IDOCVNENT RESUME

ED 024 201 40 EC 003 247

By- Leutenegger. Ralph R.Automated Training in Auditory Perception and Phonetic Transcription for Beginning Students in SpeechPathology and Audology. Final Report.

Wisconsin Univ.. Milwaukee.Spons Agency-Office of Education (DHEW). Washington. D.C. Bureau of ResearchBureau No- BR-5-1003Pub Date 30 Nov 67Grant- 0EG-5-1003-4-11- 3Note- 50p.EDRS Price MF-S0.25 HC-S2.60Descriptors- Auditory Discrimination, Authory Perception, Auditory Training, Aural Stimuh. Automation,*Exceptional Child Research, Feedback, Language Laboratories. Perception. Phonetics, *ProfessionalEducation, Programed Instruction. Speech. Speech Therapist% Student Teacher Relationship. *TeachingMethods

Identifiers- Lanwage MasterThe phonetic transcription ability of 78 college students whose transcription

instruction was administered by means of pre-programed Language Master cardswas compared with that of 81 students whose instruction was non-automated Abilitywas measured by seven weekly tests. There was no significant relationship on any of29 variables with type of instruction. Intercorrelational techniques showed no positivecorrelation for sez but positive correlations of grade point average andtranscription and theory tests. and in four of the six Seashore Measures of MusicalAbilities subtests (timbreb memory. pitch. and time). On questionnaires. students withlive instruction indicated that they were significantly more satisfied (p=.05) and themain reason given was the feedback obtained from verbal imitation and theinstructor's immediate critical reaction. It was conduded that live instruction besupplemented by machine practice. Three references are cited word lists, instructionsfor Language Master users. satisfaction scale. grade data. and questionnaire dataare provided. (Author/SN)

OA. "m". '614" ""41601117 MOW'

U.S. DEPARTMEN1 Of HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

OR ORGANIZATION ORIGINATING IT. POINTS Of VIEW OR OPINIONS

DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE Of EDUCATION

OR POLICY.

FINAL REPORT

Project No. 5-1003

Grant No. 5-1003-4-11-3

4-f ly /

P47-4,40-04001 kw8,10ai

Koj 3 1965_

AUTOMATED TRAINING. IN AUDITORY PERCEPTION

AND PHONETIC TRANSCRIPTION

FOR BEGINNING STUDENTS IN SPEECH PATHOLOGY AND AUDIOLOC-Y

November 1q67

U.S. DEPARTMENT OFAEALTH, EDUCATION, AND WLLFARE

Offic:e of EducationBureau of Research

Final RttortProject No* 5-1003

Grant No. 5-1003-4-11-3

MOULTED TRAINING n AUDITORY PERCEPTION

ADD PHONETIC TRANSCRIPT:ON

FOR =Learn STUDENTS 3:11 SPEECH PAMOLCGY AND AUDIOLOGY

41.0

:

Ralph R. LeuteneggerUniversity of Wis&msin-Milwaukee

Milwaukee, Wisconsin

November 30, 1967

The research reported herein vas performed pursuant to a grant withthe Office of Education, U.S. Department of Health, Education, andWelfare. Contractors undertakins such projects under Governmentsponsorship are encouraged to express freely their professionaljudment in the conduct of the project. Points of view or opinionsstated do not, therefore, necessarily represent official Office ofEducation position or policy.

U.S. DEPARTMENT CPHEALTH, EDUCATION, MD IMF=

Office of EducationBureau of Research

TABLE OF CONTEITS

I. Acknowledsments . iii

Il. Summary 1

III Introduction .2

IV* Methods II

Ir Results * 8

111 Discussion 13

VII, Conclusions and Implications . ... 15

VIII. Refexences . 16

...U. Appendix A - Word Lists . op A1-16

X. Appendix B - Instructions for Language Master Users . . B-1

II. Appendix C - Satisfacticn Scale . C1-5

X1I. Alvendix D - Grade Data: Means, Standard Deviations,

Correlations . D1-3

Illi. Appendix E - Questionnaire Data: Means, Standard

Deviations, Correlations . El-lt

IP

11

ACKNOWIEDGZENTS

The author wishes to express his indebtedness to Dr. E. WayneHerron, University of Kentucky, for his considerable assistance inhelping to construct the questionnaire, and in serving as StatisticalConsultant.

MARY

This study was desigied to co=pare the -phonetic transcription

performance of beginning phonetics students NI:lose transcription

practice was administered "live" in the classrocm by the instructorwith that of students who received phonetic transcription practice in

Language Laboratory via the Language Master. A basic course was

proramed on Language Master Cards, Each Langtiage Master card

contained, on its reverse side, a verbal transcription in phoneticsymbols of the auditory stimuli reproducable fraa the front of thecard. Sinde the Language Master enables the student to record on asecond channel his imitation of the auditory model, the student isafforded a tints of comparing bath spoken and written attempts withthe appropriate auditory or visual models. In originaLly recordingthe cards, use was made of male and female voices of petYpie indifferent age categories, whose voices demonstrated a wide range ofquality, pitch, loudnesS end duration variability.

The population utilized consisted of all students enrolled in

three. consecutive semesters of the University _of Wisconsin.? Milwaukee's

"Introduction to Minetican course. Each gamester, half of the studentswere randenly assivaed to :the autoMated uou-p, and_ half to the non-

outtX144(1 grou,v. Weekly transcription tests were administered to bothgroups as a means of determining achievement in phonetics transcriptionability.

Scores on these tests were compared, utilizing !SR data processingequipment, to ascertain whether either group's achievement, es naasuredby these tests, was sicnificantly greater than the other. Intercorre-lational techniques were used to isolate possible relationships of themany additional variables studied. Questionaaire data were used toaugment, end possibly explain, the test findings. The questionnaireattempted to assess the students' reactions to the method of instruc-tion,

P/Lnone of the__variablea studied was there a sicnificant relation-ebb with the type of instruc-Lion, Altholk3h the- wlive classroWtranseription techniques and -the Machine transcription practicetechniques utilized in this study yielded camparable results inachievement, there were siificant attitudinal differences whichindicate a preftsrenee for _the 'live" teaching technique. It wasconcluded that the Lang =go fraster aziciz profitably be used as asupplement to "live" classroom transcription practice, rather than inlieu of such teaching.

1

INTRODUCTION

One of the nost serious problems in the education of handicappedChildren is that of recruiting and training the right professionalpersonnel. High on the list of competencies necessary for effectivespeedh correction is the "Ability to hear normal speech clearly".This competency was rated extremely high by the speech correctionistswho furnilhed data for the Office of Education Bulletin 1957, No. 19entitled "Speech Correctionists: The Competencies They. Need for theWork: They Do", (2). The present study investigated a new method forbetter assessing and teaching this competency.

Skill in auditory perception is sn essential for improving one'sown speech as well as that of others. One of the major goals of theIntroduction to Phonetics course at the University of Wisconsin-Milwaukee is to train students to hear, and transcribe in writtensynbols, the sounds used ih American English. This course is requiredof all students najoring in Speech Pathology and in the Teaching ofthe Deaf. It would seem that the ability to perceive speech soundsaccurately is a mandatory requirement for many areas of exceptionaleducation, as yoU as for elementary education teachers in generel.

