PHONETICS & PHONETICS & PHONOLOGYPHONOLOGY

The study on sounds to The study on sounds to make meaningsmake meanings

THE SOUNDS OF THE THE SOUNDS OF THE LANGUAGELANGUAGE

In writing – words and sentences are In writing – words and sentences are represented through orthographyrepresented through orthography

In speaking – individual sounds represent In speaking – individual sounds represent words and sentences.words and sentences.

Focus on discussionFocus on discussion

1. pitch change 1. pitch change 2. intonation 2. intonation 3. sounds3. sounds 4. spelling and4. spelling and 5. stress5. stress

1. Pitch1. Pitch

Pitch – a way we recognize a person (high Pitch – a way we recognize a person (high voice or high pitched voice, or low voice or voice or high pitched voice, or low voice or low pitched voice)low pitched voice)

The pitch changes according to moodThe pitch changes according to mood E.g. frightened – high pitchedE.g. frightened – high pitched

tired, bored – low pitchedtired, bored – low pitched

A device to communicate emotion and meaningA device to communicate emotion and meaning

A low grunt?A low grunt?

2. Intonation2. Intonation Pitch conveys the basic information about Pitch conveys the basic information about

mood/emotion.mood/emotion. Altering the pitch and changing the tune used, we Altering the pitch and changing the tune used, we

convey a subtler range of meanings; through convey a subtler range of meanings; through intonationintonation

Kenworthy (1987): Intonation can be in the Kenworthy (1987): Intonation can be in the foreground/ background/ to signal ends and foreground/ background/ to signal ends and beginnings/ to show whether a situation is closed or beginnings/ to show whether a situation is closed or openopen

Intonation – convey emotion, involvement, empathy; Intonation – convey emotion, involvement, empathy; modify the intention of saying; show how certain we modify the intention of saying; show how certain we are about what we say and expect the responseare about what we say and expect the response

3. Individual sounds3. Individual sounds

Words and sentences are made up of sounds (or Words and sentences are made up of sounds (or phonemes) phonemes)

On their own may be meaningless, but becomes On their own may be meaningless, but becomes meaningful in combination – in words and phrasesmeaningful in combination – in words and phrases

E.g. phonemes /k/(like the E.g. phonemes /k/(like the c c in in cancan) )

//æ/(like in the æ/(like in the aa in in cancan))

Compare Compare bat, cot, catbat, cot, cat

The phonemes of ‘southern English standard’ has 44 The phonemes of ‘southern English standard’ has 44 phonemesphonemes

Parts of the mouth used by speakersParts of the mouth used by speakers

Lips Lips TongueTongue TeethTeeth Alveolar ridgeAlveolar ridge Palate (soft and hard)Palate (soft and hard) UvulaUvula Vocal cordsVocal cords

Diagram on the parts of mouthDiagram on the parts of mouth

Features of pronunciationFeatures of pronunciation

Phonemes (different sounds)Phonemes (different sounds)- Divided into 1. - Divided into 1. consonantsconsonants and 2. and 2. vowelsvowels

1. Consonant : voiced and unvoiced1. Consonant : voiced and unvoicedVoiced- when the vocal cord in the larynx are Voiced- when the vocal cord in the larynx are

vibratedvibrateda voiced sound- you will fell vibrationa voiced sound- you will fell vibrationUnvoiced/voiceless sound – no vibrationUnvoiced/voiceless sound – no vibratione.g. /f/ and /v/, /t/ and /d/, /k/ and /g/e.g. /f/ and /v/, /t/ and /d/, /k/ and /g/

Place of articulationPlace of articulation

The place of obstruction of air some points in The place of obstruction of air some points in the vocal cordsthe vocal cords

Used to classify consonantsUsed to classify consonants

Voiced: the vocal cord sounds with vibrationVoiced: the vocal cord sounds with vibration Voiceless: The vocal cord sound without Voiceless: The vocal cord sound without

vibrationvibration

Example of consonant sound: Example of consonant sound: Alveolar plosiveAlveolar plosive

E.g. Consonant /t/E.g. Consonant /t/

Tip of the tongue is placed on the alveolar ridge above it Tip of the tongue is placed on the alveolar ridge above it AND when the air from the lungs forces the tongue AND when the air from the lungs forces the tongue away from the ridge in an explosive burst i.e. ton away from the ridge in an explosive burst i.e. ton /t/t٨٨n (manner and place of articulation)n (manner and place of articulation)

The parts involved The parts involved

The alveolar plosiveThe alveolar plosive

The first sound is just air and the air is expelled from The first sound is just air and the air is expelled from the mouththe mouth

In the larynx the vocal cords In the larynx the vocal cords ** are completely open, are completely open, therefore no obstruction for the air coming from lungtherefore no obstruction for the air coming from lung

Produce voiceless sounds /p/, /t/, /k/Produce voiceless sounds /p/, /t/, /k/ Sound produced – fortis or strongSound produced – fortis or strong

*two flaps of muscular tissue when pressed together, *two flaps of muscular tissue when pressed together, vibrate when the air is forced through themvibrate when the air is forced through them

