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/fəˈnɛtɪks ənd fəˈnɑlədʒi əv
'ɪŋglɪʃ/ən ˌɪntrəˈdʌkt(ə)riˈkɔrs
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Phonetics and Phonology of English
An introductory courseII Seminário de Letras/UEPB
Depto. de Letras-CH/Campus IIILeônidas Silva Jr.
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Speech is achieved by compression of the lung volume causing air flow which may be made audible if set into vibration by the activity of the larynx. This sound can then be made into speech by various modifications of the supralaryngeal vocal tract.
Lungs provide the energy source - Respiration Vocal folds convert the energy into audible sound
- Phonation Articulators transform the sound into intelligible
speech - Articulation
Overview of Speech Production
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DEFINITIONS
Each language makes a different use of the articulatory system. Phonology is the science that studies the sound patterns of the language, especially its matrix of phonemes. (RAUBER, 2004).
The study of speech sounds in language or a language with reference to their distribution and patterning and to tacit rules governing pronunciation.
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PHONETICS vs. PHONOLOGY
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PHONETICS vs PHONOLOGY
Phonetics studies speech sounds in ways that are close to the speech stream, focusing on production, acoustics, and perception (HAYES, 2007).
Phonology tends to be more abstract, dealing not directly with the physical nature of speech sounds but rather with the largely unconscious rules for sound patterning that are found in the mind/brain of a person who speaks a particular language. It could be said that a phonologist is a kind of grammarian, and the area of grammar that it is studied is the sound pattern of a language (HAYES, 2007).
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PHONETICS vs PHONOLOGY
Phonetics study shows that sounds vary with their context, often in complex ways.
Phonology hypothesize rules to characterize this variation.
The sequencing and distribution of speech sounds is not arbitrary, but follows patterns also describable with rules.
Phonology is interfaced with other components of the grammar, particularly morphology and syntax.
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PHONOLOGY
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PHONETICS
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PHONETICS vs PHONOLOGY
Phoneme is the smallest unit of sound in its abstract representation in a language (CRYSTAL, 1995; HAYES, 2007).
Phone is the smallest unit of sound that can be articulated through a phonetics perspective (CRYSTAL, 1995; HAYES, 2007).
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CLASSIFICATION OF CONSONANTS
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Classification of Consonants
Most English consonants can be classified using three articulatory parameters:
Voicing: vibration or lack of vibration of the vocal folds.
Place of Articulation: the point at which the air stream is most restricted.
Manner of Articulation: what happens to the moving column of air. This represents the form/way of how the articulatory system will be projected for sound production.
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VOICING PROCESS
----------------§§§§§§§§
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Classification of Consonants
Voicing introduces vibration into the resonating column of air. When the vocal folds are tensed, they vibrate as the air stream passes them. The result is a voiced sound, such as /z/ and /v/.
When the vocal folds relax, the air stream passes them without causing vibration. The result is a voiceless sound, such as /s/, /f/ and /t/.
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Classification of Consonants
PLACE OF ARTICULATION
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Classification of Consonants
Lips: BILABIAL consonants /p/, /b/, /m/, /w/;Lips and teeth: LABIODENTAL consonants: /f/, /v/;Teeth: INTERDENTAL consonants /θ/, /ð/;Alveolar ridge: ALVEOLAR consonants /t/, /d/,
/s/, /z/, /n/, /l/;Central palate/hard palate): PALATAL consonants/ʃ/, /ʒ/, /r/, /tʃ/, /dʒ/, /y/;Velum/soft palate): VELAR consonants /k/, /g/, /ŋ/;Glottis: GLOTTAL (fricative) /h/.
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Classification of Consonants
MANNER OF ARTICULATON
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The process by which the moving column of air is shaped; It defines the form/way of how consonants are articulated:
Stops: /p, t, k, b, d, g/;Fricatives: /f, v, θ, ð, s, z, ʃ, ʒ, h/;Affricates: / ʧ, ʤ/;Nasals: /m, n, ŋ/ (sometimes called “nasal
stops”);Liquids: /l, r/;Glides: /w, y, hw/.
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IMPORTANT!!!
A consonant shall considered to be simultaneously classified by place and manner of articulation with no interference between each category. Denominations will come for both or more features.
For instance, the consonant/phoneme /b/ is a BILABIAL/STOP and /ŋ/ is VELAR/NASAL.
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Classification of Consonants
Answer the questions below;
Why are these consonants called
a) Stops;b) Fricatives; c) Affricates; d) Nasals;e) Liquids;f) Glides.
