Phonetics and Phonology: Understanding the Sounds of Speech
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On Phonetics and Phonology: a Broad-Termed
On Phonetics and Phonology: A Broad-Termed Comparison and Contrast between Broad and Narrow Transcription Name: Pouria Ebrahimi E-mail: [email protected] Takestan Azad University (M.A.) Feb. 2010 Page | 1 Abstract As a subfield of linguistics, phonetics and phonology have as their main axis the concern of articulation of sounds; that is, how human beings produce speech. Although dated back over 2000 years ago, modern contributions of scientists and scholars regarding phonetics and phonology have involved various fields of science and schools of thought such as philosophy, physiology, psychology, and even American structuralism. So, in line with all this, this study starts with a general view toward phonetics and phonology holding the view of early contributors and the role of aforementioned sciences and schools of thought. Then, thru representing figures and tables, this study continues to consider two major aspects of the filed—namely broad and narrow transcription. A broad-termed comparison and contract between the two, this study aims to imply, indicates the former transcription harmful to the same extent, if not more one should like to emphasize, it could be of assistance. It is because it does not represent the exact subtleties of phonetics and, thus, prevent the person from achieving a native-like pronunciation. Key words: phonetics, phonology, broad transcription, narrow transcription Page | 2 Introduction Phonetics is the study, investigation, and description of sound system in a given language. Articulation of sounds is mostly concerned with the movement of speech organs including lips and tongue; but this is just the beginning. To investigate and describe sound systems, one needs to pierce deeper where other organs and factors are in play. -
Syllabic Consonants and Phonotactics Syllabic Consonants
Syllabic consonants and phonotactics Syllabic consonants Consonants that stand as the peak of the syllable, and perform the functions of vowels, are called syllabic consonants. For example, in words like sudden and saddle, the consonant [d] is followed by either the consonant [n] or [l] without a vowel intervening. The [n] of sadden and the [l] of saddle constitute the centre of the second, unstressed, syllable and are considered to be syllabic peaks. They typically occur in an unstressed syllable immediately following the alveolar consonants, [t, s, z] as well as [d]. Examples of syllabic consonants Cattle [kæțɬ] wrestle [resɬ] Couple [kʌpɬ] knuckle [nʌkɬ] Panel[pæņɬ] petal [petɬ] Parcel [pa:șɬ] pedal [pedɬ] It is not unusual to find two syllabic consonants together. Examples are: national [næʃņɬ] literal [litrɬ] visionary [viʒņri] veteran [vetrņ] Phonotactics Phonotactic constraints determine what sounds can be put together to form the different parts of a syllable in a language. Examples: English onsets /kl/ is okay: “clean” “clamp” /pl/ is okay: “play” “plaque” */tl/ is not okay: *tlay *tlamp. We don’t often have words that begin with /tl/, /dm/, /rk/, etc. in English. However, these combinations can occur in the middle or final positions. So, what is phonotactics? Phonotactics is part of the phonology of a language. Phonotactics restricts the possible sound sequences and syllable structures in a language. Phonotactic constraint refers to any specific restriction To understand phonotactics, one must first understand syllable structure. Permissible language structures Languages differ in permissible syllable structures. Below are some simplified examples. Hawaiian: V, CV Japanese: V, CV, CVC Korean: V, CV, CVC, VCC, CVCC English: V CV CCV CCCV VC CVC CCVC CCCVC VCC CVCC CCVCC CCCVCC VCCC CVCCC CCVCCC CCCVCCC English consonant clusters sequences English allows CC and CCC clusters in onsets and codas, but they are highly restricted. -
Chapter 6: Trademark