All too frequently the work necessary to help students adhievephonetic proficiency is bypassed in various curricula. It is simplerto lecture on phonetic theory and assume that the student will be ebleto master transcription by. himself. It has been the writer's observ-ation that such an instructional technique is unsuccessful. Moststudents need assistance in learning to hear sounds in context and toassociate sounds with the symbols of the International (or any other)Phonetic Alphabet. If the press of numbers of students eliminates eartraining instruction from basic phonetic courses due to instructionalexpense, one of the major benefits of such courses will be lost. Goodear training instruction demands much instructor time. Even with theuse of graduate assistants to accomplish this purpose, the teachingdemands remain expensive, and the teadhing is not as efficient as itmight be if automation were utilized. ;

Several methods of automation have been attempted by others inthe past, but with limited success. Use of regular tape recorders,no matter how well programmed, Ins evaluated by the experimenter astoo cuMbersome for this purpose. It was believed that the Bell andRowell Language Easter lends itself ideally to the teadhing of basicphonetics.

2

It vas postulated that a basic course programmed with LanguageMaster cards would meet the following goals: (a) the use of both male

and female voices as stimuli, (b) the use of voices of people indifferent age categories, (c) the use of voices demonstrating a widerange of quality, pitch, loUdness and duration variability, (d) stu-

dent access outside the classroom to dependable auditory stimulicoupled vith the correct visual symbolization, (e) a series of gradedinstructional raterials permitting students to proceed at.their own

pace in the laboratory, (f) the provision of immediate reinforcement--both auditory and visual, (g) ease of teaching larger numbers ofstudents, (h) opportunity for quick-learners to free themselves from aclassroom pace which deadens their interest, and (i) the freeing of aconsiderable amount of the instructor's classroom and office confer-

ence time from dull, routine drill.

In the light of these objectives, one can summarize by sayingthat the prcdect herewith described dealt with four rajor problems of

teadhing: (a) challenging each person in a given.class to wol-k at a

level and pace appropriate to his own ability, (b) freeing the .

instructor from routine repetitious work by means of automation,

(c) devising and utilizing the most effective teaching aids conceiv-able, and (d) '--ilitatine the instruction of increasing numbers of

students without increasing faculty costs.

/MODS

Verbal stimuli were recordd on blank Language Master cards. The

reverse side of the card contained a vieual transcription, in phenetic

symbols, of the auditory stimuli reproducable frem the front of the

card. The student can licten to the recording, aud write a phonetic

transcription of what ha has just heard. He then has en immediate

check for accuracy by referring to the reverse of the card. In the

event of error, be =play the card repeatedly until be underatands

his transcription discrepancy. It is also posaible, b Oilising thetecond recordins chemel, for the student to record his eeln verbal

imitation of the sound etinuli appearing on the instructor chennel.

By appropricte manipulation of the maChine's controls, he can then

listen to the instructor and to himself scria134y and compare these

tounds_with each other and with the visual representation on the

reverse of the card.

Fifteen unite of 150 cards each, end one unit of 100 cards wereprepared, each unit being of inereesing difficultythat is, each

sUccessive unit included additional rounds not previously mad. The

tequance for introducing sounds vas erbitrarily deterlined by the

experkenter. Initially, thoee consonant sounds whose symbols areidentical to certain printed lettera were combined with the treat

vowels, nen with the middle werels. The rellainins consonant souads

were then introauced, followed by tha back vowels and the diphthon5a.

The words were generated on the bnsis of this cequential introduction

of sounds. (See appendix A for ccmplete lists of words used.)

-

Da use of'eraltiple voices for Lanvage Vaster stimuli ves

recognized 83 introducing an uncontrolled variable when the experiment

wve designed. It was reaeoned that tha educative desirability out-

weighed the factor of rigor of eeTeriteental desisn. The voices used

ranged from the vary young to the very old of both eexes. No system-

atic proportion of sex, age, or eny given type of voice quality was

tought--a variety of voicee was recorded by three different recorders.

With cev given unit, the stuelnt can instantaneously check bis

accaracy after every transcription attempt. Be is his ovn judge of

mastery of a given level. Vhencver he feels that he has rastered a

given unit, ha proceeds to tho raxt unit. Students wore advicad that

if they ccnpleted one-third to cne-half of tha cards of erky unit

without error, tiny could assule raetery of the sounds featured in

that unit. However, any continued incidence of errors would sunect

tbs need to continue practice cu the given unit.

4

Sequential. mastery ot given levels was necessary. The individual

In the LanguaL Laboratory had to maintain a minimal pace in antici-

pation of classrom activities. The spacing of the Timetable assign-

ments permitted the students sufficient time to work throuzh a given

level before that level of skill was essumed in the classroom situation.

It must be emphasized that this autc:nated approach was designedto satisfy solely the ear training requirements Of a course in Basic

Phonetics. It in no way attempted to cope with mastery of the theore-

tical content material of such a course.

To assess the effectiveness of the Language Master teaching

technique, an experimental. "autcmated" group was compared with a

control group whose transcription training vas not automated. Each

semester the students in the University of Wisconsin-Milwaukee's

"Introduction to Phonetics" class were randomly assivted to two

youps--half of the students to the laboratory- for automated trans-

cription practice, and the other half to the classroom group which

received "live" transcription practice (i.e., words were orally

presented by the instructor with neither electronic erolification nor

the use of aids such as language masters or tape recorders).

OM,

Students were informed that class size required that half of the

students learn their transcription skills in the Language Laboratory.

The instructor did not suggest the possibility of transfer from one

group to the other. Accordingly, very few transfers were made, and

then only because of hardship with respect to working schedules.

Members of the experimental group were given instruction in the

use of the Language Master by the everimenter. The "Instructions for

Language Master Users", a copy of which comprises Appendix B, vere in

the students' hands when use of the machine was demonstrated. The

students kept copies of the instructions for their individual use.

Extending the experiment over the duration of several semesters

posed a problem of equal or equivalent testing devices. The same

tests were used for each of the three successive semestera, end tests

vere not returned to the students. The instructor attempted to meet

the criticism of lack of feedback on errors by eiscussing, after each

test was graded, the errors made most frequently by the entire class.

Data were collected in the experimenter's Phonetics class during

the three-semester period beginning in February 1966 and ending in

June 1967. Each semester, approximately one quarter of the total

number of class hours in the Basic Phonetics course was devoted to

classroom transcription practice. The r.embers of the experimental

group were excused from class on these days and were free to pursue in

the Language Laboratory as much or as little transcription practice as

they chose.

' .." Three Language Masters and three complete sets of cards were

available for approximately five hours daily, five days a week. The

5

gxperimental groups ntribered_30, 231 and .26 for the three successiveae:mesters of the ex-prim-ant. There were few-reports of difficulty ofsedan terthe maciiine4 throughout the period of the experiment.

Strict attendance vas kept in the classroom practice sessions,and the embers of the machine group were required to record the totalamount of time spent each time they used the Language Masters in theLanguage Laboratory, thereby making available a measure of total timespent in transcription practice.

All students had a semester's Timetable of Course Activitieswhich clearly related the day-by-day minimal proxress required on themachine transcription practice units to the sequence of classroom2actures and the testing schedule-.

The criterion measures of phonetic transcription ability wereafforded by seven twenty-word transcription tests, given et 7- to12-day intervals during the first tvo-thirds of the course. Eachtest consisted of words incorporating the sounds featured In theimmediately preceding classroom transcription practice session(control group), or the comparable machine units (experiiental group).The tests included no words utilized in pradticeclassroom or labora-tory. Monosyllabic words were presented once; most polysyllabic wordswere given twice. Occasionally a word incorporating difficult soundsequences was given three tires. Scoring of tests vas done on awhole word, rather than an individual sound basis--i.e., if a testitem was not ccztpletely correct, it was scored as an error. The

achievement tmasures used did not extend to the nonsense word endsentence transcription activities of the final third of the course.

