Phonetic Transcription Phonetic Transcription (Also Known As Phonetic Script Or Phonetic Notation) Is the Visual Representation
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6. Laryngeal Features
6. Laryngeal features Before you study this chapter, check whether you are familiar with the following terms: allomorph, allophone, aspiration, devoicing, frequency, glottalization, glottal stop, glottis, hiatus, larynx, organs of speech, phoneme, pulmonic egressive airstream, root, sibilant, suffix, syllabic consonant, utterance, vocal cords/folds, voice assimilation, voiced, voiceless, voicing In this chapter we take a look at the articulatory role of the glottis, the vocal cords/folds and all the different phenomena that are related to the operation of the larynx. This includes voicing and voicelessness, (a comparison of English and Hungarian) voice assimilation, devoicing, aspiration and glottalization, and the effect of voicelessness on preceding vowels, Pre-fortis Clipping. Recall from Chapter 1 that the basic mechanism that is used to produce speech sounds in English and Hungarian is a pulmonic egressive airstream mechanism. Having left the lungs, the air continues upward in the windpipe up to the larynx – the front, shield-like part of which is called Adam's apple – then into the pharynx and the supraglottal cavities, the oral and nasal cavities. In the larynx it has to pass between the vocal cords/folds, two bundles of muscle, which may produce numerous different effects. Before discussing these, let us take a look at the structure and parts of the larynx and their different configurations. As it can be seen in the diagram, the larynx consists of some cartilages – one fixed in the front and two movable ones in the back, plus one more on the top not shown in the diagram, the epiglottis, which can close the windpipe, and a circular one serving as the frame for the larynx –, the Laryngeal features vocal cords connecting the cartilages, and the opening between them, the glottis. -
Ling 230/503: Articulatory Phonetics and Transcription English Vowels
Ling 230/503: Articulatory Phonetics and Transcription Broad vs. narrow transcription. A narrow transcription is one in which the transcriber records much phonetic detail without attention to the way in which the sounds of the language form a system. A broad transcription omits those details of a narrow transcription which the transcriber feels are not worth recording. Normally these details will be aspects of the speech event which are: (1) predictable or (2) would not differentiate two token utterances of the same type in the judgment of speakers or (3) are presumed not to figure in the systematic phonology of the language. IPA vs. American transcription There are two commonly used systems of phonetic transcription, the International Phonetics Association or IPA system and the American system. In many cases these systems overlap, but in certain cases there are important distinctions. Students need to learn both systems and have to be flexible about the use of symbols. English Vowels Short vowels /ɪ ɛ æ ʊ ʌ ɝ/ ‘pit’ pɪt ‘put’ pʊt ‘pet’ pɛt ‘putt’ pʌt ‘pat’ pæt ‘pert’ pɝt (or pr̩t) Long vowels /i(ː), u(ː), ɑ(ː), ɔ(ː)/ ‘beat’ biːt (or bit) ‘boot’ buːt (or but) ‘(ro)bot’ bɑːt (or bɑt) ‘bought’ bɔːt (or bɔt) Diphthongs /eɪ, aɪ, aʊ, oʊ, ɔɪ, ju(ː)/ ‘bait’ beɪt ‘boat’ boʊt ‘bite’ bɑɪt (or baɪt) ‘bout’ bɑʊt (or baʊt) ‘Boyd’ bɔɪd (or boɪd) ‘cute’ kjuːt (or kjut) The property of length, denoted by [ː], can be predicted based on the quality of the vowel. For this reason it is quite common to omit the length mark [ː]. -
Part 1: Introduction to The
PREVIEW OF THE IPA HANDBOOK Handbook of the International Phonetic Association: A guide to the use of the International Phonetic Alphabet PARTI Introduction to the IPA 1. What is the International Phonetic Alphabet? The aim of the International Phonetic Association is to promote the scientific study of phonetics and the various practical applications of that science. For both these it is necessary to have a consistent way of representing the sounds of language in written form. From its foundation in 1886 the Association has been concerned to develop a system of notation which would be convenient to use, but comprehensive enough to cope with the wide variety of sounds found in the languages of the world; and to encourage the use of thjs notation as widely as possible among those concerned with language. The system is generally known as the International Phonetic Alphabet. Both the Association and its Alphabet are widely referred to by the abbreviation IPA, but here 'IPA' will be used only for the Alphabet. The IPA is based on the Roman alphabet, which has the advantage of being widely familiar, but also includes letters and additional symbols from a variety of other sources. These additions are necessary because the variety of sounds in languages is much greater than the number of letters in the Roman alphabet. The use of sequences of phonetic symbols to represent speech is known as transcription. The IPA can be used for many different purposes. For instance, it can be used as a way to show pronunciation in a dictionary, to record a language in linguistic fieldwork, to form the basis of a writing system for a language, or to annotate acoustic and other displays in the analysis of speech. -
