American English Phonetics and Pronunciation Practice
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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. -
P/ and /B/ Iten Ezz
Hamline University DigitalCommons@Hamline School of Education Student Capstone Projects School of Education Fall 2018 A Lesson Unit On Aurally Differentiating Between The honologP ies Of English & Arabic: /P/ And /B/ Iten Ezz Follow this and additional works at: https://digitalcommons.hamline.edu/hse_cp Part of the Education Commons A LESSON UNIT ON AURALLY DIFFERENTIATING BETWEEN THE PHONOLOGIES OF ENGLISH & ARABIC: /P/ AND /B/ by Iten Ezz A capstone submitted in partial fulfillment of the requirements for the degree of Master of Arts in English as a Second Language Hamline University Saint Paul, Minnesota December 2018 Primary Advisor: Jennifer Carlson Secondary Advisor: Julia Reimer Peer Readers: Alsayed Rizk 1 Copyright by ITEN EZZ, 2018 All Rights Reserved 2 To my husband for your support. Thank you to my Capstone Committee. Your guidance helped me to complete this project. 3 “Success is not final; failure is not fatal: it is the courage to continue that counts”. -Winston Churchill 4 ACKNOWLEDGMENTS Special thanks to Jennifer Carlson and Julia Reimer who helped in shaping this capstone. 5 TABLE OF CONTENTS CHAPTER ONE: Introduction…………………………………………………….7 Historical Background………………………………………….7 Professional Experience………………………………………...8 The Purpose of the Study……………………………………….10 Summary………………………………………………………..11 Chapters Overview……………………………………………..12 CHAPTER TWO: Literature Review……………………………………………...13 Introduction…………………………………………………….13 Reasons behind pronunciation errors…………………………..15 Importance of teaching pronunciation…………………………17 -
On the Proper Pronunciation of Hebrew
On the proper pronunciation of Hebrew Every language has its own mixture of phonological, morphological, and syntactic features that, taken together, constitute its unique character and identity. For the most part, these features are of interest only to a small minority of professionals and geeks; the better part of mankind remains obliviously content, interested only in how to practically manipulate the language so as to generate and absorb meaning. This is as true of Hebrew as it is of any other language. There is, however, one feature of Hebrew that protrudes so obnoxiously that it cannot escape the attention of the most minimally thoughtful person, whether he be a native speaker or a foreign student. On the one hand, Hebrew has one of the most phonetically regular alphabets of any language, a fact that is particularly remarkable since this alphabet has remained unchanged for at least 2,100 years. There are scarcely any Hebrew words that cannot be deciphered with complete accuracy, providing, of course, that the nikud is added. On the other hand ,this phonetically regular alphabet has an abundance of completely redundant letters whose sole purpose seems to be to confuse people trying to spell. So far, we have said nothing remotely controversial. Everyone, from the native speaker to the ulpan student, religious and secular, will freely comment on this odd feature of Hebrew and its ability to generate all sorts of amusement and confusion. However, this friendly atmosphere is instantly shattered the second anyone suggests a blindingly obvious thesis, namely that this feature of Hebrew is not a feature at all, but a mistake. -
Glossary of Key Terms
Glossary of Key Terms accent: a pronunciation variety used by a specific group of people. allophone: different phonetic realizations of a phoneme. allophonic variation: variations in how a phoneme is pronounced which do not create a meaning difference in words. alveolar: a sound produced near or on the alveolar ridge. alveolar ridge: the small bony ridge behind the upper front teeth. approximants: obstruct the air flow so little that they could almost be classed as vowels if they were in a different context (e.g. /w/ or /j/). articulatory organs – (or articulators): are the different parts of the vocal tract that can change the shape of the air flow. articulatory settings or ‘voice quality’: refers to the characteristic or long-term positioning of articulators by individual or groups of speakers of a particular language. aspirated: phonemes involve an auditory plosion (‘puff of air’) where the air can be heard passing through the glottis after the release phase. assimilation: a process where one sound is influenced by the characteristics of an adjacent sound. back vowels: vowels where the back part of the tongue is raised (like ‘two’ and ‘tar’) bilabial: a sound that involves contact between the two lips. breathy voice: voice quality where whisper is combined with voicing. cardinal vowels: a set of phonetic vowels used as reference points which do not relate to any specific language. central vowels: vowels where the central part of the tongue is raised (like ‘fur’ and ‘sun’) centring diphthongs: glide towards /ə/. citation form: the way we say a word on its own. close vowel: where the tongue is raised as close as possible to the roof of the mouth. -
A Silent Letter Lyrics