Trademark 6 Trademark 5 The Trade-Mark Cases ............... 5 A Subject Maer ........................ 6 1 Use as a Mark ...................... 6 Lanham Act § 45 (“trademark”) ......... 6 In re Schmidt .................... 6 Drug Stamps Problem .............. 9 2 Distinctiveness ..................... 9 a Words and Phrases ................ 9 Zatarains, Inc. v. Oak Grove Smokehouse, Inc. .. 9 Innovation Ventures, LLC v. N.V.E., Inc. ..... 15 TMEP § 1202 .................... 16 Elliot v. Google Inc. ................. 16 TMEP § 1209.03 .................. 23 b Designs ....................... 24 Star Industries, Inc. v. Bacardi & Co. Ltd. ..... 24 Melting Bad Problem ............... 26 B Ownership .......................... 27 1 Priority at Common Law . 27 Galt House Inc. v. Home Supply Company .... 27 United Drug Co. v. Theodore Rectanus Co. .... 29 Planetary Motion, Inc. v. Techsplosion, Inc. .... 32 Dudley v. HealthSource Chiropractic, Inc. ..... 34 Bilgewater Bill’s Problem ............. 36 2 Federal Registration . 36 a Registration .................... 36 Lanham Act §§ 1(a), 7 ............... 36 Burger King of Florida, Inc. v. Hoots ....... 37 Bilgewater Bill’s Problem, Redux ........ 38 b Intent-to-Use Applications . 38 Lanham Act § 1(b) ................. 38 Kelly Services, Inc. v. Creative Harbor, LLC [I] .. 39 Kelly Services, Inc. v. Creative Harbor, LLC [II] . 43 Bilgewater Bill’s Problem, Re-Redux ...... 44 3 Collaborations ..................... 44 Boogie Kings v. Guillory .............. 44 TRADEMARK 2 New Jersey Truth in Music Act -
Phonation Types of Korean Fricatives and Affricates
ISSN 2005-8063 2017. 12. 31. 말소리와 음성과학 Vol.9 No.4 pp. 51-57 http://dx.doi.org/10.13064/KSSS.2017.9.4.051 Phonation types of Korean fricatives and affricates Goun Lee* Abstract The current study compared the acoustic features of the two phonation types for Korean fricatives (plain: /s/, fortis : /s’/) and the three types for affricates (aspirated : /tsʰ/, lenis : /ts/, and fortis : /ts’/) in order to determine the phonetic status of the plain fricative /s/. Considering the different manners of articulation between fricatives and affricates, we examined four acoustic parameters (rise time, intensity, fundamental frequency, and Cepstral Peak Prominence (CPP) values) of the 20 Korean native speakers’ productions. The results showed that unlike Korean affricates, F0 cannot distinguish two fricatives, and voice quality (CPP values) only distinguishes phonation types of Korean fricatives and affricates by grouping non-fortis sibilants together. Therefore, based on the similarity found in /tsʰ/ and /ts/ and the idiosyncratic pattern found in /s/, this research concludes that non-fortis fricative /s/ cannot be categorized as belonging to either phonation type. Keywords: Korean fricatives, Korean affricates, phonation type, acoustic characteristics, breathy voice 1. Introduction aspirated-like characteristic by remaining voiceless in intervocalic position. Whereas the lenis stops become voiced in intervocalic Korean has very well established three-way contrasts (e.g., position (e.g., /pata/ → / [pada] ‘sea’), the aspirated stops do not aspirated, lenis, and fortis) both in stops and affricates in three undergo intervocalic voicing (e.g., /patʰaŋ/ → [patʰaŋ] places of articulation (bilabial, alveolar, velar). However, this ‘foundation’). Since the plain fricative /s/, like the aspirated stops, distinction does not occur in fricatives, leaving only a two-way does not undergo intervocalic voicing, categorizing the plain contrast between fortis fricative /s’/ and non-fortis (hereafter, plain) fricative as aspirated is also possible. -
English Spelling Among the Top Priorities In
Research in Language, 2016, vol. 2 DOI: 10.1515/rela-2016-0002 ENGLISH SPELLING AMONG THE TOP PRIORITIES IN PRONUNCIATION TEACHING : POLGLISH LOCAL VERSUS GLOBAL (ISED ) ERRORS IN THE PRODUCTION AND PERCEPTION OF WORDS COMMONLY MISPRONOUNCED MARTA NOWACKA Uniwersytet Rzeszowski [email protected] Abstract This paper presents the results of a questionnaire and recording-based study on production and recognition of a sample of 60 items from Sobkowiak’s (1996:294) ‘words commonly mispronounced’ by 143 first-year BA students majoring in English. 30 lexical items in each task represent 27 categories defined by Porzuczek (2015), each referring to one aspect of English phonotactics and/or spelling-phonology relations. Our aim is to provide evidence for the occurrence of local and globalised errors in Polglish speech. This experiment is intended to examine what types of errors, that is, seriously deformed words, whether avoidable, ‘either-or’ or unavoidable ones, as classified in Porzuczek (2015), are the most frequent in production and recognition of words. Our goal is to check what patterns concerning letter-to-sound relations, are not respected in the subjects’ production and recognition of an individual word and what rules should be explicitly discussed and practised in a phonetics course. The results of the study confirm the necessity for explicit instruction on the regularity rather than irregularity of English spelling in order to eradicate globalised and ‘either-or’ pronunciation errors in the speech of students. The avoidable globalised -