Learning [Voice]
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations Fall 2010 Learning [Voice] Joshua Ian Tauberer University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the First and Second Language Acquisition Commons Recommended Citation Tauberer, Joshua Ian, "Learning [Voice]" (2010). Publicly Accessible Penn Dissertations. 288. https://repository.upenn.edu/edissertations/288 Please see my home page, http://razor.occams.info, for the data files and scripts that make this reproducible research. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/288 For more information, please contact [email protected]. Learning [Voice] Abstract The [voice] distinction between homorganic stops and fricatives is made by a number of acoustic correlates including voicing, segment duration, and preceding vowel duration. The present work looks at [voice] from a number of multidimensional perspectives. This dissertation's focus is a corpus study of the phonetic realization of [voice] in two English-learning infants aged 1;1--3;5. While preceding vowel duration has been studied before in infants, the other correlates of post-vocalic voicing investigated here --- preceding F1, consonant duration, and closure voicing intensity --- had not been measured before in infant speech. The study makes empirical contributions regarding the development of the production of [voice] in infants, not just from a surface- level perspective but also with implications for the phonetics-phonology interface in the adult and developing linguistic systems. Additionally, several methodological contributions will be made in the use of large sized corpora and data modeling techniques. The study revealed that even in infants, F1 at the midpoint of a vowel preceding a voiced consonant was lower by roughly 50 Hz compared to a vowel before a voiceless consonant, which is in line with the effect found in adults. -
Aerodynamic and Durational Cues of Phonological Voicing in Whisper Yohann Meynadier, Yulia Gaydina
Aerodynamic and durational cues of phonological voicing in whisper Yohann Meynadier, Yulia Gaydina To cite this version: Yohann Meynadier, Yulia Gaydina. Aerodynamic and durational cues of phonological voicing in whisper. Interspeech, Aug 2013, Lyon, France. pp.335-339. hal-01211117 HAL Id: hal-01211117 https://hal.archives-ouvertes.fr/hal-01211117 Submitted on 5 Oct 2015 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Aerodynamic and durational cues of phonological voicing in whisper Yohann Meynadier, Yulia Gaydina Aix-Marseille Université, CNRS UMR 7309, LPL, Aix-en-Provence, France [email protected], [email protected] consonants and pre-consonant vowels has long been observed: Abstract (i) vowels are longer before voiced than before voiceless This paper presents analyses on the phonological voicing consonants and, (ii) voiceless obstruents are longer than contrast in whispered speech, which is characterized by the voiced ones [2], see [35, 36] for a review. absence of vocal fold vibrations. In modal speech, besides While the voiced-voiceless difference in duration of pre- glottal vibration, the contrast between voiced and unvoiced consonantal vowels is not still well understood [2, 37, 38], the consonants is realized by other phonetic correlates: e.g. -
Laryngeal Physiology and Terminology in CCM Singing
Faculty of Education Ingvild Vestfall Master’s thesis Laryngeal physiology and terminology in CCM singing A thesis investigating research on the underlying laryngeal physiology of CCM singing techniques, and experiences of teaching CCM genres to adolescents Stemmefysiologi og terminologi i CCM/rytmisk sang En studie av forskning på stemmefysiologi knyttet til sangteknikker i CCM/rytmiske sjangere, og erfaringer med å undervise ungdommer i CCM/rytmisk sang Master in Culture and Language 2018 Consent to lending by University College Library YES ☒ NO ☐ Consent to accessibility in digital archive Brage YES ☒ NO ☐ ii TABLE OF CONTENTS TABLE OF CONTENTS.................................................................................................................. III LIST OF TABLES ........................................................................................................................... V LIST OF FIGURES ........................................................................................................................ VI ABSTRACT ................................................................................................................................. VII SAMMENDRAG (IN NORWEGIAN) .............................................................................................. VIII PREFACE ..................................................................................................................................... IX 1 INTRODUCTION ........................................................................................................................ -
Ingressive Phonation in Contemporary Vocal Music, Works by Helmut Lachenmann, Georges Aperghis, Michael Baldwin, and Nicholas