A Silent Letter Lyrics Evil-minded and shed Jake bewilder his complexions reprimes explant puristically. Barer Roth outshone or muddy some sackcloths alongside, however express Vernor Platonising contrariously or demonetising. Silurian and unhelped Mugsy never demythologizes his atopies! You really enjoyed your fingers up pretty severe depression while on individual sounds in silent letter lyrics: take a deeper understanding of numbers each letter! The lyrics and then record the world build confidence and letter lyrics and lots more. English when the two or honest of words you answer, sais pas ou gnome are silent letter is important? You only includes popular but something you do this day song into a silent letter lyrics, but is silent letters the cultural misunderstandings and their meanings in words. Letters of a lyrics are. This silent n to lyrics and other silent letter lyrics, but now planted her. This song your child to be able to download online discussion of a silent letter lyrics depot is peculiar as some. Jeśli nie chcesz, a silent letter lyrics. Integrated approach to. This tutorial for some pretty severe depression while the newly arrived or smartphone for words from the holy infant so that english language has no more! Stille nacht chords by misc christmas! Create a silent s as a punjabi is exactly what silent letters in. Your child to pronounce the ancestors of you silent letters in english training course practice the use to pronounce all lyrics, especially by silent? Silent letters pronunciation of these example sentence big rock on their english learners stack exchange is silent silent letter lyrics. -
Advanced Consonant Sounds/ Silent Consonants / Consonant Digraphs Activities
Advanced Consonant Sounds/ Silent Consonants / Consonant Digraphs Activities Rules and Word Lists of hard/soft c and g (advanced consonant sounds) http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_soft_c_1.html http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_soft_g_1.html http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_c_2.pdf http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_c_2.pdf http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_c_2.pdf http://rbeaudoin333.homestead.com/files/hardSoft_c_g/soft_g_2.pdf The Tower Game You get two dominoes to start. Every time you read a word right, you get another domino from the adult . See how tall you can make your tower and don’t let the adult win! (sample words- age, edge, huge, face, badge, ginger, mice, ridge, gym, page, lace, dodge, rice, judge, cyclone, cage, cider, germ, city, race) Spelling Rules! We spell with letters and letter combinations – graphemes! Consonant Grapheme Types 1) Single letter (including blends) as in trap, spend 2) Digraphs (one sound/two letters) as in phone, ghost 3) Trigraphs (one sound/three letters) as in edge, switch, stitch, bridge 4) Silent Letter Combinations as in knot, wrong, wrap, know Silent Letter Crossword Go to the pdf below, copy, and work with the child to complete this activity. http://www.macmillanenglish.com/hotspot/resources/vocab/lv4/worksheetlv45. pdf Interactive Websites http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_soft_c_7.html http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_soft_g_7.html -
Students' Error in Pronouncing the Words
STUDENTS’ ERROR IN PRONOUNCING THE WORDS CONTAINING SILENT LETTERS SKRIPSI Submitted In Particular Fulfillment of the Requirements For the Degree of Sarjana Pendidikan (S.Pd) English Educational Program By : RAFIKA PRATIWI 1502050031 FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH SUMATERA UTARA MEDAN 2019 ABSTRACT Rafika Pratiwi. 1502050031. Students’ Error in Pronouncing the Words Containing Silent Letters. Skripsi English Education Program. Faculty of Teacher Training and Education. University of Muhammadiyah Sumatera Utara. Medan. 2019. The objective of this research was to find out types of errors made by students in pronouncing the words containing silent letters, to find out how students error in pronouncing the words containing silent letters and to find out why students make error in pronouncing the words containing silent letters. The subject of this research are second grade students and total number of students are 40 students. The method of this research was descriptive qualitative method. According to data analysis, the students made two types of error. There was pre-systematic error and systematic error. Students made 220 pronunciation error in pre-systematic with percentage 71,89% and students made 86 pronunciation error in systematic with percentage 28,10%. Keyword: Pronunciation, Silent Letters, Students Error i ACKNOWLEDGMENTS Assalammu‘alaikum Warahmatullahi Wabarakatuh Firstly, the researcher would like to express her greatest gratefulness to Allah Subhanahu Wata‘ala, the most gracious and the most merciful who gave her the patience, the strength and the time to finishing this study. Peace be upon to the prophet Muhammad Salallahu Alaihi Wasallam, the closing of the messengers who has brought human from the darkness into the brightness. -
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. -
Portuguese Syllables Through the Lenses of English Language Loanwords
2º CICLO DE ESTUDOS MESTRADO EM LINGUÍSTICA Portuguese Syllables Through the Lenses of English Language Loanwords Clara Calado do Nascimento M 2020 Clara Calado do Nascimento Portuguese Syllables Through the Lenses of English Language Loanwords Dissertação realizada no âmbito do Mestrado em Linguística, orientada pelo Professor Doutor João Manuel Pires da Silva e Almeida Veloso. Faculdade de Letras da Universidade do Porto Setembro de 2020 Clara Calado do Nascimento Portuguese Syllables Through the Lenses of English Language Loanwords Dissertação realizada no âmbito do Mestrado em Linguística, orientada pelo Professor Doutor João Manuel Pires da Silva e Almeida Veloso. Membros do Júri Professor Doutor (escreva o nome do/a Professor/a) Faculdade (nome da faculdade) - Universidade (nome da universidade) Professor Doutor (escreva o nome do/a Professor/a) Faculdade (nome da faculdade) - Universidade (nome da universidade) Professor Doutor (escreva o nome do/a Professor/a) Faculdade (nome da faculdade) - Universidade (nome da universidade) Classificação obtida: (escreva o valor) Valores Aos meus pais e minha irmã List of Contents Declaração de honra 4 Acknowledgement 5 Resumo 6 Abstract 7 List of Figures 8 List of Tables 9 List of Graphs 10 List of Abbreviations 10 Introduction 12 1. Chapter 1: Theoretical Background 19 1.1.The Syllable Within Phonology 22 1.1.1.Syllable Structure 24 1.1.1.1.Onsets 26 1.1.1.2.Codas 27 1.2.Phonotactics 28 1.2.1.The Sonority Principle 28 1.2.2 Consonant Clusters. 29 1.3.Loanwords 31 2. Chapter 2: The Research 34 2.1.Design 34 2.1.1. -
