Segments, Letters and Gestures: Thoughts on Doing and Teaching Phonetics and Transcription

Autor/inn/en	Muller, Nicole; Papakyritsis, Ioannis
Titel	Segments, Letters and Gestures: Thoughts on Doing and Teaching Phonetics and Transcription
Quelle	In: Clinical Linguistics & Phonetics, 25 (2011) 11-12, S.949-955 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-9206
DOI	10.3109/02699206.2011.618583
Schlagwörter	Linguistics; Phonetic Transcription; Nonverbal Communication; Transcripts (Written Records); Phonetics; Spanish; Speech Impairments; Semiotics; Speech Evaluation; Articulation Impairments; Auditory Stimuli; Listening; Auditory Perception; Cognitive Processes; Orthographic Symbols; Young Children; Teacher Attitudes + Suchen Sie Ihr Suchwort? Linguistik; Lautschrift; Non-verbal communication; Nonverbale Kommunikation; Phonetik; Fonetik; Spanisch; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Semiotik; Artikulationsstörung; Auditive Stimulation; Hörvorgang; Zuhören; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Cognitive process; Kognitiver Prozess; Frühe Kindheit; Lehrerverhalten
Abstract	This brief article reflects on some pitfalls inherent in the learning and teaching of segmental phonetic transcription. We suggest that a gestural interpretation to disordered speech data, in conjunction with segmental phonetic transcription, can add valuable insight into patterns of disordered speech, and that a gestural orientation should form part of the understanding and interpretation of the process of transcribing and the use of transcripts. We illustrate our discussion with data from a case of moderately to severely unintelligible speech produced by a boy aged 5;9. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10