DOCSLIB.ORG

Consonants: Manner of Articulation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Consonants: Manner of Articulation CONSONANTS: MANNER OF ARTICULATION PRESENTATION BY: DR BULBUL GUPTA DEPARTMENT OF ENGLISH M.A. SEMESTER III PAPER IX (G - 3 0 1 2 N ) – ENGLISH LINGUISTICS AND PHONETICS What do you mean by MANNER OF ARTICULATION ? Think about the following sets of consonants. First of all, label them according to their voicing and place of articulation. Secondly, decide if the consonants in each set sound is the same or different. a) /d/ /n/ /l/ b) /ʒ/ /dʒ/ /r/ c) /ɡ/ /ŋ/ d) /b/ /m/ You should have labeled all the consonants as voiced. In set (a) they are all alveolar; in set (b) they are all postalveolar; in set (c) they are both velar; and in set (d) they are bilabial. You will also have realized that the sounds in each set do not sound the same. Because the consonants in each set share the same voicing and POA, but sound different, this indicates that there must be at least one more feature of consonants that distinguishes these sounds. This third important feature of consonants is manner of articulation. This feature i.e. manner of articulation refers to how the air flows in the vocal tract. As we know, different sounds are produced by moving different articulators. Place of articulation (POA) refers to the place in the vocal tract where there is the greatest constriction to airflow. However, the degree to which the air is constricted is not the same for all consonants. So POA refers to the place of maximum constriction, but that maximum constriction may be more or less, depending on the consonant in question. Manner of articulation is, in part therefore, concerned with the degree of stricture in the vocal tract, which refers to how close the articulators get when a sound is formed. For example, the articulators may touch and form a firm seal, or approach each other with a small gap for air to escape. MANNER OF ARTICULATION According to the manner of articulation, consonants can be classified as follows: ➢ Plosive – A plosive is produced in three stages. ✓ In the first stage, there is the stricture of complete closure. The complete closure occurs when the active and passive articulators come in contact with each other thereby preventing the air to pass through the mouth. The soft palate is raised that blocks the nasal passage. ✓ The complete closure of oral passage is followed by hold stage in which the air behind the oral closure is compressed. ✓ The hold stage is followed by release stage. In this stage the active articulator is removed suddenly from the contact with the passive articulator causing the air to release with an explosion through the oral cavity. Examples- /p/ as in puff, /b/ as in bus, /t/ as in tin, /d/ as in dusk, /k/ as in keep, /g/ as in gap. The three stages of articulation of the plosive /p/ as in puff ➢ Affricate – Affricates are produced in three stages like the plosives are. o There is complete closure stage and hold stage. But in case of release stage, the release of articulators is not sudden but slow. o When the articulators separate slowly, due to the narrow gap between them, the air releases with friction. Thus the term affricates which denotes that the closure is that of plosives but release is that of fricatives. Examples – /tʃ/ as in chin, /dʒ/ as in jam First stage of articulation of affricate /tʃ/ as in chin ➢ Fricative - A fricative is produced with a stricture of close approximation. The gap between the active articulator and passive articulator is so narrow that the air passes through them with friction or a ‘hissing’ sound, hence the term ‘fricative’. The soft palate remains in raised position. Examples - /f/ as in fit, /v/ as in van, /ө/ as in thrust, /ð/ as in this, /s/ as in sit, /z/ as in zip, /ʃ/ as in shut, /ʒ/ as in measure, /h/ as in hat Articulation of fricative /s/ as in sit ➢ Frictionless Continuant – A frictionless continuant is produced with a stricture of open approximation so that the air passes through the oral cavity without any audible friction. The soft palate remains in raised position. Examples – /r/ as in red Articulation of frictionless continuant /r/ as in red ➢ Nasal – A nasal is produced when there is a complete oral closure