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Presentations on Accents. Coarticulation Processes 11/2/2015 LNGT0101 Announcements Introduction to Linguistics • Midterm will be posted this Wed and will be due next Wed. Lecture #14 Nov 1st, 2015 Cartoon of the day! Presentations • California accent. • What is wrong with America’s ugliest accent tournament. 3 Where we are: Transcribe these on the board! • We know how to describe consonants. • Mark aspiration with [h] and nasalization • We know how to describe vowels. with [~] where relevant. • We know how to read phonetically suite transcribed words. those • Today we get to practice how to phonetically transcribe some English words. strengths kicked examinations 6 1 11/2/2015 Speech production and coarticulation • So far, we described sounds as if they are articulated in isolation. Of course, this is not the case in connected speech. Sounds are typically produced while more than one Speech production and coarticulation articulator is active. • As a result of this coarticulation, sounds may get to affect neighboring sounds in speech (as we’ve seen in nasalization for example). • These are called articulatory processes. We discuss a few today. 8 Assimilation Assimilation in manner of articulation • Vowel nasalization in English is an instance of • Assimilation is an articulatory process regressive assimilation in manner: whereby a sound is made “similar” to a can’t [khæ)nt] neighboring sound in one of the three • Assimilation can also be progressive, as in categories of consonant articulation: manner, Scots Gaelic: place, or voicing. [nẽːl] “cloud” [mũː]“about” 9 10 Assimilation in place of articulation Assimilation in voicing • Nasal consonants typically assimilate to the • While liquids and glides are voiced sounds, when place of articulation of the following sound. preceded by a voiceless stop, they get “devoiced.” We indicate that by a [ • ] below the devoiced liquid From English: or the glide. Examples: [ɪn] + possible impossible [mp] place [ple̥ ɪs] [ɪn] + tangible intangible [nt] quick [kw̥ ɪk] trim [tɹɪ̥ m] [ɪn] + complete incomplete [ŋk] • Question: Is this a case of regressive or • Is that regressive or progressive? progressive assimilation? 11 12 2 11/2/2015 Revisiting English plural allomorphy Revisiting English plural allomorphy • Can you now explain why the plural ‐s morpheme is pronounced differently in these three groups of nouns? cats [kæts] cads [kædz] kisses [kɪsəz] lips [lɪps] suns [sʌnz] buzzes [bʌzəz] cats cads kisses socks [sɑks] dogs [dɑɡz] brushes [bɹʌʃəz] lips suns buzzes garages [ɡəɹɑʒəz] socks dogs brushes batches [bætʃəz] garages judges [dʒʌdʒəz] batches judges Revisiting English plural allomorphy Revisiting English plural allomorphy 15 16 Dissimilation Deletion • Deletion is a process which removes a sound • Dissimilation is an articulatory process from certain phonetic contexts. From English: whereby two sounds are made less similar. suppose [sәˈphoʊz] [spoʊz] From English: • Deletion may also occur as an alternative to fifths dissimilation for some speakers in words like [fIfθs] [fIfts] fifths: fifths [fıfθs] [fıfs] 17 18 3 11/2/2015 Epenthesis Metathesis • Epenthesis is a process that inserts a sound. From English: • Metathesis is a process that changes the order something [s√mθıŋ] [s√mpθıŋ] of sounds. Children learning English will length [lEŋθ] [lEŋkθ] typically produce metathesis forms, e.g., • In Turkish, a sequence of two initial consonants is not spaghetti is typically pronounced as pesghatti allowed. As a result, a vowel is epenthesized to break [pәskERi]. the consonant cluster: “train,” which is borrowed from English, is pronounced as [tiren] 19 20 Vowel reduction More than one process? • In many languages, vowels in unstressed • Now, let’s look at these German data: syllables undergo reduction, typically appearing instead as the weak vowel [´]: Careful speech Informal speech Canada [ˈkhæ)n´d´] laden [la:dәn] [la:dn] “to load” Canadian [kh´ˈneɪdɪ´n] loben [lo:bәn] [lo:bm] “to praise” • This is typical of function words in English, backen [bakәn] [bakŋ]“to bake” e.g., ‐ Prepositions of [ ] and from [fɹ ] әv әm • What’s going on here? ‐ Auxiliaries like can [kәn] as in [aɪ kәn ɡo] 21 22 Next class agenda • Syllable structure. • Phonology: Phonemes vs. allophones. Read Chapter 6, pp. 224‐235. 4.
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