Three tests which covered the total content material of thecourse yielded the "Theorr test criterion measures. In addition to

the seven transcription test scores and the three theory tests, scores

were obtained within the first two weeks of the course for each studenton the six subtesta of the Seashore Measures of Musical Talents

(New York: The Psychological Corporation).

The experimental and control. groups were compared for phonetic

achievement, as well as for student satisfactionas measured by aninstructor-devised Satisfaction Scale. The Questionnaire yielding

this Satisfaction Score vas filled out by each student during thefinal week of the course. A copy of the cceplete Questionnaireappears in Appendix C.

The data were further analyzed for sex differences, as well as

for possible differences related to students' erade point average,

academic msjors, and anoLmt of time spent in transcription practice.

In addition, phontic achievement ws studied in relationdhip to scoresobtained on the Seadhore Measures of Isaisical Abilities.

The Seashore test vas dubbed onto tape by comeretal-calibre

recording equipment. When administering the test, the tape vas played

6

on a Sony model number TC 102 portable tape recorder. Model number7113 portable Language Masters were used with matched headphone sets--Clevite Brush Educational Headphones, model number ED-300.

Data were analyzed utilizing Mt 1620 data processing equipment.Interco:relations ware run on each of the 30 variables in the GradeData analysis, and each of the 35 variables in the Questionnaire .Dataanalysis. The Phi coefficients for the dichotmtous variables of sex,teaching technique (nachite-non-machina), and course regarement wereutilized in evaluating group differences by means of the Walker and

Lev Chi-square formula 11.26 (3).

The originally-contemplated interviewing of course dropouts (to

ascertain reasons for withdrawing from the course) was abandonedbecause of an insufficient ntrber of such dropouts.

:

...4.

7

-,

RESULTS

GRADE DATA

Complete intercorrelation tables-appear-in Appendix D. ---

Sex

The sample-population differed by sex as follows: Of the159 sUbjects, 30 percent were male. Significantly more males(11; level) majored in General Speech and in Radio-TV, signi-ficantly more females (1% level) majored in Speedh Correctionand in Deaf Education.

The only significant sex differences in phonetic achieve.;tient, as measured by the Chil.square teStrwere_higher- gradesfor Females on the First Theory test (Theta = -.24 and thesecond transcription test (Theta -.21). These differences,significant at the one percent level, disappeared with suc-cessive testing of bath transcription and theory:-

'Lachine versus Non-machine

On none of the other 29 variables was there a significantrelationship with the type of instruction.

Grade Point Average

The data conclusively demonstrate a relationship betveenGrade Point Average and both transcription and theory testscores, with the relationship being stronger for the theorytests. For the transcription tests (in chronological sequence)and the transcription average score, product moment correlationvalues were: .31, .32, .3h, .35, .30, .25, .35 and .38.Correlations of the three theory tests and the theory averagewith grade point average were: 34, .145 and 148

The only other significant relationship with Grade Point_ Average Was a positive one (r so .26) with the Seashore Time

subtest. Nona of the other Seashore subtests were signifi-cantly related to Grade Point Average.

Time Spent in Ttanscription Practice

There was no significant relationship between time spent intranscription and any of the other variables.

Transcription and Theory Test Data

Transcription test intercorrelations ranged from r = .57 to

r a .77. These data suggestconsistency in achievement. By

viewing theRe sale correlations as test-retest reliabilitycoefficients, these high correlations would alternatelysuggest consistency of measurement of the Transcription Tests.

Intercorrelations of the three theory tests, ranging fromr as .54 to r as .65, ftrther suggest, as do the transcription

test data, consistency of test measurement or of studentachievement.

All correlations of each Transcription Test with eachTheory Test were significant, ranging from r - .22 to r in .43,Thrther suggesting relative consistency of student achievement--whether measured by means of transcription or of theory tests.

Seashore Scores

Scores on the Seashore Timbre and Tonal Memory subtests weresignificantly related (1% level) to scores obtained on each of

-the seven transcription tests. Similarly, a strong relation-ship existed between Pitch and transcription and Time andtranscription, with one of the Pitch and two of the Tinecorrelations being significant at the 5% levelthe remainder

-,-), being significant at the lf, level. The Loudness and Rhythmsubtests showed no significant correlation with phonetictranscription scores.

None of the Seashore subtest scores correlated significantlywith scores on any of the Theory tests.

It might be noted that each of the four Seashore subtestswhich correlated significantly with transcription was signifi-cantly intercorrelated, contrary tO the claims of the test'soriginator.

Students' Majors .

No strong trends were apparent in an analysis of the datagrouped according to students' majors. The one exception--consistently siviificant negative correlations for transcrip-tion by Ca-munication and Public Address majorsis probablydue to a senpling bias (N = 1), and hence is not to be construedas a valid indication for this major group.

QUESTICIETAME DATA

Complete intercorrelation tables appear in Appendix E.

a.

9

ilex

Analysis by sex revealed nl differewes signifi-ant et the

five percent level in "Satisfaction".

Machine versus tIoniwichine

The questionnaire revealed differences in Study Satisfaction

between the machine and non-machine groups. The average scoreof the twelve "Satisfaction" questions vas significantly higher

(five percent level) for the non-machine group, indicating a .

greater overall dearee of satisfaction for this group, asmeasured by the Satisfaction Scale.

The non-madhine group also scored significantly higher

(Chi-square st the one percent level) on Satisfaction Questions5, 6 and 8, the groups did not differ on Satisfaction Questions

19 2, 3, h, 7, 9, 10, 11 and 12.

"Declared"*. Grade Point Average0 A11./IftealiallaMIaireal~ear....=allpOhleV.MINIMINI.eftlaNNIIMMI

*-Since the Questionnaires vere not signed, the grade peints

associated vith the.Questionnaire data, unlike_the Pegistrar's

Office's actual grade point averages used in connetion withthe *Grade Wa" analysis, are designated "Declared Grale Point

Average" (DGPA.).

Declared Grade Point Avera:!-e and Aye

EGPA was significantly correlated (15 level) with age, the

older students having hicher Grade Point Amerages.- Age did notcorrelate significantly with any of the other variables.

Declared Grade Point Average and Satisfaction

While DGPA apparently had no differentiating effect withrespect to any ofthe satisfaction scores specific to thisexperiment, it did bear a relationship to items one, two andthree (studyby oneself, self-operated electronic teachingaid*, and use of earphones in learning sessions). /n each of

these items, higher DGPA. was significantly related (7; level)

to greater satisfaction.

*Preference" Data

The only additional significant relationship noted on theQuestionnaire data with respect to preferred learning tedinique(language lab Irs classroom) VW the relationship to end-of-the-

course attitudes identified as "Present Choice" of technique.

The machine group indicated a significantly greater (1% level)

10

- - -

preference for the Language Mhster technique at the course's

end. (r = .30). This preference was not significant on thequestion which 4ealt with their presumed teaching preference attheltulasym of the course (without the insight gained througha semester s attempt to learn phonetic transcription.)

Satisfaction Data

An analysis of the intercorrelations of the twelve "Satis-faction" scores reveals that item one (studying by oneself) anditem eleven (phonetic transcription motivation level at thebeginning of the course) failed tO correlate significantly(at the 5% level) with any of the other Satisfaction Scores.Of the intercorrelationu of the ten remaining Satisfactionscores, more than half were siznificant, with the most powerfulrelationship existing between number two (use of self-operatedelectronic teaching aids) end both three (use of earphones)--r 111 .62, and four (use of the Language Eraster)--r m .73.