at some point in the oral cavity. o The closure can be at the lip region (bilabial), at the alveolar region (alveolar), or when the back of tongue touches the soft palate or velum (velar). The air is trapped behind one of these regions. o At the same time, the nasal cavity remains open as the soft palate is in the lowered position. Thus the air passes through the nasal cavity only, hence the term nasals for the sounds produced in this manner. Examples – /m/ as in mat, /n/ as in net, /ŋ/ as in ring. Articulation of bilabial nasal /m/ as in mug ➢ Lateral – A lateral sound is produced when the oral cavity is blocked at the alveolar ridge as the tip and blade of the tongue makes contact with alveolar ridge. But the sides of the tongue are lowered which causes the air to pass through freely. The soft palate remains in raised position thereby blocking the nasal passage of air. It is to be remembered that the closure here is partial closure as it is only the central portion of the oral cavity that is obstructed while the air flows out freely through one or both sides of the tongue. Example – /l/ as in leaf Articulation of lateral /l/ as in leaf ➢ Trill – Also known as roll, a trill sound is produced when the active articulator taps against the passive articulator several times. Example – Scottish English in words such as rye, raw. ➢ Tap – A tap sound which is also known as flap is produced when the active articulator taps against the passive articulator only once. Example – Taps occur in the middle of the words such as pity in various forms of American English. SUMMARY ✓ Manner of articulation refers to how the air flows in the vocal tract. It is the degree of stricture in the vocal tract which refers to how close the articulators get when a sound is formed. ✓ According to the manner of articulation, consonants can be classified as: ❖ Plosive ❖ Affricate ❖ Fricative ❖ Frictionless Continuant ❖ Nasal ❖ Lateral ❖ Trill ❖ Tap ………………………………………………………………………………………………………………… References: Ladefoged, Peter, and Keith Johnson. A Course in Phonetics. United Kingdom: Wadsworth Cengage Learning, 2011 Anne Knight, Rachael. Phonetics: A Course book. United Kingdom: Cambridge University Press, 2012 Roach, Peter. English Phonetics and Phonology: A Practical Course. Cambridge: Cambridge University Press, 2009 Sethi, J., and P.V. Dhamija. A Course in Phonetics and Spoken English. New Delhi: Prentice Hall of India Private Limited, 2006.
Load more

Recommended publications
  • A Brief Description of Consonants in Modern Standard Arabic
    Linguistics and Literature Studies 2(7): 185-189, 2014 http://www.hrpub.org DOI: 10.13189/lls.2014.020702 A Brief Description of Consonants in Modern Standard Arabic Iram Sabir*, Nora Alsaeed Al-Jouf University, Sakaka, KSA *Corresponding Author: [email protected] Copyright © 2014 Horizon Research Publishing All rights reserved. Abstract The present study deals with “A brief Modern Standard Arabic. This study starts from an description of consonants in Modern Standard Arabic”. This elucidation of the phonetic bases of sounds classification. At study tries to give some information about the production of this point shows the first limit of the study that is basically Arabic sounds, the classification and description of phonetic rather than phonological description of sounds. consonants in Standard Arabic, then the definition of the This attempt of classification is followed by lists of the word consonant. In the present study we also investigate the consonant sounds in Standard Arabic with a key word for place of articulation in Arabic consonants we describe each consonant. The criteria of description are place and sounds according to: bilabial, labio-dental, alveolar, palatal, manner of articulation and voicing. The attempt of velar, uvular, and glottal. Then the manner of articulation, description has been made to lead to the drawing of some the characteristics such as phonation, nasal, curved, and trill. fundamental conclusion at the end of the paper. The aim of this study is to investigate consonant in MSA taking into consideration that all 28 consonants of Arabic alphabets. As a language Arabic is one of the most 2.
    [Show full text]
  • 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.
