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.

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Where we are: Transcribe these on the board!

• We know how to describe consonants. • Mark aspiration with [h] and • 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

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Speech production and coarticulation

• So far, we described sounds as if they are articulated in isolation. Of course, this is not the case in . 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.

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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”

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Assimilation in 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?

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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

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Dissimilation Deletion

• Deletion is a process which removes a sound • 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]

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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]

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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]

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Next class agenda

• Syllable structure.

• Phonology: Phonemes vs. allophones. Read Chapter 6, pp. 224‐235.

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