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FRICATIVES
Fricatives occur when the air stream is audibly disrupted but not stopped completely.
Voiced fricatives are the /v/ in very and shove, the /ð/ in thy and bathe, the /z/ in zoo and wise, and the /ʒ/ in measure and Zha Zha.
Voiceless fricatives are the /f/ in fool and laugh, the /θ/ in thigh and bath;
The /ʃ/ in shock and nation, the /s/ in soup and miss, and the /h/ in hope and hand.
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AFFRICATES
Affricates start out as a stop, but end up as a fricative. There are two affricates in English, both of which are palatal. Therefore we do not need to mention place of articulation to describe afficates.
The voiceless affricate is the /tʃ/ in lunch and chapter.
The voiced affricate is the /dʒ/in germ, journal and edge.
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NASALS
Nasals occur when the velum is lowered allowing the air stream to pass through the nasal cavity instead of the mouth. The air stream is stopped in the oral cavity, so sometimes nasals are called “nasal stops”.
Nasals are the /m/ in mind and sum, the /n/ in now and sign, and the /ŋ/ in sing, longer and bank.
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LIQUIDS
Liquids occur when the air stream flows continuously through the mouth with less obstruction than that of a fricative. Both liquids in English are voiced, there is no need to mention voicing for description of the liquids.
Liquids were also called “fluids” because of their manner of articulation.
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LIQUIDS
The “lateral” liquid, /l/, is pronounced with the restriction in the alveolar region at the beginning of syllables, as in low and syllable, but in the velar region at the end of syllables, as in call, health. It is called “lateral” because air flows around the sides of the tongue.
The “central” liquid is the /r/ in rough and chore. This also has various pronunciations. It is called “central” because air flows over the center of the tongue.
So the terms “central” and “lateral” replace the place of articulation in descriptions of the liquids
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GLIDES
Glides occur when the air stream is unobstructed, producing an articulation that is vowel-like, but moves quickly to another articulation making it a consonant. Sometimes glides are described as semivowels.
The glides in English include the /w/ as in witch, away, and one;
The /y/ in yes and yoyo.
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Checking out phonological processes in CARTOONS
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Some enviromental realization of the phoneme /r/
/r/ → [ɹ] /cluster - b,p,f,v,t,d,k,g ___ / [bɹæd] [pɹayz] [‘fɹ:idʌm] [vɹ:um] [tɹayɫ] [dɹɛs] [kɹæʃ] [gɹæs] /r/ → [w] /Ø/
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CLASSIFICATION OF VOWELS
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Vowels sounds are produced without stopping the flow of air from the lungs as it comes out of one’s mouth, and sounds one can produce with very little or no friction.
A vowel is a type of sound for which there is no closure of the throat or mouth at any point where vocalization occurs.
Vowel sounds are produced with a continuum of air from the lungs until its passage through the vocal tract.
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Vowels can be contrasted with consonants in features such as their manner of articulation which there are one or more points where air is stopped.
In nearly all languages, words must contain at least one vowel.
Distinctive features of vowel phonemes are for instance [+voiced/sonorant/continuant].
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VOWEL GRID
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CARDINAL VOWELS
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ENGLISH VOWELS
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BRITISH ENGLISH VOWELS
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AMERICAN ENGLISH VOWELS
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ONE-VOWEL SOUND INVENTORY
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ONE-VOWEL SOUND INVENTORY
Note that the two central vowels sound pretty much the same in isolation. The main difference between the two is that the [ʌ] sound occurs in stressed syllables (like "funny"), while the schwa sound [ə] occurs in unstressed syllables (like “mechanic").
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PROSODIC ASPECTS OF ENGLISH; Stress and
Rhythm
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PROSODY is understood to comprise the “musical” atributes of speech in its auditory effects such as melody, dynamics, rhythm, tempo and pause (COUPER-KHULEN; SELTING, 1996);
PROSODY comprehends - in linguistics (phonetically realized) - the use of pitch, loudness, tempo, and rhythm in speech to convey information about the structure and meaning of an utterance as well as the patterns of stress and intonation in a language (CRYSTAL, 1994).
DEFINITIONS
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STRESS is the relative emphasis that may be given to certain syllables in a word, or to certain words in a phrase or sentence. The term is also used for similar patterns of phonetic prominence inside syllables.
The word accent is sometimes also used within this sense.
STRESS
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* * *
TWEN ty * * *
PLA ces
STRESS – Syllable level (σ)
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* * * * * * *
Twenty Places
STRESS – Foot Level (Σ)
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* * * * * * * * * * * * * * Twenty Places Further Back
STRESS – PhP Level (φ)
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Sentence stressshe WENT to the MOvies aLONE.