The vocal cord in the larynxThe vocal cord in the larynx

Alveolar plosiveAlveolar plosive

The consonant /d/ is made in similar way, but The consonant /d/ is made in similar way, but with crucial changeswith crucial changes

When we say /d/ as in done, the vocal cords When we say /d/ as in done, the vocal cords are closed, the air from the lungs forces them are closed, the air from the lungs forces them to vibrateto vibrate

Produce voiced consonant /d/, /b/, /g/Produce voiced consonant /d/, /b/, /g/ Sound produced – lenis or weakSound produced – lenis or weak

Manners of articulationManners of articulation

Below is the manner of articulation. Below is the manner of articulation. Find the place(s) and force of articulationFind the place(s) and force of articulation

AffricateAffricateFricativeFricativeNasalNasalLateralLateralApproximantApproximant

VowelsVowels

Are all voicedAre all voiced Two differences : the place in the mouth and Two differences : the place in the mouth and

the position of the lipsthe position of the lips

Variations Variations

Single vowels: short and long. E.g. ship /I/ Single vowels: short and long. E.g. ship /I/ vs /i:vs /i:

May be all voiced, and single e.g. let /e/May be all voiced, and single e.g. let /e/ May also be combination, involve movement May also be combination, involve movement

fro one sound to another e.g. late /eI/ fro one sound to another e.g. late /eI/ (diphthongs) or combination of three vowels (diphthongs) or combination of three vowels e.g. our (triphthongs) e.g. our (triphthongs)

Refer to the handoutsRefer to the handouts

VarietyVariety

The glottal soundThe glottal sound When a closure of the vocal cords ‘stops’ air When a closure of the vocal cords ‘stops’ air

completelycompletely

E.g. apartment/ I saw itE.g. apartment/ I saw it

4. Sounds and spelling4. Sounds and spelling

In some language, there is correlation between In some language, there is correlation between sounds and spellingsounds and spelling

In English, this is not the caseIn English, this is not the case The sound / / for example, can be seen in The sound / / for example, can be seen in

different spellings (won, young, funny, flood)different spellings (won, young, funny, flood) The letters ou can be pronounced in different The letters ou can be pronounced in different

ways (enough, through, though, journey) – ways (enough, through, though, journey) – find the phonetic transcriptionfind the phonetic transcription

Words and soundsWords and sounds

Words can change their sound tooWords can change their sound too E.g. ‘was’ - /waz/; in sentence like ‘I was robbed’, the E.g. ‘was’ - /waz/; in sentence like ‘I was robbed’, the

vowel changes from a stressed vowel to unstressed vowel changes from a stressed vowel to unstressed vowel vowel

The unstressed sound /The unstressed sound /ə/ is called schwa (frequently ə/ is called schwa (frequently used)used)

Elision – sounds slide into each otherElision – sounds slide into each other Assimilation – the sound at the end of a word sounds Assimilation – the sound at the end of a word sounds

like the sound of the beginning of the nextlike the sound of the beginning of the next

5. Stress5. Stress

Stress – important to convey meaningStress – important to convey meaningTerm used to describe the point in a word or Term used to describe the point in a word or

phrase where pitch changes, vowels lengthen, phrase where pitch changes, vowels lengthen, volume increases (gives rhythm to speech)volume increases (gives rhythm to speech)

One-syllable word – e.g. dance (?)One-syllable word – e.g. dance (?)More than one syllable e.g. singularity, More than one syllable e.g. singularity,

information (primary vs secondary stress)information (primary vs secondary stress)One word may not be stressed as expected e.g. One word may not be stressed as expected e.g.

secretarysecretary

Features of pronunciationFeatures of pronunciation

Suprasegmental featuresSuprasegmental featuresPhonemes (units of sound) also known as Phonemes (units of sound) also known as

segmentssegments

SF – features of speech apply to groups of SF – features of speech apply to groups of segments/phonemes e.g. stress, intonation, segments/phonemes e.g. stress, intonation, how sounds changehow sounds change

PAperPAper BOttleBOttle

Try thisTry this

Japan, JapaneseJapan, Japanese America, AmericanAmerica, American Brad wants to marry my daughterBrad wants to marry my daughter

Stress in practiceStress in practice

jaPANjaPAN japaNESEjapaNESE amERicaamERica amERicanamERican Brad wants to MARRY my daughter?Brad wants to MARRY my daughter?

(I didn’t know he was that serious)(I didn’t know he was that serious) BRAD wants to marry my daughter?BRAD wants to marry my daughter?

(Not Brad, surely!)(Not Brad, surely!)

Rhythm: Ten syllable per line Rhythm: Ten syllable per line pantunpantun

Po-kok ku-i-nin di te-pi ko-lamPo-kok ku-i-nin di te-pi ko-lam

Bu-ah-nya ban-yak ber-ka-rung-karungBu-ah-nya ban-yak ber-ka-rung-karung

Ka-mi _ i-ni um-pa-ma ba-lamKa-mi _ i-ni um-pa-ma ba-lam

Ma-ta ter-le-pas ba-dan ter-ku-rung.Ma-ta ter-le-pas ba-dan ter-ku-rung.

THANK YOU THANK YOU