    [Show full text]
  • Phonological Processes
    Phonological Processes Phonological processes are patterns of articulation that are developmentally appropriate in children learning to speak up until the ages listed below. PHONOLOGICAL PROCESS DESCRIPTION AGE ACQUIRED Initial Consonant Deletion Omitting first consonant (hat → at) Consonant Cluster Deletion Omitting both consonants of a consonant cluster (stop → op) 2 yrs. Reduplication Repeating syllables (water → wawa) Final Consonant Deletion Omitting a singleton consonant at the end of a word (nose → no) Unstressed Syllable Deletion Omitting a weak syllable (banana → nana) 3 yrs. Affrication Substituting an affricate for a nonaffricate (sheep → cheep) Stopping /f/ Substituting a stop for /f/ (fish → tish) Assimilation Changing a phoneme so it takes on a characteristic of another sound (bed → beb, yellow → lellow) 3 - 4 yrs. Velar Fronting Substituting a front sound for a back sound (cat → tat, gum → dum) Backing Substituting a back sound for a front sound (tap → cap) 4 - 5 yrs. Deaffrication Substituting an affricate with a continuant or stop (chip → sip) 4 yrs. Consonant Cluster Reduction (without /s/) Omitting one or more consonants in a sequence of consonants (grape → gape) Depalatalization of Final Singles Substituting a nonpalatal for a palatal sound at the end of a word (dish → dit) 4 - 6 yrs. Stopping of /s/ Substituting a stop sound for /s/ (sap → tap) 3 ½ - 5 yrs. Depalatalization of Initial Singles Substituting a nonpalatal for a palatal sound at the beginning of a word (shy → ty) Consonant Cluster Reduction (with /s/) Omitting one or more consonants in a sequence of consonants (step → tep) Alveolarization Substituting an alveolar for a nonalveolar sound (chew → too) 5 yrs.
    [Show full text]
  • Phonetics in Phonology” in This SICOL).1
    Emergent Stops John J. Ohala University of California, Berkeley Two of the most fundamental distinctions between classes of speech sounds is that between sonorants and obstruents and between continuants and non-continuants. Sonorants are characterized as sounds which have no constriction small enough to impede the flow of air to the point of creating any audible turbulence; obstruents, as sounds which have a constriction which does impede the flow of air to the point of creating turbulence a stop burst. Continuants are sounds which could be extended indefinitely whereas non-continuants involve a momentary and abrupt attenuation of the speech signal amplitude. This being the case, it is a rather remarkable phonological event when a stop, which is an non-continuant obstruent, appears as it were, “out of nowhere” surrounded by speech sounds which are either sonorants and/or continuants. Typically these are referred to in the phonological literature as ‘epenthetic’ or ‘intrusive’ stops, terms which reflect the belief that they were introduced by some external cause. Some examples are given in (1) (for references, see Ohala 1995, in press). (1) Engl. youngster [»j√Nkst‘] < j√N + st‘ Engl. warmth [wç”mpT] < warm + T Engl. Thompson < Thom + son (proper name) Engl. dempster ‘judge’ < deem + ster Sotho vontSa ‘to show’ < *voniSa (causative of ‘to see’) Cl. Greek andros < ane# ros ‘man’ French chambre < Latin kame(ra 'room' Spanish alhambra < Arabic al hamra ‘the red’ Latin templum < *tem - lo ‘a section’ A common explanation for these stops is to characterize them as ways to make the transition easier between the flanking sounds or to “repair” ill-formed phonotactics (Piggot and Singh 1985).
