Articulation Testing in Hindi Speech

52 Pages·2016·6.23 MB·English

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Honors Theses Carl Goodson Honors Program
2003
AArrttiiccuullaattiioonn TTeessttiinngg iinn HHiinnddii SSppeeeecchh
Vinita J. Rajah
Ouachita Baptist University
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RReeccoommmmeennddeedd CCiittaattiioonn
Rajah, Vinita J., "Articulation Testing in Hindi Speech" (2003). Honors Theses. 148.
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The profession or speech-language pathology deals with one of the most basic
functions or humanity--communication. Speech-language pathologists arc trained to
provide remedial services to children and adults with communication disorders in a wide
\'ariCt)' Of \VOrk settings.
Communication disorders can be broadly divided into five categories: voice
disorders. nuency disorders. dysphagia, language disorders. and articulation disorders.
Before a speech-language pathologist begins speech therapy. it is necessary to
perform an evaluation. Evaluation refers to the processes used to determine a diagnosis.
There arc two main reasons [or performing evaluation tasks. First. we need to evaluate to
arrive at a good understanding of a client's problem. The other reason to perform
evaluation tests is to be able to monitor the client's progress in treatment and describe
changes in the communication disturbances. Speech-language pathologists usc
standardized tests to determine the presence or absence of communication disorders.
Most test currently used in speech-language pathology arc based on Standard English.
The area that I have addressed is Articulation. Articulation disorders occur when a
person produces sounds, syllables. or words in a way that listeners do not always
understand what is being said or may be distracted by the manner in which it is said. Such
disorders arc most often seen in pre-school or school-age children who do not develop
certain sounds at the usual age. Speech-language pathologists work with clients having
articulation disorders and help them to learn proper production of speech sounds.
Indian schools teach 58 different languages. llindi is the official language spoken by
the majorit) of the people in India and only about 5 to 10% ofthe lndian population
speaks English. When I return home. I will be working with predominantly llindi-
speaking clients. The field of speech pathology in India is very new. I will have to use the
knowledge I have received in English, and adapt it to the I lindi language. There are no
tests that I can usc while performing an evaluation in Hindi. Translating tests that arc
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used to evaluate language. voice or uency disorders. docs not pose too much of a
problem. apart from adapting them to the cultural situation. since the basic concepts are
the same. But. it is impossible to take an English articulation test and translate it into
Hindi, expecting it to function in the same way. which is to detect articulation errors.
The first problem associated with translation of an English test is that each language
has its ovvn specific phonemes and sound characteristics. In the English language.
aspiration or phonemes is not important to most phonemes. But in Hindi, aspiration
changes the mcanin·g of the word. In the English language, aspiration of phonemes is not
important, but in Hindi. aspiration changes the meaning of the word. for example, there
is no diiTerence in aspiration of the ItS I sound in English, as in the word "church''. Even
if! said the ;~"' I vvith aspiration, the meaning would not change. But aspiration of the
l'ij I sound in the llindi word chal. I tj" L I makes a big difference. Cha/ with no
t:J
aspiration. I tj 1\ L I means "to go". chaf vvith the 1~\-. I aspirated, I ~ "l I means to
cheat. Also the phoneme lw I docs not occur in the I Iindi language.
The next problem that will arise is that the set of phonemes occurring in the
translated words will be different. For example, take the target word "fish", which
appears on a well-known American articulation test, the Arizona 3. "Fish·' is used to test
l'or the I .L I vowel sound and the I S I sound in the final position. The word when
translated into I Iindi becomes mach/i. I "tjdl• I which bears no phonetic or sound
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resemblance to the word "fish''.
2
Another problem in translating an English test to another language, such as llindi, is
that some of the target vvords may not be culturally appropriate. ror example, the target
\\Ord ··,vagon" on the Arizona 3 to a child in America, and in most English speaking
countries. is an identifiable word. since it is a common and familiar toy. But. to a child in
India, it would be an unfamiliar object.
While it is impossible for me to translate these tests into llindi. a knowledge of the
''orking the working or English tests can be used as a base to develop a test in llindi. I
began to \\·ork on this project by studying the Arizona 3 and another well established
American articulation test, the Goldman-Fristoe. I then created a basic chart or llindi
phonemes using the International Phonetic Alphabet. Nest. I developed a word list that
could be used to assess the different target phonemes of the llindi language. I narrowed
down the list by eliminating the words that could not be depicted in simple line drawings.
I came up with my final list once I had excluded all the words that would not be present
in a child's \'Ocabulary. The final selections can be used to detect substitution patterns.
initial sound deletions and final sound deletions. After that, I created my response sheet
and worked on the pictures. Time and financial constraints have prevented it from
becoming a fully finished work: it is still a work in progress and a lot orv,ork is still to be
done. The test will have to be administered to a normati\'e sample of children to further
develop standardizations and scoring patterns. But. it is still in usable format; which I
plan to refine and hopefully publish sometime in the ncar future in my country, India.
~ah
Svar Dhwani Janch
Tcs1 o(f-!indi 4rriculution
By Vinita J. Rajah, under guidance ofNancy Hardman, CCC-SLP & Carol Morgan, CCC-SLP
RESPONSE FORM
IDENTIFYING INFORMATION
Name:
-----------------------------------------------------------
MALE FEMALE
School/Agency: .. _____________________
Grade/ Educational Level:
---------------------------------------
Examiner:
-----------------------------------------------------
Reason for Testing:-----------------------
Other Test Information:
-----------------------------------------
AGE CALCULATION
Year Montb Date
Test Date
Birth Date
Chronological Age
~
2003 Ouachita Baptist University, 410 Ouachita Street, Arkadelphia, AR-71998. This test is an original
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work created by Vinita J. Rajah, Department of Communication Disorders, under the Ben Elrod Honors
Program. No part of this form may be photocopied or otherwise reproduced without permission.
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