Phonetic Transcription and Diacritics

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54 CHAPTER 3 Assessment procedures and results should be accurate, professional, and accomplished in an accountable manner. This chapter introduced the International Phonetic Alphabet (IPA) as a widely used system that can provide these requisites for the assessment of articulatory and phonological disorders. The IPA system was developed to document actual phonetic realizations of speech events. It is a means of transferring highly impermanent speech events into more durable graphic representations. Such a system offers the speechlanguage specialist a way to substantiate assessment results as well as to communicate effectively with other professionals. Transcription should never be considered just an option; accurate transcription is a necessity for professional evaluations. To increase the effectiveness of the IPA system, certain diacritic markers are used to add production details to the meaning of the basic symbol. These markers are indispensable to The following transcription is from Jordan, age 5;6. The fi rst transcription is broad transcription, the second one is narrow transcription. Broad Transcription sit [sit] soap [so υ p] sing [siŋ] soup [sup] sock [sɑk] summer [s�m�] sun [s�n] bus [b�θ] miss [mis] toss [tɑs] goose [ɡus] race [re i s] house [ha υ s] pass [p�s] zoo [zu] zap [z�p] bees [biz] news [nuz] rose [ro υ z] trees [triz] SUMMARY CASE STUDY the documentation of many of the unusual realizations of our clients. One current diacritic system used for disordered speech, the ExtIPA, was introduced. Such diacritics were itemized, explained, and exemplifi ed in the second section of the chapter. This section also offered clinical comments on many of the diacritics as well as actual phonetic transcriptions utilizing these marks. The last section of this chapter demonstrated how phonetic transcription and the detailed knowledge acquired through its use in assessment procedures also benefi ts the intervention process. First, the accuracy needed for the transcription task promotes the fi netuning of perceptual skills, a clinical profi - ciency that will, by its very nature, enhance the likelihood of successful intervention. Second, the specifi city gained through phonetic transcription, including diacritics, translates into a far more goal-directed treatment approach, which increases clinical effi cacy. Narrow Transcription sit [s�it] soap [s j o υ p] sing [s�iŋ] soup [s j up] sock [s j ɑk] summer [s j �m�] sun [s��n] bus [b�θ] miss [mis�] toss [tɑs j ] goose [ɡus j ] race [re i s�] house [ha υ s j ] pass [p�s�] zoo [z j u] zap [z��p] bees [biz�] news [nuz j ] rose [ro υ z j ] trees [triz�] What additional information do the diacritics provide? Do you see a pattern for the palatalized versus dentalized [s] and [z]?
1. What is the difference in production between a dentalized [s], [s�], and a [θ]? Which articulatory features would you need to change to produce a standard [s]? How would you explain this to a child? 2. What are the production features of [ʃ ↔ ]? What would you do to change the production to a standard [ ʃ ]? Are there any vowel contexts you could use to assist in acquiring this standard production? 3. The following transcription is from a child, age 4;2. Label the diacritics and state which ones are context related and which ones would be considered aberrant productions. [ai w�nt tu ɡoυ t� � u s�� bitʃ ] ↔ I want to go to the beach. [sj�li �εd wi kυd� ɡoυ ] Sally said we could go. 1. IPA stands for which of the following? a. International Phonetic Association b. International Phonetic Alphabet c. both a) and b) d. none of the above 2. Which one of the following is not a diacritic used with vowels? a. [�] c. [ � ] b. [�] d. [+] 3. Which one of the following would indicate a nasalized [s]? a. [ s� ] c. [ s˜ ] b. [ s� ] d. [ s� ] 4. Which one of the following would be a standard pronunciation? a. [�u] zoo c. [s j iŋ�] singer b. [bεɾi] Betty d. [ki�p] keep 5. In the transcription [k�t�l], what does the diacritic under the [l] indicate? a. that the [l] is partially devoiced PHONETIC TRANSCRIPTION AND DIACRITICS 55 THINK CRITICALLY TEST YOURSELF [d�ɾi w�nts� tu swwim] Daddy wants to swim [it wi� bi ��n] f It will be fun. 4. Put in the syllable boundaries and the primary stress markers for the following words: outspoken inspiration national monumental October 5. Identify the following symbols. For each, describe when they could be used as sound substitutions. [x] [ʔ] [�] [�] b. that the [l] is unreleased c. that the [l] is lateralized d. that the [l] is the syllable nucleus of the second syllable 6. The voiced labiodental approximant is transcribed as a. [β] c. [ʋ] b. [γ] d. [�] 7. The voiced labiodental approximant may be substituted for which sound? a. [s] c. [l] b. [r] d. [ ʃ ] 8. Which one of the transcriptions would indicate “bird” without the r-coloring on the vowel? a. [b�d] c. [bi�d] b. [bεd] d. [bɔd] 9. Which one of the following transcriptions indicates excessive aspiration? a. [k�ip] c. [ki�p] b [k�ip] d. [kĩp]
Page 1 and 2: Phonetic Transcription and Diacriti
Page 3 and 4: Figure 3.1 The International Phonet
Page 5 and 6: (Shriberg and Lof, 1991), the posit
Page 7 and 8: and organ of articulation in the di
Page 9 and 10: Aspiration and Nonaspiration of Sto
Page 11 and 12: Chris, in contrast to Matt, unround
Page 13 and 14: total lack of nasal quality (having
Page 15 and 16: Bilabial Fricatives. The voiceless
Page 17: dial task. By fi ne-tuning transcri

Phonetic Transcription and Diacritics

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