Course Description
This course uses a lecture discussion format to survey current methods in and approaches to accent/dialect modification. The purpose of the course is to prepare the student to modify the oral communication skills of the adult non-native speaker of English and/or speakers of a dialectal variety of American English.
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Course Objectives
Following this course, the student will be able to—
- describe the characteristics of at least four English dialects in use in the United States;
- describe/discuss psychosocial factors involved in the loss or manipulation of one's dialect;
- design an appropriate case history questionnaire for non-native speakers seeking to modify their accents;
- elicit appropriate data on which to base analysis and training;
- analyze the phonology of a given dialect and compare/contrast it with standard English including—
- presence/absence of English consonants,
- allophonic changes in consonants shared by both languages,
- substitutions for sounds not in the primary language,
- presence/absence of English vowels,
- substitutions for vowels not in the primary language;
- analyze vocal dynamics including—
- pitch,
- volume,
- quality,
- intonation,
- resonance;
- analyze the prosodic features of a dialect (stress, intonation, phrasing, linking, and rate);
- identify/describe the primary characteristics of American English phonology and intonation;
- plan, develop, and execute a dialect modification program for an individual and/or group of 2-10 people.
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Required Texts
Cheng, L.L. (1991). Assessing Asian language performance: Guidelines for evaluating limited English proficient students (2nd ed.). Oceanside, CA: Academic Communication Associates.
Grate, H. G. (1974). English pronunciation exercises for Japanese students. New York: Regents Publication Co.
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Recommended Reading
Hargrove, P.M., & McGarr, N.S. (1933). Prosody management of communication disorders
Womack, M.M., & Bernstein, E. (1990). Speech for foreign students. Springfield, IL: Charles C. Thomas Publishers.
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Class Outline
Class 1: Course introduction/Organization
- Video/audio tape baseline analysis of Hmong speakers
- Language as reflection of culture
- Culture versus ethnicity
- Dominant features of American culture
- Scope of accent/dialect issues in U.S.
- Client perspectives
- Dialect assessment and distribution of tapes
- Cheng - Chapters 1 & 2
Class 2: Psychosocial Issues in Loss/Modification of Dialect
- Role-playing exercise
- Characteristics of selected dialects
- Basic elements/principles of assessment
- Overview design of case history/background questionnaire
- Summary of published assessment procedures with taped segments played in class
- Womack & Bernstein - chapter 3
- Cheng - chapters 1 & 2
- Dialect handout
Class 3: Elements of Clinical Analysis
- Phonological
- Presence/absence of English consonants
- Allophonic changes in consonants shared by both languages
- Substitutions for sounds not in the primary language
- Presence/absence of English vowels
- Typical substitutions
- Voice components
- Intonation patterns
- Word and sentence
- Prosodic factors
- Computer speech
- Lab analysis of various intonation contours
- Cheng - Chapter 3
- Transcription assignment
- Grate, overview of vowel/consonant lessons
- Grate, lessons 17, 27, 34, 42, 45, 56, and 87
- Intonation assignment
Class 4: The therapy process
- Approaches and techniques
- Speechworks: The accent reduction program
- Specific published therapy programs
- Cheng - Chapter 4
- Dialect assignment due
Class 5: Discussion
- Dialect assessment assignment
- Video/audio tape analysis repeated, "post test"
- Components of an accent reduction course
- Planning, developing and executing a dialect modification program for an individual or small group (2-10 people, e.g., Compton, Stern, Sikorski)
- Cheng - Chapters 5 & 6
- Training program assignment due
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