C = Core | CI = Core-introductory | P = Peripheral
|
Classification of student specialisation |
||||
Elements of study |
Phon |
Linguistics |
Phil |
SLE |
CD |
|
|||||
Basics |
C |
CI |
CI |
C |
C |
Fants source-filter model |
C |
P |
P |
C |
C |
Acoustic properties of speech sounds |
C |
CI |
CI |
C |
C |
Suprasegmentals |
C |
CI |
C |
C |
C |
|
|||||
Structure and function of the auditory system |
C |
P |
P |
CI |
C |
Psychoacoustics |
C |
P |
P |
P |
CI |
Perception of cues and units at segmental / |
C |
CI |
CI |
C |
C |
Models of speech perception |
C |
P |
P |
P |
C |
Multimodal perception |
CI |
P |
P |
P |
C |
Perception of prosody |
C |
P |
P |
P |
C |
|
|||||
Respiration |
C |
P |
P |
P |
C |
Anatomy and physiology of the larynx |
C |
CI |
CI |
P |
C |
Voice production theories |
C |
P |
P |
P |
C |
Anatomy and physiology of the vocal tract |
C |
CI |
CI |
C |
C |
Articulation (speech sounds, theories) |
C |
CI |
CI |
C |
C |
Prosody |
C |
C |
P |
P |
C |
|
|||||
Theories of language acquisition |
P |
P |
C |
P |
C |
Development of speech perception |
P |
P |
CI |
P |
C |
Development of speech production |
P |
P |
CI |
P |
C |
Infant/child studies |
P |
P |
P |
P |
C |
Second
language acquisition of speech perception |
P |
P |
C |
P |
P |
C = Core | CI = Core-introductory | P = Peripheral
Elements of study |
Phon |
Linguistics |
Phil |
SLE |
CD |
Speech technology |
|
||||
CI |
P |
P |
C |
P |
|
CI |
P |
P |
C |
P |
|
P |
P |
P |
C |
P |
|
Speech technology assessment methods |
P |
P |
P |
C |
P |
Applications |
P |
P |
P |
C |
P |
|
|||||
Basics
of research methodology & |
C |
P |
P |
C |
C |
Speech production measurements |
C |
P |
P |
C |
C |
Signal analysis |
C |
P |
P |
C |
C |
Statistical methods |
C |
CI |
P |
C |
C |
Speech databases |
P |
P |
P |
C |
P |
|
|||||
Distinctive feature analysis |
CI |
C |
C |
CI |
CI |
Suprasegmental phonology |
CI |
C |
CI |
CI |
CI |
Phonemic analysis |
CI |
C |
CI |
P |
P |
Phonological processes |
CI |
C |
CI |
P |
CI |
Phonological representations |
CI |
C |
CI |
P |
P |
|
|||||
Regional variation |
CI |
C |
C |
P |
C |
Social variation |
CI |
C |
C |
P |
C |
Stylistic variation |
CI |
C |
C |
P |
C |
Nonphonetic aspects |
P |
C |
C |
P |
C |
Diachronic vs. synchronic |
P |
C |
C |
P |
P |
Standardization and multilinguality |
P |
C |
C |
P |
C |
|
|||||
Broad transcription |
C |
C |
C |
C |
C |
Symbols for consonants |
C |
C |
C |
C |
C |
Symbols for vowels |
C |
C |
C |
C |
C |
Narrow transcription |
C |
C |
C |
C |
C |
Stress & tone |
C |
C |
C |
C |
C |
|
|||||
Disorders of speech perception |
P |
P |
P |
P |
C |
Disorders of speech production |
P |
P |
P |
P |
C |
Transcription of pathological speech |
P |
P |
P |
P |
C |
C = Core | CI = Core-introductory | P = Peripheral
definitions:
C - Core |
Element of study that is seen as essential |
CI - Core-Introductory |
Element of study that is seen as highly relevant for students of the specialisation specified but taught at more introductory/elementary level |
P - Peripheral |
Element of study that is seen to be more specialised and may be only offered as an option. |
Responsible author: Wim van Dommelen 20.10.2000