……… A. Stähler, 22 JAN 2015……….(date) MODULE SPECIFICATION 1. Title of the module LL525 – The Study of Speech 2. School or partner institution which will be responsible for management of the module SECL (English Language & Linguistics) 3. Start date of the module Autumn 2013 (Revised for September 2015) 4. The number of students expected to take the module 40 5. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal N.A. 6. The level of the module (e.g. Level 4, Level 5, Level 6, or Level 7) Level 5 7. The number of credits and the ECTS value which the module represents 30 (15 ECTS) 8. Which term(s) the module is to be taught in (or other teaching pattern) Autumn or Spring 9. Prerequisite and co-requisite modules Foundations of Language 1 (LL310) 10. The programmes of study to which the module contributes This module will be optional for all students on the BA in English Language and Linguistics; it will also be available as a wild module to students in the faculties of Humanities, and to students on the Erasmus Exchange programme provided the Erasmus students have the requisite background 11. The intended subject specific learning outcomes By the end of the module, the students will: 11.1. have knowledge and understanding of the central areas of the study of speech and of the problems with the traditional separation of the study of speech into phonetics and phonology 11.2. understand how speech sounds are produced and perceived; students should also have an understanding of speech acoustics 11.3. have a good level of familiarity with the types of experimental research that contribute to our knowledge of how speech is produced and perceived and of how this research informs our understanding of sound system organization 11.4. acquire a cogent understanding of the English language and its varieties 11.5. be able to use the International Phonetic Alphabet (IPA) to represent speech sounds and to refer to the IPA for guidance, while being cognizant of the controversies surrounding the use of the IPA and its limitations 11.6. be able to interpret visual representations of speech using relevant software (Praat) and should have mastered the basic functions of Praat (recording and playing files, 1 UNIVERSITY OF KENT 11.7. cutting and pasting speech, doing basic measurements of duration, amplitude and fundamental frequency of speech sounds) be able to solve intermediate-level phonology problems using appropriate tests and arguments 12. The intended generic learning outcomes By the end of the module, students will be able to: 12.1. show critical thinking and analytical skills 12.2. demonstrate the ability to undertake independent learning in order to complete their assignments 12.3. communicate the results of their study accurately and coherently and in writing, both in and beyond the contexts in which these skills were first acquired 12.4. use IT skills to analyse data, take exams, and present information effectively 13. A synopsis of the curriculum This module deals with the linguistic study of speech. It covers how speech sounds are produced and perceived and what their acoustic characteristics are (often referred to as phonetics), as well as how speech sounds are organized into sound systems cross-linguistically (often referred to as phonology). Emphasis will be placed on the sound system of English (including dialectal variation) but basics of sound systems across the world’s languages will also be briefly covered and contrasted with English. Finally, the course will cover the differences between the traditional “static” view of speech sounds as articulatory postures and the organization of running speech, together with the repercussions that our current knowledge about running speech has for our understanding of phonological systems, their organization and formal representation. 14. Indicative Reading List Ashby, Michael and John Maidment (2005) Introducing Phonetic Science. Cambridge University Press. Gussenhoven, C. & Jacobs, H. (1998) Understanding Phonology. London: Hodder & Arnold. Ladefoged, P. & Johnson, K. (2010) A Course in Phonetics (6th edition). Cengage Learning. Ladefoged, Peter (2003) Phonetic Data Analysis. Blackwell. Ladefoged, Peter (1996) Elements of Acoustic Phonetics. Chicago: The University of Chicago Press Zsiga, E. C. (2013) The Sounds of Language: An introduction to Phonetics and Phonology, WileyBlackwell. 15. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes This module will be taught in two weekly sessions, a one-hour lecture and a two hour-seminar. The lectures will address key aspects of phonetics and phonology with appropriate examples (visual and auditory) and problems (learning outcomes 11.1-4; learning outcome 12.1). The seminars will provide for in-depth practice and discussion of the topics covered in the lectures, including the use of the IPA alphabet and of freeware for recording and analysing speech (learning outcomes 11.5-7, 12.1-4). Total number of study hours for the module (including all contact time, private study and work on assignments): 300 16. Assessment methods and how these relate to testing achievement of the intended learning outcomes 100% Coursework: 50% Timed written in-class test, including questions on articulation, acoustics and phonetic transcription (120 minutes; learning outcomes 11.1-7 and 12.1-4) 50% Take-home problem set, including work with visual representations of speech using relevant software and discussion of phonology problem sets (equivalent 1,500 words; learning outcomes 11.1-7 and 12.1-4) 17. Implications for learning resources, including staff, library, IT and space Staffing will be provided from the existing resources of the Department of English Language and Linguistics. The library holds all the titles in the indicative reading list, including multiple and e2 UNIVERSITY OF KENT copies of key texts. Seminars should be scheduled to take place in SECL’s Multimedia Lab which has facilities appropriate for the seminars. 18. The School recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s disability/dyslexia support service, and specialist support will be provided where needed. 19. Campus(es) where module will be delivered: Canterbury 3