LING 3038 - Phonology: language sounds and sound systems
North Terrace Campus - Semester 1 - 2023
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General Course Information
Course Details
Course Code LING 3038 Course Phonology: language sounds and sound systems Coordinating Unit Linguistics Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Incompatible LING 2040 Assumed Knowledge At least 6 units of Level II undergraduate study Assessment Practical 1 - 20%, Practical 2 - 20%, Review (1500 word) 30%, Exam (1.5 hours) 30%. Course Staff
No information currently available.
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
1 Be able to describe the general physical mechanisms underlying the production & perception of speech. 2 Be able to classify speech sounds according to vocal tract configuration, laryngeal activity and airflow. 3 Be able to utilise the IPA (International Phonetic Alphabet) in both ‘broad’ and ‘narrow’ transcription of speech, and to work with other practical orthographies in speech transcription. 4 Be able to identify the role of stress, intonation, pitch and duration in the production & perception of speech. 5 Perform a phonemic analysis of any given language, drawing on notions of minimal pairs, contrastive vs complementary distribution, conditioning of allophones & free variation. 6 Identify the distinctive features of any given set of phonemes. 7 Explain the concept of ‘underlying phonological form’, drawing on examples from a variety of languages. 8 Formulate phonological and phonetic realisation rules, having regard to rule ordering principles. 9 Understand the basic principles of Phonological Typology. 10 Undertake comparisons of conventional vs non-linear approaches to phonological representation. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
7, 8, 9, 10 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
4, 5, 6, 7, 8 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
1, 2, 3, 4 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1, 2, 3, 10 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
2, 3, 4, 5, 9 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
. Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
. Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
Course Text Book:
Odden, D. (2013). Introducing Phonology. Cambridge University Press, 2nd edn.Recommended Resources
Goldsmith, R. (2011). The Handbook of Phonological Theory. Wiley-Blackwell.
Gussenhoven, C. (2004). The Phonology of Tone and Intonation. Cambridge University Press.
Gussenhoven, Carlos & Jacobs, H. (2017). Understanding Phonology. Routledge, 3rd edn.
Ladefoged, P. & Johnstone, K. (2016). A course in phonetics. Cengage Learning, 7th edn. -
Learning & Teaching Activities
Learning & Teaching Modes
Problem-solving tutorials drawing on, and extending, material covered in lectures and/or in the course text-book or in other material referenced in the course.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1 x 2-hour lecture/workshop per week (x12) 24 hours
1 x 1-hour tutorial per week (x10) 10 hours
4 hours Practicals/Reading per week (x12) 48 hours
4 hours Assignment Preparation per week (x12) 48 hours
2 hours Research per week (X 13) 26 hours
TOTAL 156 hoursLearning Activities Summary
Week 1
Speech production & perception – the body and the brain
The idea of sound systems
Week 2
Making, hearing, transcribing & categorising consonant sounds
Distinguishing consonants
Week 3
Making, hearing, transcribing & categorising vowel sounds
Distinguishing vowels
Week 4
Stress, Tone, Intonation, Duration – what are they & what difference do they make?
Week 5
The idea of the phoneme – minimal pairs, contrastive vs complementary distribution, conditioned variation, phonetic realisation.
Week 6
Phonemes as sets of distinctive features – universal parameters, archiphonemes, underspecification.
Week 7
Underlying Forms & phonological rules.
Week 8
Formulating sets of phonological rules – ordering and elsewhere conditions.
Week 9
Exploring phonological rules cross-linguistically.
Week 10
Phonological Typology – what comes ‘naturally’ (and why) ?
Week 11
Exploring phonological theory - linear & non-linear approaches
Week 12
The limits of abstractness – phonology as a human science vs mind game -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
There will be three assignments in phonological/phonetic analysis (due in Week 4, Week 7 & Week 9), together with a final online test to be made available in Week 13. All assignments are of equal weight.Assessment Detail
Assignment #1 – Distinguishing & transcribing speech sounds
Assignment #2 – Analysing phonemes
Assignment #3 – Formulating Phonological Rules
Test – Practical analyses & short answer questions ranging over the content of lectures, tutorials & prescribed readings across the semester.Submission
All assignments are to be submitted through MyUni.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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