The next strongest cluster of intercorrelations existsbetwen nmlber 5 (clarity of articulation of transcriptionstimuli) and the following: nuiber 8 (student imitation of thestimuli and consequent check thereof)--r = .46, nalber 6(variety of dictation stimuli)--r = .41, nuMber 7 (checking oftranscription practice accuracy)--r = .22, and nuMber 10(relationship of transcription practice sessions to otherclassroom activities)-- r = .23.

Of lesser strength, significant correlations exist betweennumber 7 (checking of transcription practice accuracy) and thefollowing Satisfaction Scores: number 2 (use of self-operetedelectronic teadhing aids)--r = .21, number 3 (use of earphones)--r .25, number 4 (use of the Language Mester)--r = .33,number 5 (clarity of articulation of transcription stimuli)--r .22, and number 6 (variety of dictation stimuli)--r = .25.

Satisfaction Score nuMber 6 (variety of dictation stimuli)correlated significantly with four other Satisfaction scores:with number 7 (aethad of checking transcription practiceaccuracy)--r = .25, number 8 (checking of verbal imitation ofthe stimuli)--r = 34, number 10 (relationship of tranacriptionpractice scheduling to other classroom activities)--r = .28 endnumber 12 (transcription motivation level at the end of thacourse)--r = .21..

None-of the correlations with transcription motivation levelat the beginning of the course was significant at the fivepercent level. However, transcription motivation level at theend of the course correlated significantly (1% level) withSatisfaction Scores 6 (r = .21), 7 (r = .22), 9 Cr = .26),10 (r = .30) and the average of the 12 satisfaction scoresCr = 48).

pchoolyAlor

None of the school major groups differed significentlY ftoaeadh other on Satisfaction Scores.

Present Choice; Initial Choice, ("Preference")

lloththt present choice of teaching technique-and the choicereported as operable at the beginning of the course demonstrateda significant correlation (15 level) between the Language Mastergroup and Satisfaction questions-2, 3 and 4. On the other handa significant instructorl-classroom relationahip (512 level) withsatisfaction questions 5 and el vss obtained at the end of thesemester. This relationship was not apparent on analysis ofpresumed attitudes at the beginning of the course.

In studying the unstructured .Zuestionnaire comments, certainreactions to the two systems become irmediately apparent. Themost overwhelming prevalent reaction from the open-endquestions was the preference for classroom dictation.practicebecause it affords an opportunity for. constructive criticism,an irmediate reaction to transcription errors. While it Was

recognized that the machine makes one aware immediately of hismistakes, the students commented that it cannot tell UllY theerror Ws made, nor compare it mith the correct stimuli andother error possibilities. The other major reasons for class-room dictation preference centered around the mtivationalaspects of a good instrudtor-student relationship, comparisonand competition ulth other students, and the enjoyaant oflearning with others. Additionally, the help of visual cuesus listed as a benefit'of "live" transcription. Negativereasons for classroom preference centered mainly around enexpressed dislike--even a hatred--of machines, plus beingbored by machines.

The most frequently cited reasons for preferring the machinelearning technique were that (1) it afforded more practice timeand practice materiels, (2) it permitted one to work at his ownpace, (3) it had the advantage of using many voices as stimuli,and (4) it avoids the embarrassuent aspect of making mistakesbefore a classroaa of one's peers.

DISCUSSIO2

The data conclunively demonstrate a. relationship between GradePoint Average and both transcription and theory test scores, with therelationship being stronger for the theory tests. The significcntproduct raaent correlation values were in the thirtice lenr the trans-cription, and in the forties for the theory tests, indicating thatstulents with higher overall academic adhievement achieve better inboth phonetic transcription end theory tests than do students oflesser achievement. There *Awe no significant sex differences in themeasures of phonetic achievement, nor differences related to students'academic majors, age, or time spent in transcription wactice.

It is similarly apparent that either the students 'Imre consistentin their achievezent on both types of phonetics tests, or that the twosets of tests (transcription and theory) were consistent reasures ofwhat they purported to measure.

The silpificant relationship of four of the six Seashore subtests(i.e., Timbre, Tonal Kemory, Pitch and Time) to transcription abilityreconfirms data previously reported by Pickier and Leutenegger (1).Nosrever, none of the Seashore subtest scores correlated significantlywith scores on any of the Theory tests.

Analysis of the Questionnaire data revealed no significant cex,age, grade point, or school rajor differences with respect to Satis-faction Scores. Heuever, although the ezperimental end control groupsdid not differ in phonetic achievemzIpt, significsnt differences didexist between these groups on certain Satisfaction reasures. Thecontrol group scored siznificantly higher (Chi-square at the onepercent level) on clarity end variety of transcription stimuli, eswell as the checking of students' verbal imitation of the stimuli.

The first of these aspects--clarity--edght be related either toperceived poor quelity of the language Easter stimuli, or the actualsuperiority of the instructor's verbal stimuli. The instructorfrequently was told tvPrembers of the machine group that many of theLanguage Meter cards (particularly of those assumed to be children'svoices) Imre difficult to understend because of the poor articulation*fee recorded subjects. In the classroan apperen4y, articulation

-posed little or no prcblem.

The t.econd factor--variety--is saewhat more difficult to inter-pret. It was a basic assumption that the variety of different voices

13

sande poesible by the machine approach would be preferable to the

classroom's instructor-only* stimuli, and would lead to better

*The teaching methods used by the experimenter do include theuse of students as stimuli, but normally student-dictationoccurs toward the end of the course--too late to have anyinfluence on the weekly transcription test grades villa .

supplied the achievement scores for this study.

Imir-4

learning. ATTerently this: students objected to-this-variety-or stimuli,

preferring the single instructor's voice.- Thie would sussest thedesirability of teating whether or pot the use of a single voice asLanguage-Master stimuli, particularly in the begirning of transcriptiontraining, results in improved learning and/or ipproved attitudes.

The significant results on Estisfaction question number 8 yieldstrong evidence for the desirability of maintaining "live" classroomphonetic transcription insttnction. the control group was signifi-cantly meTe satisfied with receiving instructor-reaetion to classroomverbai imitation than was the machine voup with its mzthod of cosparingtheir own imitation of-the stimulus with that on the instructor-channel.As fOreign language instructors have discovered in using audio-lingualtechniqnes of laboratory instruction, their students tend to verbalizealoud while listening to the stimuli. If verbalization and acousticpereeption travel hand in hand, than an immediate, reassuring,satisfactory method of critical reaction to the verbalization seemsdesirable. This ftnction apparently was better .met in the presentinvestigator's classroom than through the alternate langnage laboratorytechnigne devised to serve a similar purpose.

FUrther instructional clues may be derived from noting thoseSatisfaction Scores which correlated significantly (15 level) withphonetic transcriptibn motivation level at the end of the course.These were Satisfaction Scorer, 6, 7, 9 and 10. These relationshipssuggest that (1) the total integration of the course"s transcriptionpractice with classrooa lectures and discussion (as well es the timeallotted to transcription), (2) the perceived variety of dictationstimuli, and (3) the Checking of treascription practice aecuracy, ereall closely related to the students' motivation level at the end oftbs course with respect to treuncription.

The present experiment vus so designed that there wae no diminutionIn amount of classrooa drill Vas. However, student demand for officeconference time for drill purposes wss elmst non-existent during theexperiment. This sms in start contrast to the instructor's previous,experience of excessive demands by students for additional transcriptionvractice. Mile it vus also evident that the quick:learners in theexperluentel croup spent less time in practice than they would have ifthey bed attended th3 classroom transcription sessions, the actualprobing of phonetics in greater depth with the time thua saved depends,to a great extent, upon the skill and motivational abilities of theInstructor.