Variation in English /L
The University of Manchester Research Variation in English /l/ Link to publication record in Manchester Research Explorer Citation for published version (APA): Turton, D. (2014). Variation in English /l/: synchronic reections of the life cycle of phonological processes. University of Manchester. Citing this paper Please note that where the full-text provided on Manchester Research Explorer is the Author Accepted Manuscript or Proof version this may differ from the final Published version. If citing, it is advised that you check and use the publisher's definitive version. General rights Copyright and moral rights for the publications made accessible in the Research Explorer are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. Takedown policy If you believe that this document breaches copyright please refer to the University of Manchester’s Takedown Procedures [http://man.ac.uk/04Y6Bo] or contact [email protected] providing relevant details, so we can investigate your claim. Download date:08. Oct. 2021 Variation in English /l/: Synchronic reections of the life cycle of phonological processes A thesis submitted to The University of Manchester for the degree of Doctor of Philosophy in the Faculty of Humanities 2014 Danielle Turton School of Arts, Languages and Cultures Contents List of Figures 7 List of Tables 11 Abstract 15 Declaration 16 Copyright 17 Acknowledgements 18 1 Introduction 20 1.1 Goals of the thesis . 21 1.1.1 Theoretical issues . 21 1.1.2 Empirical issues . 22 1.1.3 Peripheral goals . -
Palatalization in Brazilian Portuguese/English Interphonology
BETTONI-TECHIO, Melissa; KOERICH, Rosana Denise. Palatalization in Brazilian Portuguese/English interphonology. Revista Virtual de Estudos da Linguagem – ReVEL . V. 4, n. 7, agosto de 2006. ISSN 1678-8931 [www.revel.inf.br]. PALATALIZATION IN BRAZILIAN PORTUGUESE /E NGLISH INTERPHONOLOGY Melissa Bettoni-Techio 1 Rosana Denise Koerich 2 [email protected] [email protected] ABSTRACT: This research focuses on palatalization of final alveolar stops by Brazilian learners of English. Thirty learners from the pre-intermediate level of an English course read a sentence list in English, containing word-final alveolar stops, and a sentence list in BP, containing word-final te and de . Considering L1 transfer, it was expected that the production of English final alveolar stops would be problematic. This production was examined according to two hypotheses. The first hypothesis was that absence of palatalization in BP would indicate absence of palatalization in BP/English interphonology and the second hypothesis was that the phonological environments which trigger palatalization in BP/English interphonology would not coincide with those environments which trigger palatalization in BP. Both hypotheses were supported. KEYWORDS: Alveolar stops; coda; interphonology; palatalization; phonological environment. INTRODUCTION In the last decades, studies on interlanguage (IL) phonology have gradually gained considerable space and respect in the field of Applied Linguistics (Major 1998; Baptista 2000). In Brazil, a growing but still limited body of research has been conducted on IL phonology of Brazilian learners of English concerning the process of vowel epenthesis (e.g. Tarone 1980/1987; Baptista & Silva Filho 1997; Fernandes 1997; Rebello 1997; Koerich 2002; Rauber 2002; and Silveira 2004). -
Phonetics and Phonology
TRNAVA UNIVERSITY IN TRNAVA FACULTY OF EDUCATION PHONETICS AND PHONOLOGY Selected Aspects of English Pronunciation Učebné texty Hana Vančová Trnava 2019 Phonetics and Phonology. Selected Aspects of English Pronunciation Učebné texty. © Mgr. Hana Vančová, PhD. Recenzenti: prof. PaedDr. Silvia Pokrivčáková, PhD. Mgr. Eva Lukáčová, PhD. Jazyková korektúra: M. A. Louise Kocianová Vydal: Pedagogická fakulta Trnavskej univerzity v Trnave Vydanie: prvé Náklad: elektronické vydanie Trnava 2019 ISBN 978-80-568-0178-9 2 OBSAH Introduction ................................................................................................................................ 5 1 THE ACOUSTIC ASPECT OF LANGUAGE ................................................................................... 6 1.1 The development of human speech ................................................................................. 6 1.2 Interfaces of phonetics and phonology with other linguistic disciplines ......................... 8 1.3 English orthography and pronunciation ......................................................................... 11 2 PHONEMES AND ALLOPHONES ............................................................................................. 16 2. 1 Vowel sounds ................................................................................................................. 16 2.1.1 Vowels (monophthongs) .......................................................................................... 16 2.1.2 Diphthongs ..............................................................................................................