Laryngeal Features in German* Michael Jessen Bundeskriminalamt, Wiesbaden Catherine Ringen University of Iowa
Phonology 19 (2002) 189–218. f 2002 Cambridge University Press DOI: 10.1017/S0952675702004311 Printed in the United Kingdom Laryngeal features in German* Michael Jessen Bundeskriminalamt, Wiesbaden Catherine Ringen University of Iowa It is well known that initially and when preceded by a word that ends with a voiceless sound, German so-called ‘voiced’ stops are usually voiceless, that intervocalically both voiced and voiceless stops occur and that syllable-final (obstruent) stops are voiceless. Such a distribution is consistent with an analysis in which the contrast is one of [voice] and syllable-final stops are devoiced. It is also consistent with the view that in German the contrast is between stops that are [spread glottis] and those that are not. On such a view, the intervocalic voiced stops arise because of passive voicing of the non-[spread glottis] stops. The purpose of this paper is to present experimental results that support the view that German has underlying [spread glottis] stops, not [voice] stops. 1 Introduction In spite of the fact that voiced (obstruent) stops in German (and many other Germanic languages) are markedly different from voiced stops in languages like Spanish, Russian and Hungarian, all of these languages are usually claimed to have stops that contrast in voicing. For example, Wurzel (1970), Rubach (1990), Hall (1993) and Wiese (1996) assume that German has underlying voiced stops in their different accounts of Ger- man syllable-final devoicing in various rule-based frameworks. Similarly, Lombardi (1999) assumes that German has underlying voiced obstruents in her optimality-theoretic (OT) account of syllable-final laryngeal neutralisation and assimilation in obstruent clusters. -
LINGUISTICS 221 LECTURE #3 the BASIC SOUNDS of ENGLISH 1. STOPS a Stop Consonant Is Produced with a Complete Closure of Airflow
LINGUISTICS 221 LECTURE #3 Introduction to Phonetics and Phonology THE BASIC SOUNDS OF ENGLISH 1. STOPS A stop consonant is produced with a complete closure of airflow in the vocal tract; the air pressure has built up behind the closure; the air rushes out with an explosive sound when released. The term plosive is also used for oral stops. ORAL STOPS: e.g., [b] [t] (= plosives) NASAL STOPS: e.g., [m] [n] (= nasals) There are three phases of stop articulation: i. CLOSING PHASE (approach or shutting phase) The articulators are moving from an open state to a closed state; ii. CLOSURE PHASE (= occlusion) Blockage of the airflow in the oral tract; iii. RELEASE PHASE Sudden reopening; it may be accompanied by a burst of air. ORAL STOPS IN ENGLISH a. BILABIAL STOPS: The blockage is made with the two lips. spot [p] voiceless baby [b] voiced 1 b. ALVEOLAR STOPS: The blade (or the tip) of the tongue makes a closure with the alveolar ridge; the sides of the tongue are along the upper teeth. lamino-alveolar stops or Check your apico-alveolar stops pronunciation! stake [t] voiceless deep [d] voiced c. VELAR STOPS: The closure is between the back of the tongue (= dorsum) and the velum. dorso-velar stops scar [k] voiceless goose [g] voiced 2. NASALS (= nasal stops) The air is stopped in the oral tract, but the velum is lowered so that the airflow can go through the nasal tract. All nasals are voiced. NASALS IN ENGLISH a. BILABIAL NASAL: made [m] b. ALVEOLAR NASAL: need [n] c. -
Phonological Use of the Larynx: a Tutorial Jacqueline Vaissière