14

CONCLUSIONS AM IMPLICATIONS

Although the "live" classroom transcription techniques and themachine transcrletion practice techniques utilized in this studyyielded comparable results in achievement, there were significantattitudinal differences which indicate a preference for the "live"teaching technique.

Mille it is possible to conclude from this stukr that, sinceachievement vas the sane for both the "live" instruction and theLanguage Master transcription practice techniques one can convert tomachine instruction, this equivalence of results rav differ withdifferent instructors or with different students.

Granted one's willingness to equate the teaching effectiveness ofthis particular instructor with other phonetics instructors, andgranted that this sample of students wa' in no significant wayatypical, one's willinv,ess to convert to machine instruction oughtstill to be tempered by the revealed attitudes toward the use of theLanguage Master for this purpose. If one is responsive to studentattitudes and learning "srtisfactions", this study suggests thatcomplete conversion to the =chine is not in the best of pedagogicalinterests. A more defensible course of action would be to continuelive dictation practice and auozent it with Lenguage Master practice.Until a machine can be progr=ed to tell the student Wirf he made enerror, it would seem unwise to convert entirely to the machine technique.

The other seemingly most potent contraindication for exclusivemachine instruction in this type of leerning is the aspect of verbalimitation and instructor-reaction to such imitation. If there is amotor verbalization component to acoustic perception, the studentimitation aspect of phonetics instruction nicht be the most importantreason for maintaining live classroom teaching which trill capitalizeon this technique.

1. Pickier, Janet Wirth and Paiph Leutenegger. ."The Prediction ofPhonetic Wanscription Ability," prnzetj_chlionsmana. XXIX,

. .. November 1962, pp. 288-297.

U.S. Office of Education. Sech Correctionists: The Ccrtneten..sts '...112x1121152.-tl.allarls....rfnt2.2.22. U.S. Office of EducationBulletin lio. 19, 1957.

3. Walker, Wen and Joseph Lev. Statistical Inference. lbw York:Henry Eat and Company, inc. 1953.

00

- 16

breezeleadreekD.D.T.sealedteamheapgleamtrillimprintQuitinflictliquidCreamcreepbleetsqueezereadreapeastqueenfleecedevepleadneatweakSwedestealsteedsquealsleettreatleastleaguetweedscreasedbleedsqueakschemereameasefeastcleatsleasecleavepleaseweavepriestsweetsteep

awaits

APPENDIX A

Unit I Word Lists

speedsneakfreeleapedskiscleansskimvimblimppintin.beenbidbithitskitknitblbpilltillkillmillsillwillbigsquibskillrimlipflipclipskinnedkinskimpfintindidlidsitkitsmittkidribbilldillgillsfillhillmilkzip

A-1

slipsquidridripskiplistspiritrepealrepeatelitesneakyrevealeasilyedictseatedseededwean'tinnysimplyretrieverecedeprefixprecedepixyPignlyleaflethillydiscreethistorydittyreleaseeasysecretseasicktipsysixtysicklyretreatrestrictquicklypricklypleasespiecesleafyreceivereceiptindiscreetDixieincreasehill-billy

fellheadpensellwell.letwetgettextdeadfedledbread'lesstwelverestwestprairiefairYsentryredbelltenbetnetpetNedsaidwedmessdebblenddregsbestblessedexit_dairynest eggtennispaid .

raidfakelakerakesaneskatesdaybreakcaveddrainpraise

Unit II Word Lists

namesake vestrySpain acezany aleably apeaces flamebabies vaguedebates vainnamely famenaked hatebeefsteak gamemaid brainwade galemake nailsake wail-cane vaselane lacebrace baitlAbes matebait fatepaint waitstale dameprayed lameblaze tapeWine basteerase hastetasty achedaily aimlady atebasic skeincrazy veilhatred blamemidway namevacated mainpensive sameenvy painPrevent breaklettuce tailpretext mailepic failhairlip hailinvest paceVenice facebelly raceevent gaitT.N.T. rateany tameairy cameheadache pastefestive wastevexes

A-2

acts.anandasaspblastbasscatfatmatspatsatcabsdabbednabatpaddeddadmadhadladgasbaggagsagragcap'naplapbackamaddanthatblackcampbatgnatpatratvattabcladfabpalbadcadfadssadpass

Unit III Word Lists

galtaglagtapgapsapraptacklambknacklackdamhampantancanfanransandhandicapbackhandbandstandbactineaccentbracketcanteencandyactiveaddressantiqueassetsracquetabnigatesatkracktamrambandancemarrvanlaughhandabstractrantcaptainclassicannexcannycampaign

A-3

alleyanvilAztecaccessad-libabbeyabscessaccentbackspaceacquiesceactressaddictadventiveamplybed panantacidballetbassettabletnapkincandidfamilylatticetracktranquillaxvalvemassivepanictrafficvaccineaskedaccedeaccessbrasswearacridaddedagateancestryanisebaggybanditbasketrapidlynarrateextracztaxjcabgrandvastrabbit

numbpluckcrustrustmulletbucketdrugssunnyguststuckmutt

eruptbloodyhuskytrustymoneytucksduckbustabductbuggedbudtrustgun.trussdovefussyskull*fundtrustpuffcrumb-stumppupuglytruckbutfunnyfrontbuntmummyfluffymuffstufffuzzsnufflumpspuspuppet

Unit rv Word Lists

tuftedcultivatefundpuntdumbgrufflovedbluffmustcuffacidityadeptacquaintanceabacusabilityabstainmagazineacademicaccessoryfatiguedividendbaconbreakfastpeninsulapoligamyepigramcigarettepetitebigotumbrellapatronaddressacouaintaddictabandonabbreviateabstinencemadrasacademyacclaimAfricangalaxyinstancepenetrateepilepsyepidemicstatisticmademoisellebigamistconvene

A-4

militantcomplexitysecondlymidlandextrafantasyrandomincapacitatedplasticityacclimatelaxativeelevenTennesseeattractivevillaincentraltaffetaconceiveconflictcompelcomplicitycondensememoryfrivolousabstinenceransomtrusteeblasphemousappendixpaprikacalciumassimilatedvalidatedventralveterinarytechnicalityconceitcompanycompressconfederateabruptabundanceaccompanycustodycutawayhusbandfulcrumcompassrhumbacorrupt

actoraccursedafteradministratoransweraverseabsurdbewilderbetterburntburrbuttercrackerscircuscharactercenterconcernclerkconsidercurlconversecurrant-cumbersomecurseclustercovercolorCurrentdisturbeddiscoverdiversitydeferdifferencedinnerdirtydemurdessertearlyeffortearnearnesteagereditorexerteverentwirlfermentfirstfernfavor

Unit V Word Lists

flusterfurfervidfurtivegirlgrammargreaterhamburgerhazardhammerherheardherselfimmerseinstructorinterpretirkinertincurimperviousliquorlaterlearnleopardletterslurkmattermastermercenarymurdernumbernurseneighborsneverplasterpatternpaperperhapsperfectpermitpersonpreferpermanentpursepurrpersonalitypursuadepersonnelpurposeperplex

A-5

persistrememberrehearsereturnreaderrubberrecordreverberaterevertskirtsupperservesuffersirsweaterslur-surpasssurveysistersmuglersquirmedstuttererscissorsswervesurfeitsurplusservicesquirtsternspurtspeakerstandardsermontermturnipsturfterminateturbantastertractorunderunfurledversewaiterwerewordworkel-worsewinterworld

dribblemiddlehandlepaddlecradleladlefunnelstubblebeatlespickeltattlestapledapplepebbleanimal

:sicklecastlekenneltemple .