© 2012 Amanda DeBoer Bartlett All Rights Reserved iii ABSTRACT Jane Schoonmaker Rodgers, Advisor The use of ingressive phonation (inward singing) in contemporary vocal music is becoming more frequent, yet there is limited research on the physiological demands, risks, and pedagogical requirements of the various ingressive phonation techniques. This paper will discuss ingressive phonation as it is used in contemporary vocal music. The research investigates the ways in which ingressive phonation differs acoustically, physiologically, and aesthetically from typical (egressive) phonation, and explores why and how composers and performers use the various ingressive vocal techniques. Using non-invasive methods, such as electroglottograph waveforms, aerodynamic (pressure, flow, flow resistance) measures, and acoustic analyses of recorded singing, specific data about ingressive phonation were obtained, and various categories of vocal techniques were distinguished. Results are presented for basic vocal exercises and tasks, as well as for specific excerpts from the repertoire, including temA by Helmut Lachenmann and Ursularia by Nicholas DeMaison. The findings of this study were applied to a discussion surrounding pedagogical and aesthetic applications of ingressive phonation in contemporary art music intended for concert performance. Topics of this discussion include physical differences in the production and performance of ingressive phonation, descriptive information regarding the various techniques, as well as notational and practical recommendations for composers. iv This document is dedicated to: my husband, Tom Bartlett my parents, John and Gail DeBoer and my siblings, Mike, Matt, and Leslie DeBoer Thank you for helping me laugh through the process – at times ingressively – and for supporting me endlessly. v ACKNOWLEDGEMENTS I have endless gratitude for my advisor and committee chair, Dr. -
The Effect of Whisper and Creak Vocal Mechanisms on Vocal Tract Resonances
The effect of whisper and creak vocal mechanisms on vocal tract resonances ͒ Yoni Swerdlin, John Smith,a and Joe Wolfe School of Physics, University of New South Wales, Sydney, New South Wales 2052, Australia ͑Received 12 May 2009; revised 20 January 2010; accepted 21 January 2010͒ The frequencies of vocal tract resonances estimated using whisper and creak phonations are compared with those in normal phonation for subjects who produced pairs of these phonations in the same vocal gesture. Peaks in the spectral envelope were used to measure the frequencies of the first four resonances ͑R1–R4͒ for the non-periodic phonations, and broadband excitation at the mouth was used to measure them with similar precision in normal phonation. For resonances R1–R4, whispering raises the average resonant frequencies by 255 Hz with standard deviation 90 Hz, 115Ϯ105, 125Ϯ125, and 75Ϯ120 Hz, respectively. A simple one dimensional model of the vocal tract is presented and used to show how an effective glottal area can be estimated from shifts in resonance frequency measured during the same vocal gesture. Calculations suggest that the effective glottal area thus defined increases to 40Ϯ30 mm2 during whispering. Creak phonation raised significantly only the first and third resonant frequencies, by 45Ϯ50 and 65Ϯ120 Hz respectively. It thus appears possible to use creak phonation to determine resonances with more precision than is available from the spectral envelope of voiced speech, and this supports its use in teaching resonance tuning to singers. © 2010 Acoustical Society of America. ͓DOI: 10.1121/1.3316288͔ PACS number͑s͒: 43.70.Gr, 43.70.Aj, 43.70.Bk ͓CHS͔ Pages: 2590–2598 I. -
Using Phonetic Transcription in Class
/ˈjuːˌzɪŋfəˈnɛˌɾɪkˌtɹənˈskɹɪp̚.ʃn̩ɪnklæˑs/* * Using Phonetic Transcription in Class Phonetic transcription can be a useful tool for teaching or correcting pronunciation in the ESL/EFL classroom. Anthony Atkielski Introduction This paper discusses the use of phonetic transcription in the teaching of English as a second or foreign language (ESL/EFL), using the International Phonetic Alphabet (IPA). As it happens, English is the most widely taught foreign language in the world, and the IPA is the most widely used alphabet for phonetic transcription. However, most of the concepts and techniques described in this paper apply equally to the teaching of other languages and the use of other systems of phonetic transcription. Phonetic transcription is nothing more than a written record of the sounds of a spoken language. The relationship between phonetic transcription and spoken language is very similar to that between a printed musical score and a musical performance. Transcription separates pronunciation from actual audio recording and, while this might at first seem to be counterproductive, in reality it has many advantages for teaching spoken language and pronunciation. One might well ask what purpose phonetic transcription serves in English when the written form of English already represents the way the language is spoken (more or less). The advantages of phonetic transcription include: • As any student of English can attest, written English is only an approximate representation of the spoken lan- guage. Phonetic transcription, in contrast, is an exact representation, without any ambiguity, redundancy, or omission. In a phonetic transcription, every symbol stands for one sound, and one sound only. There are no “silent letters,” nor are there any spoken sounds that are not represented in the transcription. -