Phonological use of the larynx: a tutorial Jacqueline Vaissière To cite this version: Jacqueline Vaissière. Phonological use of the larynx: a tutorial. Larynx 97, 1994, Marseille, France. pp.115-126. halshs-00703584 HAL Id: halshs-00703584 https://halshs.archives-ouvertes.fr/halshs-00703584 Submitted on 3 Jun 2012 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. Vaissière, J., (1997), "Phonological use of the larynx: a tutorial", Larynx 97, Marseille, 115-126. PHONOLOGICAL USE OF THE LARYNX J. Vaissière UPRESA-CNRS 1027, Institut de Phonétique, Paris, France larynx used as a carrier of paralinguistic information . RÉSUMÉ THE PRIMARY FUNCTION OF THE LARYNX Cette communication concerne le rôle du IS PROTECTIVE larynx dans l'acte de communication. Toutes As stated by Sapir, 1923, les langues du monde utilisent des physiologically, "speech is an overlaid configurations caractéristiques du larynx, aux function, or to be more precise, a group of niveaux segmental, lexical, et supralexical. Nous présentons d'abord l'utilisation des différents types de phonation pour distinguer entre les consonnes et les voyelles dans les overlaid functions. It gets what service it can langues du monde, et également du larynx out of organs and functions, nervous and comme lieu d'articulation des glottales, et la muscular, that come into being and are production des éjectives et des implosives. -
Dear Supervisors- Attached Please Find Our Letter of Opposition to the SCA Ordinance for Sleepy Hollow As Drafted by Our Attorne
From: Andrea Taber To: Rice, Katie; Kinsey, Steven; Adams, Susan; Arnold, Judy; Sears, Kathrin Cc: Dan Stein; Thorsen, Suzanne; Lai, Thomas Subject: Sleepy Hollow Homeowners Association Letter of Oppostion to the SCA Ordinance Date: Wednesday, May 22, 2013 8:12:53 PM Attachments: Document4.docx Dear Supervisors- Attached please find our letter of opposition to the SCA Ordinance for Sleepy Hollow as drafted by our attorney Neil Moran of Freitas McCarthy MacMahon & Keating, LLP. Sleepy Hollow Homeowners Association May 3, 2013 Board of Supervisors of Marin County 3501 Civil Center Drive San Rafael, CA 94903-4157 Re: Stream Conservation Area (SCA) Proposed Amendments to the Development Code Honorable Members of the Board of Supervisors: INTRODUCTION The Sleepy Hollow Homes Association (SHHA) objects to the proposed changes to Chapters 22.33 (Stream Protection) and 22.63 (Stream Conservation Area Permit) as they would apply to the residents of the unincorporated portion of San Anselmo known as Sleepy Hollow. We ask that the County exempt and/or delay implementation of any changes to Chapters 22.33 and 22.63 as to the city-centered corridor streams, including Sleepy Hollow. The SHHA supports implementation of the proposed amendments to the San Geronimo Valley, to protect wildlife habitat in streams where Coho Salmon currently exist. The SHHA supports regulations to ensure the health and survival of the species in these areas. The SHHA recognizes the urgency of this matter to the San Geronimo Valley, both for the survival of the endangered and declining Coho population and for the property rights of the affected residents who are currently subject to a building moratorium. -
Language Development Language Development
Language Development rom their very first cries, human beings communicate with the world around them. Infants communicate through sounds (crying and cooing) and through body lan- guage (pointing and other gestures). However, sometime between 8 and 18 months Fof age, a major developmental milestone occurs when infants begin to use words to speak. Words are symbolic representations; that is, when a child says “table,” we understand that the word represents the object. Language can be defined as a system of symbols that is used to communicate. Although language is used to communicate with others, we may also talk to ourselves and use words in our thinking. The words we use can influence the way we think about and understand our experiences. After defining some basic aspects of language that we use throughout the chapter, we describe some of the theories that are used to explain the amazing process by which we Language9 A system of understand and produce language. We then look at the brain’s role in processing and pro- symbols that is used to ducing language. After a description of the stages of language development—from a baby’s communicate with others or first cries through the slang used by teenagers—we look at the topic of bilingualism. We in our thinking. examine how learning to speak more than one language affects a child’s language develop- ment and how our educational system is trying to accommodate the increasing number of bilingual children in the classroom. Finally, we end the chapter with information about disorders that can interfere with children’s language development. -