temperamentaltechnicalcircle

symbolpanelcurdlemetalsandalsaddlefatallittlerubbleriddlefickleinflexablestablerebelcannibalscramblesmuggleregalprinciplesymmetricalrattlegamblecamelmantleramblecablenibble

Ubit Vi Word Lists

accidentallyamplemuddleturtlepreamblepurplereasonablepedalhumblecuddlefertilehurdletripleripplepenaltypuzzlebundlehuddletutblebubblebagelappletableaccelerablesyllablehecklepuddletunnelfumblecouplecatalystpimplemadrigalhurtlepencilcapsulemuzzlekindlesubtlecruMblestumblerustleripplebaffletrundlestablebrambleincrediblefizzlesniffle

A-6

battlehuckleberryknucklegurglelabelsamplemusclesimpletonchasmimperialismcannibalismfeminismskepticismhypnotismasceticismspasm'prismanachronismliteralismfatalismcriticismliberalismconservatism.absencemedicinepersonallistenbr'zenhaEtenmittenstraightensuddenmaidenreasonskeletonvixenpersonantecedencebaconraisinfastenprisonwrittensmittenvenisonladenMadisonmaddenseasonAladdin

readingsangswingbringingtongueblankspunkfungustankerfingerangersphinctersanguineunclemeaningsingereatingbangedhangerbungerangledrunkdistinctflunkanchorlynxlingercleaningwinkingtinglesflingingminglingsingledtinklingamonginklingstranglemangledrinkerangrytrappingvisitingsufferingpaintingspendingstrainingbeginninglivinglanguidwilling

Unit VII Word Lists

anglerankleankletbankruptbanquetbeddingsprinkleblanketblessingbracingbrinkbunglebutterfingerscantankerouscasingclearingcrankwrinkletrinketcuttingwringingsavingdeliveringdisgustingdrillingdrinkabledwellingearningssiblingpinkfilteringfingernailfittingflunkfrankfurterfrankincensehamstringsteeringtearingherringhummingbirdHungaryinkwellinstinctinterestingtinglelinkinterminglekindlingkink

A-7

larynxleasinglinguallinguistmalingermanganesemeringuemisgivingmonkmustangnestlingrectangleperiwinklepharynxplankprecinctramblingrancorrankringletringwormresistingsanctifysaplingseedlingsimmeringskiingskunkspanglespringersprinklingspunkstandingsterlingstrangleswanksyncopatetangletankardtumbling'tungstentwinklingunavailingunbecomingunceasinguncomplainingunderpiningunendingweddingzinc

girthworthbirtheleventhtwelfthseventeenthsixtiethhundredthaftermathbeneathbequeathdepthhealthlabyrinthmammothfifthsixthlengthstealthstrengthunderneathunearthwealthworthzeniththreatthreadthankfulthreatenthriftthrillthriftythrustnothingnesspantherparenthesispatheticphilanthropy*playthingrhythmicscathingsmithysouthernlystealthystepmotherstrengthensysthesissyntheticthankfulnessunearthly

Unit VIII Word.Lists

unfaithfulunfathomableunhealthyunthinkablewealthyweathertelepathywitherwithheldwithstandworthilyitrathfulteethwreathbathewithmonthstenthseventhseethebreathemaththanktheMethinkthemthatthesethusthicketthesisthanklessthanksgivingtheatertheftthemselvestheorytherapythermalthicketthickenthickeningthiefthimblethereafterthinkerthirstthirteenthistlethumbtack

A-8

thumpthunderingthirdtheatricalthirteenththeatricalthistleetherteethingleathernothinghealthysomethingearthquakearithmeticbieathinganotherbrotherratherfeatherweatherwithstandlatherrhythmzitheraestheticmathematicsanthemathleteathleticbathtubbirthdaybreathlessbrethrenbrotherlydiphtheriaearthenearthwormethicaleverythingfaithlessfathomfilthinessfurthergrandmotherlengthenmethodheathenmythicalnaphtha

shackleShakespeareshallshamshameshankShantungshapelyshareShakespeareansheathsheathedsheepherdersheepshanksheepshearingsheepshed.shelvesshellacshellfishsherbetshibbolethshillelaghshindigshingleshipbuildershipshapeshirkshivareeshovelshrankshrapnelshrimpshrunkshuffleshuntchampagnechagrincharadechassischanilleChevroletabstentionabstractionacademicianaccelerationactivationadaptationadorationamalgamation-anxious

Unit IX Word Lists

apparitionapplicationapprehensionattacheaviationbenefactioncalibrationcaptioncashiermachetemachinerynationalitydecapitationclassificationcompressioncrushingdirectiondispensationelaborationfissureimpressionisticimpressionplantationmentionvacationofficialpermissionanimationmanifestationgashthrushcrashmushgarishblemishcalabashflourishradish

. sheathingbeigeleisurepleasurevisionazureadhesionseizuredispleasuretreasuremeasuredecision

A-9

collisionamnesiapleasurablelesionabrasionanesthesiaaphasiaevasionexcisionfantasianegligeeprestigeoccasioninvasioninversionPersianincisiondecisionrevisiondivisionderisionaversionexcursionconversionversionprovisiondispleasurepersuasioncollisiondissuasiondiversion

. aspersionintroversionperversionreversionsubversionindecisionprecisionsubdivision

*televisionshillingshriftshrugadumbrationappellationcachetnationaldeflationaryblushgnash

chillchildrenchangeablechubbychimpanzeechunkchantcheesecheekcheepchiefchipchickenchinchaincheckchesschestchaplin.channelchipmunkchamberchapchancellorjab-jagjam'

janitorJapanJasminejerkjettisonjournaljugglejaggedjeljanglejavelingeneraljustice.junctionjinglejungleGermanyjunkeachinchitchthatchbelch

..

Unit X Word Lists

churchleechspeechteachreachimpeachpeachtouchmuchhatchmatch.patch.unlatchattachDutchsearchbirchresearchperchcatchfetchrichwitchditchbatchbeachkrutchdispatchlatchstenchtrenchwrenchpinchpunchbunchdrenchbenchKlentchscratchjudgefudgenudgespongetrudgeledgedredgehedgewedgesmudgegrudge

A-10

badgecagesagepageedgestagestrangearrangepledgemanagedamagerummagepitcherpasturepreacherimpeachmentstichesteacherauestionchinchillacatcherPurchasehandkerchiefsatchelpicturebrancheskitchenfeaturepuncturepigeonjudgementenginedungeonrejectmagicmidgetfragilfrigiddigitfidgetdiligencediligentnegligiblereadjustregisterrefrigerateregenerateregimentregionengagement

,

battalionbilliardbrilliantbunioncalculusconsecutivecircularcanyoncompanionciviliandahliaeastfabulousfailurefamiliargranulateinconveniencemillionminiononionpavilionregularscallionspeculateseniorspaniardscapulastalliontrillionVirginiavaliantvineyardyankeeyankYaleyamsyetyearnyeastYiddishyankingyearlingyoungsteryesyelledyenyieldedyoungeryelkyoung

;

Unit XI Word Lists

,

A-11

,

whackwhalewheatwheedlewheelwheel-chairwheezewhelkwhelpwhenwhencewhenever.Wherewhereas.whereatwhereinwhereunderwhereverwherewithwhetwhetherwhichwhiffwhifflewhigwhimwhimperwhimsicalwhinnywhiplashwhippetwhippoorwillwhirwhirlwhirligigwhirlwindwhiskwhiskerswhiskywhisperwhistlewhistlerwhitherwhizanywhereawhirlelsewhereeverywheresomewhatsomehwere

wooedwoodcouldcooedshouldsootfoothoodbootlootrootrooftootgoofmusic .