Arabic and English Consonants: a Phonetic and Phonological Investigation
Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 6 No. 6; December 2015 Flourishing Creativity & Literacy Australian International Academic Centre, Australia Arabic and English Consonants: A Phonetic and Phonological Investigation Mohammed Shariq College of Science and Arts, Methnab, Qassim University, Saudi Arabia E-mail: [email protected] Doi:10.7575/aiac.alls.v.6n.6p.146 Received: 18/07/2015 URL: http://dx.doi.org/10.7575/aiac.alls.v.6n.6p.146 Accepted: 15/09/2015 Abstract This paper is an attempt to investigate the actual pronunciation of the consonants of Arabic and English with the help of phonetic and phonological tools like manner of the articulation, point of articulation, and their distribution at different positions in Arabic and English words. A phonetic and phonological analysis of the consonants of Arabic and English can be useful in overcoming the hindrances that confront the Arab EFL learners. The larger aim is to bring about pedagogical changes that can go a long way in improving pronunciation and ensuring the occurrence of desirable learning outcomes. Keywords: Phonetics, Phonology, Pronunciation, Arabic Consonants, English Consonants, Manner of articulation, Point of articulation 1. Introduction Cannorn (1967) and Ekundare (1993) define phonetics as sounds which is the basis of human speech as an acoustic phenomenon. It has a source of vibration somewhere in the vocal apparatus. According to Varshney (1995), Phonetics is the scientific study of the production, transmission and reception of speech sounds. It studies the medium of spoken language. On the other hand, Phonology concerns itself with the evolution, analysis, arrangement and description of the phonemes or meaningful sounds of a language (Ramamurthi, 2004). -
Icelandic Phonetic Transcription
A Short Overview of the Icelandic Sound System Pronunciation Variants and Phonetic Transcription IPA Version Eiríkur Rögnvaldsson SÍM 2020 This document was written in December 2019 and January 2020 for the SÍM consortium as a part of the Icelandic National Language Technology Program. The document is made in two versions – one using the IPA transcription system and the other using the X-SAMPA transcription system. This is the IPA version. Both versions begin with a table showing the mappings between the two systems. The document is distributed under the CC BY 4.0 license. 2 1 An Overview of the Icelandic Sound System Icelandic speech sounds can be divided into two main groups; consonants and vowels. Icelandic consonants can be further divided into four classes: plosives (stops), fricatives (and approximants), nasals, and liquids (laterals and trills/taps). Within the vowel group, a further distinction can be made between monophthongs and diphthongs. The following table gives an overview of the phonemes of the Icelandic IPA and X- SAMPA symbol set, grouped by the phoneme classes to which they belong (according to the manner of their articulation). Consonants IPA SAMPA Orthography IPA SAMPA Gloss Plosives p p bera [pɛːra] /pE:ra/ ‘carry’ pʰ p_h pera [pʰɛːra] /p_hE:ra/ ‘pear’ t t dalur [taːlʏr] /ta:lYr/ ‘valley’ tʰ t_h tala [tʰaːla] /t_ha:la/ ‘talk’ c c gera [cɛːra] /cE:ra/ ‘do’ cʰ c_h kæla [cʰaiːla] /c_hai:la/ ‘cool off’ k k galdur [kaltʏr] /kaltYr/ ‘magic’ kʰ k_h kaldur [kʰaltʏr] /k_haltYr/ ‘cold’ Fricatives v v vera [vɛːra] /vE:ra/ ‘be’ -
Using Phonetic Transcription in Class.Qxd
/juziŋ fənε tik tɹ nskɹip.ʃn in kl s/* Phonetic transcription can be a useful tool for teaching or correcting pronunciation in the ESL/EFL classroom. Introduction This paper discusses the use of phonetic transcription in the teaching of English as a second or foreign language (ESL/EFL), using the International Phonetic Alphabet (IPA). English is the most widely taught language in the world, and the IPA is the most widely used alphabet for phonetic transcription. However, most of the concepts and techniques described in this paper apply equal- ly to the teaching of other languages and the use of other systems of phonetic transcription. Phonetic transcription is nothing more than a written record of the sounds of a spoken language. The relationship between phonetic transcription and spoken language is very similar to that between a printed musical score and a musical performance. Transcription separates pronuncia- tion from actual audio recording, and while this might at first seem to be counterproductive, in reality it has many advantages for teaching spoken language and pronunciation. One might well ask what purpose phonetic transcription serves in English when the written form of English already represents the way the language is spoken (more or less). The advantages of phonetic transcription are several: • As any student of English can attest, written English is only an approximate represen- tation of the spoken language. Phonetic transcription, in contrast, is an exact represen- tation, without any ambiguity, redundancy, or omission. In a phonetic transcription, every symbol stands for one sound, and one sound only. There are no “silent letters,” nor are there any spoken sounds that are not represented in the transcription.