Theories of Language Acquisitionq Susan Goldin-Meadow, University of Chicago, Departments of Psychology and Comparative Human Development, Chicago, IL, USA
Theories of Language Acquisitionq Susan Goldin-Meadow, University of Chicago, Departments of Psychology and Comparative Human Development, Chicago, IL, USA © 2019 Elsevier Inc. All rights reserved. Theoretical Accounts of Language-Learning 1 Behaviorist Accounts 1 Nativist Accounts 2 Social/Cognitive Accounts 3 Connectionist Accounts 3 Constrained Learning 4 Constrained Invention 5 Is Language Innate? 7 Innateness Defined as Genetic Encoding 7 Innateness Defined as Developmental Resilience 7 Language Is Not a Unitary Phenomenon 8 References 8 The simplest technique to study the process of language-learning is to do nothing more than watch and listen as children talk. In the earliest studies, researcher parents made diaries of their own child’s utterances (e.g., Stern and Stern, 1907; Leopold, 1939–1949). The diarist’s goal was to write down all of the new utterances that the child produced. Diary studies were later replaced by audio and video samples of talk from a number of children, usually over a period of years. The most famous of these modern studies is Roger Brown’s (1973) longitudinal recordings of Adam, Eve, and Sarah. Because transcribing and analyzing child talk is so labor-intensive, each individual language acquisition study typically focuses on a small number of children, often interacting with their primary caregiver at home. However, advances in computer technology have made it possible for researchers to share their transcripts of child talk via the computerized Child Language Data Exchange System (CHILDES, https://childes.talkbank.org). Because this system makes available many transcripts collected by different researchers, a single researcher can now call upon data collected from spontaneous interactions in naturally occurring situations across a wide range of languages, and thus test the robustness of descriptions based on a small sample. -
Learning About Phonology and Orthography
EFFECTIVE LITERACY PRACTICES MODULE REFERENCE GUIDE Learning About Phonology and Orthography Module Focus Learning about the relationships between the letters of written language and the sounds of spoken language (often referred to as letter-sound associations, graphophonics, sound- symbol relationships) Definitions phonology: study of speech sounds in a language orthography: study of the system of written language (spelling) continuous text: a complete text or substantive part of a complete text What Children Children need to learn to work out how their spoken language relates to messages in print. Have to Learn They need to learn (Clay, 2002, 2006, p. 112) • to hear sounds buried in words • to visually discriminate the symbols we use in print • to link single symbols and clusters of symbols with the sounds they represent • that there are many exceptions and alternatives in our English system of putting sounds into print Children also begin to work on relationships among things they already know, often long before the teacher attends to those relationships. For example, children discover that • it is more efficient to work with larger chunks • sometimes it is more efficient to work with relationships (like some word or word part I know) • often it is more efficient to use a vague sense of a rule How Children Writing Learn About • Building a known writing vocabulary Phonology and • Analyzing words by hearing and recording sounds in words Orthography • Using known words and word parts to solve new unknown words • Noticing and learning about exceptions in English orthography Reading • Building a known reading vocabulary • Using known words and word parts to get to unknown words • Taking words apart while reading Manipulating Words and Word Parts • Using magnetic letters to manipulate and explore words and word parts Key Points Through reading and writing continuous text, children learn about sound-symbol relation- for Teachers ships, they take on known reading and writing vocabularies, and they can use what they know about words to generate new learning.