studentroomruleusevalueimprovesuperhootcanoeillusioncrucifixpapooseseclusionthumbscrewtoincludechooseintrudepupilcommunicateeducationhumanvaluefewfusehumorenthusiasmspewyousurehabitualsuitmuteluterefute

Unit XII Word Lists

cutebreadfruitsouvenirunderwoodbosomgraduationpoorpuddingriews

immunesoongoodoozebookschoolsuitable_communityloop'coopinsurethroughtrueunitdeludedelugewistfulinsecurepriesthoodjurytrayfulcentrifugalfrugalusbalindividualattiibuteintroduceattitudealtitudecontinueeyaluatediffusepresumemovetooksnoopsnoozeruefulplayfultextbookbookworm

A-12

fretfulwouldzoowhomlookcookbooksinewpunctuationusuallytllusionbeautifulmoonridiculemoodcoolfoolfooduniversitynumerous.curfew'crudecuckoogluegoodnesslookinglurid

.

poolstewedstoodshoedshookJunealbumenaloofmoveproduceschoonerracoondisputeblue.boon

soothetutorboomuniontumultrefusepeculiarmute

longevityfiascophotostatslaunchcoagulateyogiyawnpaunchpaltrydiphthongaugmentabsorbaccordionzeroprofessionorphanofferedtobaccoenormoustalkedallophoneplosivesphonemetelephonesongsalbatrossaldermanallegoricalmanacalterationalternatealtogetheranecdoteantelopeantidotealimonyepilogueapproachappropriatesparrowassociateatrociousauburnauctionaudaciousaustereauthenticauthorityautismauxiliary

Unit XIII Word Lists

blowtorchbolerobonanzabroadclothbrokeragebuffalobulldogbungalowbureaucajolecameocatacombcategorycathodecellochaperonchauffeurcirrhosisclaustrophobiacloakroomclosurecoalitioncoeducationcoercecohesionconservatorycopiouscomposureconcertocorneacornucopiacorollarycorporationcorpusclecorrelationcortex'crochetcrowfootcuriedeodorantdiscomposedishclothdislocatedissociatedogwooddormitorydrawbridgeodiusomissionorchestra

A-13

ordinaryoriginovationraucousegocentricelongateembryoexposurejaundiceyogizodiacfiascoflamingoforcepsforecastforgeformalityformationformidableformulafortificationfortitudegigologladiolaglaucomagringohalitosisheadlongheroichormonehoroscopelawyer'locomotionlogarithmmajoritymaudlinmisnomermistletoemortgagenauseanauticalnomenclaturenormalnotationquartquotationQuotientpagodaperiscopephonemic

doctordoctrinedocumentarydodgedomineerdossierquadranglequalmquantumquatrainabolhadagioadoptanomalyanthologyapothecaryarboretumarchaeologyarchaicarchdukearguearmfulartichokearticulateautonomicautopsyjargonjodhpurs-jonquiljoshjostlebarbarianbarbecuebarnaclebizarreblasebloodshotbonbonbotanistbother-botulismbrocolit Ashotfarmyardfarthingfolliclefontanelfossilgarbagegardenia

Unit XIV Word Lists

globulegobletgodfathergondoliergospelguitarharlequinharpoonhearthhelicopterhistrionichockeyhodgepodgehomologoushomonymhypocrisylaconicllamalobsterlockjawlollipopMardi grasmargarinemarmalademarqueematriarchmisconductmoccasinmodulatemoleculemonotonousneonnodulenonprofitmonolithmonopolynoturnenoncooperativenonprotestantmonasterymonogamistmonumentnarcoticneutronnonchalancenonintoxicantparafitparquetparticlepawnshop

A-14

peacockpecanpentagonphilosopherphosphorousplutonicpolygonpolyphonicpontoonpostulatepreponderanceprodigyprogenypropagateprosecuteproximityradiologyreconnaissancesarcophagussardonicSeotchselfconscioussharpshootershuttlecockslingshotsoccersolitarysolublesophomoresquanderstarchstarvationstockyardsuavesynopsistarpontelescopicthrottlevanguardvivacevodkawampumwhereonyachtdeparturedepositdishonordocileoppositionswallow

alibiacquiretypewriterpulverizeshrinetermitestratifyabsent-mindedbaptizevitaminpolitelyhibernatetripodmicrophonemaestroideamemorizeclientpliersmicrometernineteenbicuspidhomogenizeriflepythonidentifybuyerdialogueostracizediarrheahydrogengynecologyhorizonnitrogenpersonifymultiplytricycletriumviratetriumphgyroscopemyopicseismographrealizematerializebeautifyviolentvirustriangleharmonizeviolin

Unit XV Word lasts

aboundgroundpoutPowerwoundhousebountifultowershowerpouchfoundermountainthousandhoundmouthpronounastounding-pow-wowspouseouchpowderfoundationbountydown-towncompounddownfallannouncescowardhourblousefrown .

chow-meinbrowniegoutstoutslouchgoudgeendowsurroundconfoundpronouncecloudvowtrouserscountessspoutcouchshrouddroutscout

A-15

joincloistertoiletjoyouspurloinhoistpointpoignancytyphoidtrapezoidemployedloiterjointointmentgroinoystertoilpoisonsirloinenjoymoistpoinsettasoilboisterousasteroidgoitertoyfoyerflambuoyancechoicecoinahoyalloyturmoilenvoyinvoicemoistureMongoloiddestroyerexploitdecoycloyannoyancethyroidembroideravoi0joistnoisomespoilvoyage

wherewithalcobaltnoblesse obligeMilwaukeebean jesteabroadprocedureallomorphallotropealtercationAnglo Saxonaudibleaurora borealisbooklorebulldozecalypsocataloguecautiouschocolate

,coherencecoordinationcorrugateddextrosedogmaopaqueordealenthrallextrovertfootholdforlornghettogorgehaunchplaceboporpoisearthritisartificialbiographybobwhitedomicileapologizearchdiocesearmaturegargoyleharmonizemicrometernoncomplianceperoxideteleologicaltheology

Unit XVI Word Lists

volumedioxideironstylizedconnivancerectifysalivadialectstriatevioletgauchostreuselnucleoidguzzleturbulentchampionshamblesshenaniransheriffshrivelabrogationadulterationappreciatebumptiousdepreciationAsiaticsphinxeslanguercrinkledinghypeeringminxplanktonscamperingtruncateHindustansingularitybivouacavunculartregulardeglutinateconjunctivitistriphthongmongrelmicrobiologyformaldehydecongenialsubstitutemyopicaxiomatic

A-16

constrictorcouchpolaroiddaringoutstandingpomologymechanizedfoliageautosuggestionworkoutcentrifugesurrealismmanganesevegetariandiabetescountersignchangeablewomankindthrombosisbadinagevaluablemayonnaisesurgeonMediteraneanbilingualpoisoncounterpointthreatencouponpsychopathshoutedjuryjunctureknighthoodpsychopathyprestidigitatorcharioteerpropitiatepuristprimevalwheelchairurologyturpitudesanguinecounterclockwiseuncOuthacquiesegaragewhimsicaltraDezoid

APPZEDDC B

Instruction for Language Master users(for automated ear training in connection with Speech 312, "Phonetics")

1. The machine is "On" from the moment the cord is plugged into thesource of electricity. ALWAYS disconnect fras socket when leavingthe machine.

2. For routine transcription practice:a. Plug into source of electricity.b. Be sure the recording light (on left side of top of machine,

just above the "Listen-Record" lever) is NOT on.If "on", turn off by means of the "Instructor's Switch"

located in the back "well." of the machine, just ahead of theoutlet for the cord.

c. See that the "Student-Instructor" lever (top center) isdepressed on the right (Instructor) side.

d Insert cards in the right hand side of the card slot (Cards .

must be flush with the bottom of the card slot). Move card toleft until the feed rollr contacts end transports the card.

e. Insert headphone jack into outlet provided on top (right,front) of machine.

f. Adjust volume to suit your needs.