    [Show full text]
  • English Phonetic Vowel Shortening and Lengthening As Perceptually Active for the Poles
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE Title: English phonetic vowel shortening and lengthening as perceptually active for the Poles Author: Arkadiusz Rojczyk Citation style: Rojczyk Arkadiusz. (2007). English phonetic vowel shortening and lengthening as perceptually active for the Poles. W: J. Arabski (red.), "On foreign language acquisition and effective learning" (S. 237-249). Katowice : Wydawnictwo Uniwersytetu Śląskiego Phonological subsystem English phonetic vowel shortening and lengthening as perceptually active for the Poles Arkadiusz Rojczyk University of Silesia, Katowice 1. Introduction Auditory perception is one of the most thriving and active domains of psy­ cholinguistics. Recent years have witnessed manifold attempts to investigate and understand how humans perceive linguistic sounds and what principles govern the process. The major assumption underlying the studies on auditory perception is a simple fact that linguistic sounds are means of conveying meaning, encoded by a speaker, to a hearer. The speaker, via articulatory gestures, transmits a message encoded in acoustic waves. This is the hearer, on the other hand, who, using his perceptual apparatus, reads acoustic signals and decodes them into the meaning. Therefore, in phonetic terms, the whole communicative act can be divided into three stages. Articulatory - the speaker encodes the message by sound production. Acoustic - the message is transmitted to the hearer as acous­ tic waves. Auditory - the hearer perceives sounds and decodes them into the meaning. Each of the three stages is indispensable for effective communication. Of the three aforementioned stages of communication, the auditory percep­ tion is the least amenable to precise depiction and understanding.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Chapter 9 Consonant Substitution in Child Language (Ikwere) Roseline I
    Chapter 9 Consonant substitution in child language (Ikwere) Roseline I. C. Alerechi University of Port Harcourt The Ikwere language is spoken in four out of the twenty-three Local Government Areas (LGAs) of Rivers State of Nigeria, namely, Port Harcourt, Obio/Akpor, Emohua and Ikwerre LGAs. Like Kana, Kalabari and Ekpeye, it is one of the major languages of Rivers State of Nigeria used in broadcasting in the electronic media. The Ikwere language is classified asan Igboid language of the West Benue-Congo family of the Niger-Congo phylum of languages (Williamson 1988: 67, 71, Williamson & Blench 2000: 31). This paper treats consonant substi- tution in the speech of the Ikwere child. It demonstrates that children use of a language can contribute to the divergent nature of that language as they always strive for simplification of the target language. Using simple descriptive method of data analysis, the paper identifies the various substitutions of consonant sounds, which characterize the Ikwere children’s ut- terances. It stresses that the substitutions are regular and rule governed and hence implies the operation of some phonological processes. Some of the processes are strengthening and weakening of consonants, loss of suction of labial implosives causing them to become labial plosives, devoicing of voiced consonants, etc. While some of these processes are identical with the adult language, others are peculiar to children, demonstrating the relationships between the phonological processes in both forms of speech. It is worthy of note that high- lighting the relationships and differences will make for effective communication between children and adults. 1 Introduction The Ikwere language is spoken in four out of the twenty-three Local Government Areas (LGAs) of Rivers State of Nigeria, namely, Port Harcourt, Obio/Akpor, Emohua and Ik- werre LGAs.
    [Show full text]
  • Minimal Pair Approaches to Phonological Remediation
    Minimal Pair Approaches to Phonological Remediation Jessica A. Barlow, Ph.D.,1 and Judith A. Gierut, Ph.D.2 ABSTRACT This article considers linguistic approaches to phonological reme- diation that emphasize the role of the phoneme in language. We discuss the structure and function of the phoneme by outlining procedures for de- termining contrastive properties of sound systems through evaluation of minimal word pairs. We then illustrate how these may be applied to a case study of a child with phonological delay. The relative effectiveness of treat- ment approaches that facilitate phonemic acquisition by contrasting pairs of sounds in minimal pairs is described. A hierarchy of minimal pair treat- ment efficacy emerges, as based on the number of new sounds, the number of featural differences, and the type of featural differences being intro- duced. These variables are further applied to the case study, yielding a range of possible treatment recommendations that are predicted to vary in their effectiveness. KEYWORDS: Phoneme, minimal pair, phonological remediation Learning Outcomes: As a result of this activity, the reader will be able to (1) analyze and recognize the con- trastive function of phonemes in a phonological system, (2) develop minimal pair treatment programs that aim to introduce phonemic contrasts in a child’s phonological system, and (3) discriminate between different types of minimal pair treatment programs and their relative effectiveness. Models of clinical treatment for children cognition given our need to understand how with functional phonological delays have been learning takes place in the course of interven- based on three general theoretical frameworks. tion. Still other approaches are grounded in Some models are founded on development linguistics because the problem at hand in- given that the population of concern involves volves the phonological system.