Contrastive stressSHE went to the movies alone;She WENT to the movies alone;She went to the MOVIES alone;She went to the movies ALONE.
PITCH – Sentence Stress / Contrastive Stress
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According to Pike (1945), rhythm in languages can be determined as STRESS-TIMED and SYLLABLE-TIMED rhythm.
English is considered to have a stress-timed rhythm. It implies that stressed syllables will tend to occur at relatively regular intervals whether they are separated by unstressed syllables or not. The time from each stressed syllable to the next wilbe the same.
Interstress intervals shall be realized in regular intervals of time as well.
In syllable-timed languages, such as Brazilian Portuguese, ALL syllables – unstressed or not – tend to occur in regular intervals of time (ROACH, 2005).
RHYTHM
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RHYTHM is denote to be involved in events happening with regular intervals of time (ROACH, 2005).
One can detect RHYTHM on heart beat or on a piece of music.
Linguistically, Eglish language is consider rhythmical or eurhythmic and that the rhythm is found , perceptivvely, in regular occurences of stress syllables.
RHYTHM
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HAVING FUN WITH STRESS AND RHYTHM
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FUN TIME
She work it girl, she work the poleShe break it down, she take it low
She fine as hell, she about the doughShe doing her thing out on the floor
Her money money, she makinLook at the way she shakin
Make you want to touch it, make you want to taste it
Have you lustin' for her, go crazy face it
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FUN TIME
She's so much more than you're used toShe know just how to move to seduce you
She gone do the right thing and touch the right spotDance in you're lap till you're ready to pop
She always ready, when you want it she want itLike a nympho, the info, I show you where to meet her
On the late night, till daylight the club jumpin'If you want a good time, she gone give you what you
want
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FUN TIME
Baby it’s a new age, you like my new crazeLet's get together maybe we can start a new
phaseThe smokes got the club all hazy, spotlights
don't do you justice babyWhy don't you come over here, you got me
saying Aayooh I'm tired using technology, why don't you sit
down on top of me?
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PHONETICS AND PHONOLOGY APPLIED TO PRONUNCIATION
TEACHING: A handout for teachers’ inferences
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INTRODUCTION
It is important to emphasize that pronunciation teaching is currently undergoing a revival after several decades of neglect. There are many questions requiring detailed research and empirical investigation. The account presented here represents a current “best guess” for which there is considerable evidence but which is most certainly not the last word on the subject (FRASER, 2001).
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RELEVANCE IN PRONUNCIATION TEACHING
Pronunciation lessons work best if they involve the students in speaking, rather than in only learning facts or rules of pronunciation.
Students feel more comfortable learning the rules of the language because it is less threatening than actually speaking. However, the transfer of explicit knowledge of rules into pronunciation practice is very limited (JENKINS, 2000).
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RELEVANCE IN PRONUNCIATION TEACHING
Learning pronunciation requires an enormous amount of practice, ,especially at early stages.
Drilling process is paramount.When Drilling meets real and useful
situations of talk (spontaneous verbal interaction) phrases and/or sentences are highly advantageous to learners (WIDDOWSON, 1978).
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SOME REFERENCES
CRYSTAL, D. (1995), The Dictionary of Linguistics. Cambridge, Cambridge University Press.
BRIGGS, D; DUMMET, P. (1995) Listening and Speaking Advanced. London, Macmillan. FRASER, H. (2001) Teaching Pronunciation: A handbook for teachers and trainers.
Sydney, TAFE NSW - Access Division. HAYES, B. (2007), Introductory Phonology. Los Angeles, Blackwell. JENKINS, J. (2000) The Phonology of English as na International Language. Oxford,
Oxford University Press. LADEFOGED, P. (2001). A Course in Phonetics (4th ed.). Fort Worth: Harcourt College
Publishers. LADEFGED P. (1996). Sounds of World Languges, Blackwell. RAUBER, A. (2004), Accurate Pronunciation for Efficient Communication. Florianópolis,
Revista Expectativa. ROACH, P. (2005). English Phonetics and Phonology, Cambridge, Cambridge University
Press. WIDDOWSON, H. G. (1978) Teaching Language as Communication, Oxford, Oxford
University Press. http://www.utexas.edu/courses/linguistics/resources/phonetics/vowelmap/index.html Access in 2011 http://www.phonetics.ucla.edu/course/chapter9/cardinal/cardinal.html Access in 2011 http://www.ESL-GALAXY.com Access n 2012. http://www.esl-galaxy.com/ Access in 2012.