3.,. To compare min voice with "Instructor": (Please complete initialpractice with extra practice cards before using any of the boxedunits):a. Mug into source of electricity and insert headphone jack into

outlet on top of machine.b. Depress "Student-Instructor" lever on the left (Student) side.

ALWAYS DO THIS Sara PCFORS TIE FOLLMIDiGI:c. Turn on recording light (in back "well" on the left side).d. Insert card. After feed roller begins to transport the card,

speak into the microphone (perforated front center of machine),simulteneousli holding left lever on "Record" position, Findappropriate volume level (or nearness to mike) upon successivereplays. Preferred poaition is with white indicator straightup. NEVER record at or near maximpra volume.

e. For replay:

112 Turn tofrferceorcaorldeinveVipe.t

to "Listen" position.3 Play back both channels serially by depressing "Instructor"

prior to first card-run, and "Student" prior to secondcard-run."

NZVER use the burning Recording Light in conjunction with the "Record"position of lever while the "Instructor" lever is depressed:V..

ALWAYS disconnect from socket when leaving the machine:::ALWAYS record ycur study tine on the Clip-Board Timetable:::

B-1

APPENDIX C - Satisfaction Scale

INTRODUCTION TO PHONETICS: Evaluation

Basic Information: Fill in appropriate blanks:-

Date: , 196(Month-Day)

Age, in years, on last birthday:

Sex: Male Female

Is this a required course? Yes Wo

Were you a member of the machine group? Yes

.Course-"Satisfaction" Scale

Answer questions 1-10 on an "A" to "E" basis: "A" is thehighest, or best evaluation, "E" is thelowest, or poorestevaluation. Answer every question by inserting a checkin the appropriate column:A - Very satisfactory4,- Fairly satisfactoryC - Neutral in satisfactionD - Fairly unsatisfactory.E - Very unsatisfactory

1. In general, as a meansof reaching educationalgoals, I find studyingby oneself to be:

2. As a means of meetingcourse-objectivesingeneral, I think self-operated electronicteaching aids are:

3. I think the use of ear-phones in learning ses-sions is:

4 As a means of learningphonetic transcriptionskills, I think theLangua3e Master techniqueis:

0-1

A

5. During my transcrip-tion practice I foundthe clarity of articula-tion (of instructor inclassroom, OR of stimulion Language Master cards)to be:

6. During my transcriptionpractice, I found thevariety (or lack thereof)of dictation stimuli(instructor OR differentvoices on LiNguage Mastercards) to be:

7. I found the method ofchecking my transcriptionpractice accuracy (in-structor in "Split-Class"claBsroom periods OR tran-scription on reverse.ofLanguage Master cards) to

8. During my transcriptionpractice, I found verbalimitation of the stimulus(and comparing student-channel with instructor-channel in Language LabOR receiving instructor-reaction to classroomverbal imitation) to be:

9. With respect to meetingthe transcription demandsof the phonetics course,I found the amount ofavailable transcriptionpractice time OR LanguageLab ACCESS time to be:

10. I found the interrrela-. tionship of the timetable

scheduling of classroomtranscription sessions(or release time for Lab)and other classroomactivities to be:

C -2

A

Answer questions 11 and12 on an "A" to "E" basisusing the following inter-pretation of the letters:.A - Very highB - HighC - AverageD - LowE - Very low

11. At the beginning of thiscourse, my motivationlevel with respect tophonetic transcriptionwas:

12. At the end of this course,my motivation level withrespect to phonetic tran-scription is:

Remaining questions are to be answered by checking, complet-ing, or writing short answers (in outline form, if possible):

13: With my present knowledge about mastering the tran-scription elements of the phonetics course, if I couldbegin all over again, I would choose the

(a) Instructor classroom transcription technique

(b) Language Master technique in the Language Lab.

14. At the beginning of this course (hence, without thesemiifer's insight gained through trying to learnphonetic transcription) when the class was dividedinto two groups for Language Laboratory OR ClassroomDictation purposes, if I would have been permittedto choose between the two learning techniques, Iwould have chosen the

(a) Instructor Classroom transcription technique

(b) Language Master technique in the Language Lab.

15. (a)

If your preferred option (Lab vs. Classroom dictation)remains the same now as at the beginning of the course,please state the reasons why:

ORII)If your preferred option has changed between thebeginning and end of this course, please state thereasons why:

16. Please record all other reactions (positive and nega-tive) to the system of dictation practice made avail-able to you, in order to help in evaluating theparticular method (Language Lab or Classroom Dictation)of teaching phonetic transcription:

17. Do you feel that.your reactions to your transcriptionpractice technique (Language Lab or Classroom dicta-tion) are unduly influenced either positively ornegatively by the experiences or the opinions ofother.students, faculty, friends, etc.? Explain.

18. Is this course required in your major?

19. Is this course required in your minor?

Yes No

Yes No

20. Indicate by a check the field in which you are majoring:

Speech Correction

General Speech

Radio & Television

Communication & Public Address

Deaf Education

Elementary Education

Other: Please'write in your field

0-4

21. Indicate by a check the field in which you are minoring:

Speech Correction

General Speech

Radio & Television

Communication & Public Address

Deaf Education

Elementary Education

Other: Please write in your field

22. Your All-University grade point average at the beginningof the current semester (indicate to 2_decimal points):

23. If-this course was not requiredi-your reason for takingit was:

(a) Needed to complete total number of necessarycredits. Yes No

(b) Sounded interesting.

(c) Knowledge of instructor.

Yes No

Yes No

(d) Knowledge of experimental Language Laboratorytechnique being used. Yes No

(e) Recommended by advisor. Yes No

(f) Recommended by friends. Yes No

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GRADE DATANET

SEX SexGPA Grade point averageKIM Machine (1)-lion Machine (2)TITR Time spent in Transcription Practice

-

TR1 Transcription Test 1T122 Transcription Test 2Til3 Transcription Test 3Ts4 Transcription Test ItTR5 Transcriptior Test 5TR6

Transcriptio., T,.-st 6

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Radio and Television majorCPA Cornunication rind Pdb lic Address majorDEAF Deaf Education majorELED Elementary Edncation majorOMR Other major

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QUESTIONNAIRE DATAKEY

SEX Sex

AGE AgeGPA Grade point averageMni2 Machine (1)-Non Machine (2)SAT1 Satisfaction Score 1SAT2 Satisfa' Lon Score 2SAT3 Satisfac:ln Score 3SAT4 Satisfaction Score 4SAT5 Satisfaction Score 5SAT6 Satisfaction Score 6SAT7 Satisfaction Score 7SAT8 Satisfaction Score 8SAT9 Satisfaction Score 9SA10 Satisfaction Score 10SAll Satisfaction Score 118Al2 Satisfaction Score 12SAAV Satisfaction Scores AveragePRCH Teaching technique choice--Present knowledgePACH Teaching technique choice--.At beginning of

courseMg+ Required for majorSPCR Speech Correction majorG-SP General Speech majorRTV Radio and Television majorCPA Communication and Public Address majorDEAF Deaf Education majorEIED Elementary Education majorOTHR Other majorMg- Required for minorSCR.- Speech Correction minorGSP- General Speech minorRTV- Radio end Television minorCPA- Communication and Public Address minorDEF- Deaf Education minorELE- Elemantary Education minerOTH- Other minor