LABORATORY COMPONENT of the Sound
System Course: TSLP 832
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There is a laboratory component
required as an integral part of TSLP 832. In the Language Acquisition
Resource Center (LARC), located in the basement of general classroom building,
there is a collection of 11 audio tape recordings. Each of these
lasts from 30 to 45 minutes. Each week you are expected to work through
one of the recordings according to the schedule presented in the course
syllabus. The labs should be completed and requisite feedback sheet
handed in at the beginning of each class (as specified). You need
to have access to the "Sound
System Laboratory Text" (see required reading item 2-b) in order to
complete the labs materials. Also, I have arranged for identical
copies, of the same audio-tape lab-recordings, to be available in the Media
Center located on the 7th floor of the GSU Library South. I encourage
you to review the lab recordings more than once. Unfortunately, you
will not be able to keep personal copies of the audio recordings themselves
(see
below).
The laboratory recordings are designed
to reinforce, to provide extra practice, and to extend content material
covered in class. They provide practice in making careful auditory
discriminations and in associating these discriminations with (a) articulatory
features and (b) appropriate symbols in three systems of transcription.
It is doubtful that anyone would be able to master the content of TSLP
832 without having worked through the lab (and workbook) materials systematically.
The three systems of transcription
covered in the lab materials are: (1) a modified version of IPA (the
International Phonetic Alphabet), (2) a modified version of the system
found in the Prator & Robinette (P/R) text [which is based upon an
earlier system by Trager/Smith (MT/S)], and (3) an orthographically motivated
(OM) system (based on conventional dictionary systems of transcription).
Successful completion of TSLP 832 requires "productive knowledge" of one
of these three systems and at least "recognition ability" for the other
two.
The lab materials are also designed
to familiarize teachers with potentially useful activities for students
learning English as a second language. Some (though not too many)
of the activities may seem quite easy, particularly for native speakers
of English. Please be patient with these kinds of exercises; part
of the reason for including them is to provide possible models to be adapted,
modified as necessary, and expanded for your own teaching pratices.
At times they provide opportunities to experience pedagogical materials
from an L2 student's point of view, . . . sometimes a useful experience
for ESL teachers.
Note: The
authors of the lab materials (Clifford Hill & Enid Pearsons of
Columbia University) have explicitly requested that we not be permitted
to keep personal copies of the TSLP 832 lab audio materials. Legally,
it would be a copyright infringement if you happened to do so. Hill
and Pearsons have asked us to comply with these restrictiong because there
are plans in the works to have the lab materials made available through
a commercial publishing house. Hill and Pearsons have given permission
for the materials to be used for the purposes of TSLP 832.
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