| Effective Term: | 2025/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Phonetics, Phonology and Oral Communication |
| Unit ID: | EDBSP1023 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDMST6113) |
| ASCED: | 061707 |
| Other Change: | |
| Brief description of the Unit |
This course teaches undergraduate students to identify and understand the sounds of the English language. Australian Standard English, like all languages, is composed of a set of specific sounds, i.e. phonemes, and all words are made up of these sounds. Understanding the sounds of the English, including how they are articulated, is essential for a range of professions, including teachers of English, in particular for teaching phonics, speech pathologists, audiologists, and learning integration aides. Students completing this course will be able to identify the sounds that make up any given word of English, articulate and explain these sounds for pedagogical purposes. They will have the skills to transcribe English words in the international phonetic alphabet, and to understand place of articulation, manner of articulation, and the acoustic relations of the phonetics and phonology of English. The course introduces students to the articulatory and acoustic phonetics and phonology of English, including stress and intonation patterns, and how these function to create meaning in oral communication. Students will be able to identify stress patterns in English words and sentences. Students will also understand speech development, and oral communication development across the lifespan. Students will learn about research into how oral language supports literacy development, and evidence-based practices such as phonics instruction. Students will also understand how oral language development supports reading and writing development. The course covers phonemic awareness, phonological awareness, and the grammar associated with spoken discourse and oral communication. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | |  | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Apply the phonemes and phonological patterns of English |
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| K2. | Identify and articulate the sounds of words |
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| K3. | Articulate and explain stress and intonation in words and discourse |
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| K4. | Examine the current research and pedagogical best practices relating to oral language |
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| K5. | Investigate speech development milestones |
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| K6. | Recognise the key ideas of articulatory and acoustic phonetics |
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| Skills: |
| S1. | Transcribe words according to their sounds |
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| S2. | Identify place and manner of articulation for the sounds of English |
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| S3. | Apply alphabetic principle and phonics |
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| Application of knowledge and skills: |
| A1. | Apply knowledge of oral language to interpret curriculum |
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| A2. | Analyse spoken language demonstrating an understanding of English phonetics and phonology |
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| A3. | Use appropriate pedagogical interventions to promote oral language, literacy outcomes, and speech development |
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| Unit Content: |
This course will cover the following topics: The sounds of English: phonetics and phonology Pronunciation and listening: Articulatory and acoustic phonetics Oral language and literacy development The alphabetic principle, phonics and reading instruction Speech development |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate high-level skills to effectively communicate, interact and work with others both individually and in groups Students will be required to display (in person and/or online) high-level skills in-person and/or online in: • Effective verbal and non-verbal communication via a range of synchronous and asynchronous methods • Active listening for meaning and influencing • High-level empathy for others • Negotiating and demonstrating extended conflict resolution skills • Working respectfully in cross-cultural and diverse teams | 1 - Yes | FEDTASK 2
Leadership | Students will demonstrate the ability to apply leadership skills and behaviours Students will be required to display skills in: • Creating, contributing to, and enabling collegial environments • Showing self-awareness and the ability to self-reflect for personal growth • Inspiring and enabling others • Making informed and evidence-based decisions through consultation with others • Displaying initiative and ability to solve problems | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complex and ambiguous environments, using their imagination to create new ideas Students will be required to display skills in: • Reflecting critically on complex problems • Synthesising, evaluating ideas, concepts and information • Proposing alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts through deep inquiry • Proposing creative solutions in problem solving | 1 - Yes | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work proficiently across a range of tools, platforms and applications to achieve a range of tasks Students will be required to display high-level skills in: • Finding, accessing, collating, evaluating, managing, curating, organising and appropriately and securely sharing complex digital information at a high-level • Receiving and responding to messages in a range of digital media • Using digital tools appropriately to conduct research • Contributing proficiently to digital teams and working groups • Participating in and utilising digital learning opportunities | 1 - Yes | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to think ethically and sustainably. Students will be required to display skills in: • The responsible conduct of research • Making informed judgments that consider the impact of devising solutions in multiple global economic environmental and societal contexts • Demonstrating commitment to social responsibility as a professional and a citizen • Generating research solutions which are sustainable,ethical, socially responsible and/or sustainable • Extending lifelong, life-wide and life-deep learning to be open to diverse others • Demonstrate extended actions to foster sustainability in their professional and personal life. | 1 - Yes |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, K5, S1, S2 | Transcription tasks: phonemes, stress and intonation | Quiz | 20-30% | | 2. | K1, K3, K4, K5, K6, S3, A2, A3 | Essay: Oral Communication/evidence-based practice/speech development | Written | 30-40% | | 3. | K4, K5, S3, A1, A3 | Lesson Plan and micro-teaching | Oral presentation | 30-40% |
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