    [Show full text]
  • Information to Users
    INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI University Microfilms International A Bell & Howell Information C om pany 300 North Zeeb Road. Ann Arbor, Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 9401204 Phonetics and phonology of Nantong Chinese Ac, Benjamin Xiaoping, Ph.D. The Ohio State University, 1993 Copyri^t ©1993 by Ao, Benjamin Xiaoping.
    [Show full text]
  • Locutour Guide to Letters, Sounds, and Symbols
    LOCUTOUROUR® Guide to Letters, Sounds, and Symbols LOCUTOUR ABEL LASSIFICATION LACE OR RTICULATION PELLED AS XAMPLES S PELLINGP E L L I N G L C P A IPA S E Consonants p bilabial plosive voiceless lips /p/ p, pp pit, puppy b bilabial plosive voiced lips /b/ b, bb bat, ebb t lingua-alveolar plosive voiceless tongue tip + upper gum ridge /t/ t, ed, gth, th, tt, tw tan, tipped, tight, thyme, attic, two d lingua-alveolar plosive voiced tongue tip + upper gum ridge /d/ d, dd, ed dad, ladder, bagged k lingua-velar plosive voiceless back of tongue and soft palate /k/ c, cc, ch, ck cab, occur, school, duck que, k mosque, kit g lingua-velar plosive voiced back of tongue and soft palate /g/ g, gg, gh, gu, gue hug, bagged, Ghana, guy, morgue f labiodental fricative voiceless lower lip + upper teeth /f/ f, ff , gh, ph feet, fl u uff, enough, phone v labiodental fricative voiced lower lip + upper teeth /v/ v, vv, f, ph vet, savvy, of, Stephen th linguadental fricative voiceless tongue + teeth /T/ th thin th linguadental fricative voiced tongue + teeth /D/ th, the them, bathe s lingua-alveolar fricative voiceless tongue tip + upper gum ridge or /s/ s, ss, sc, ce, ci, sit, hiss, scenic, ace, city tongue tip + lower gum ridge cy, ps, z cycle, psychology, pizza z lingua-alveolar fricative voiced tongue tip + upper gum ridge or /z/ z, zz, s, ss, x, cz Zen, buzz, is, scissors, tongue tip + lower gum ridge Xerox, czar sh linguapalatal fricative voiceless tongue blade and hard palate /S/ sh, ce, ch, ci, sch, si, sheep, ocean, chef, glacier, kirsch ss, su,
    [Show full text]
  • Segmental Phonology Darin Howe University of Calgary
    SEGMENTAL PHONOLOGY DARIN HOWE HOWED UCALGARY.CA UNIVERSITY OF CALGARY DARIN HOWE, 2003 ii Table of contents ACKNOWLEDGMENTS .............................................................................................................................................IV INTERNATIONAL PHONETIC ALPHABET CHART.................................................................................................. V 1. INTRODUCTION ...............................................................................................................................................1 2. INTRASEGMENTAL PHONOLOGY ..................................................................................................................4 2.1. PHONEME INVENTORIES AND FEATURES.......................................................................................................... 4 2.2. ARTICULATOR-FREE FEATURES .....................................................................................................................12 2.2.1. Major class features .................................................................................................................................................12 2.2.1.1. [±consonantal]...........................................................................................................................................12 2.2.1.2. [±sonorant].................................................................................................................................................22 2.2.2. Other articulator-free features..............................................................................................................................27
    [Show full text]