DOCSLIB.ORG

Pronouncing Groups of Vowels

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Pronouncing Groups of Vowels Beginner Italian Level 2 Lesson 9 Pronouncing Groups of Vowels Do these words pose a challenge for you, when it comes to pronunciation? Euro Euro Aereo airplane Aiuola flowerbed Eroe hero Aiutare to help Puoi you can ​ ​ Noia boredom Vorrei I would like A arrivare to arrive Domani andiamo al bar tomorrow let’s go to the bar Back to the basics If you remember way back to the beginning of Beginner Italian Level 1, we spoke about vowels and the possible sounds. A E I O U 5 vowels > 7 sounds (including open vowels E and O) ​ ​ ​ ​ 1 Beginner Italian Level 2 Our aim is to pronounce all vowels as openly and vocally as you can (hence the word VOCALI for ​ ​ vowels). They must be single sounds that you can stretch or elongate without changing the sound. A > aaaaa ​ ​ ​ E > eeeee ​ ​ I > iiiiiiii ​ ​ O > ooooo (not the rounded “Oh” we have in English) ​ ​ ​ ​ ​ U> uuuuuu ​ ​ The sound never changes halfway, it must be the same from beginning to end. Failing to do this could be the cause of any difficulty that you may have with your pronunciation at present. What about the “open vowels”? Well, open vowels commonly occur in stressed syllables. This is ​ ​ when we put the emphasis on a particular syllable in a word. If that syllable contains the E or the ​ ​ O, chances are, it will be open (not always the case, but we need go with what works most of the ​ time!). Opera opera /open O/ ​ Uovo egg /open O/ ​ ​ Telefono telephone /open E/ ​ ​ We also have “long vowels” in stressed syllables. The stressed syllable is longer than all the other vowels. Chiodo nail /long O/ ​ ​ Schiuma foam /long U/ ​ ​ Operazione operation /long O/ ​ ​ 2 Beginner Italian Level 2 Dipthongs, triphtongs and hiatuses Diphthongs - two vowels together e.g. AI ​ ​ Triphthongs - three vowels together e.g. AIO ​ ​ Hiatus - when you are breaking a diphthong or triphthong ​ In Italian, we have two types of vowels: Weak vowels: I U ​ Strong vowels: A E O ​ We have a diphthong when a weak and a strong vowel coexist in the same syllable. The stress is on the STRONG vowel. We have a hiatus when we break that rule and, therefore, put the stress on the WEAK vowel. Diphthongs Here are some possible combinations of vowels that make up diphthongs in Italian. [WEAK VOWEL] + [STRONG VOWEL] IO > fiore, chiodo flower, nail IA > piatto, piano, chiave plate, floor/flat/slow, key IU > fiume river IE > pieno, fieno full, hay UA > guasto, quando fault, when UE > guerra war UO > vuoto, fuori empty, outside UI > guida guide 3 Beginner Italian Level 2 [STRONG VOWEL] + [WEAK VOWEL] AI > dirai you will say AU > causa cause EI > nei in the (plural masculine) ​ ​ EU > neutro neutral OI > voi, poi you guys, then/after To pronounce these sounds correctly, we have to learn to weaken the pronunciation of the weak vowel. I can still hear the I in PIENO, it’s just that the E comes out stronger. ​ ​ ​ ​ ​ ​ You can think of these weak vowels as semi-vowels. The good news is that Italian and English share these semi-vowels! Think of the sound of Y in YES and W in WAS. ​ ​ ​ ​ ​ ​ ​ ​ Triphthongs Here are some possible combinations of vowels that make up triphthongs in Italian. AIO > paio, giornalaio pair, newsagent IAI > mangiai I ate IEI > miei my/mine ​ IUO > aiuola, giuoco flowerbed, game (old Italian) UAI > guai trouble UIA > continuiamo let’s continue / we continue ​ UIE > quiete quietness UIO > colloquio (job) interview ​ UOI > tuoi, suoi, vuoi your, his/her/your (polite), you want Hiatuses A hiatus breaks the standard rule of pronouncing diphthongs and triphthongs, making the stress fall on the weak vowel, instead of the strong vowel. 4 Beginner Italian Level 2 Tuo your ​ ​ Zio uncle ​ ​ Poesia poetry ​ ​ Farmacia pharmacy ​ ​ Periodo period ​ ​ Geologia geology ​ ​ Paura fear ​ ​ Via street/way ​ ​ ​ ​ There are times when we have words that contain TWO strong vowels: Poeta poet Eroe hero Paese country Groups of vowels from separate words When we speak Italian, we often end up creating groups of vowels, by simply putting words together, as Italian words tend to end with a vowel and many words start with a vowel. Often, in order to avoid having to say a bunch of vowels, Italians will add a D sound after the preposition A (to/at) or the conjunctions E (and) and O (or). ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ In most cases though, we need to ‘blend together’ these vowels and pronounce them as if they were part of the same word. A arrivare > ad arrivare ​ ​ Leonardo e amici > Leonardo ed amici ​ ​ Domani andiamo al bar > /domanyandiamo/ al bar ​ ​ Una cosa bella e importante > Una cosa bella ed importante ​ ​ 5 Beginner Italian Level 2 TRICKS 1) Don’t overthink it I want you to be aware of all the possibilities but not to worry about them. Even if you pronounce a combination of vowels slightly incorrectly, you will probably still be understood. Our goal is COMMUNICATION not PERFECTION! 2) Focus on open, Italian sounds for vowels There are only 5 main vowel sounds in Italian - that’s it! Not the multitude of vowel sounds that we have in English. Remember your A E I O U and you will be fine! ​ ​ 3) Develop a sense of where strong vowels end up The strong vowel is going to be in an open syllable, so usually in a diphthong, the second vowel is going to be the open vowel and it is going to be longer. There are times when it is not, but once again, don’t stress over it! 4) Break the word down to get the right sounds If you see a difficult looking word, break it down to its individual components. E.g. GIORNALAIO (newsagent) becomes GIOR-NA-LA-IO, GHIAIA (gravel) becomes ​ ​ ​ ​ ​ ​ ​ ​ ​ GHIA-IA (gya-ya). ​ ​ ​ 5) Exaggerate all the vowels (then dial it back!) This practice will help you to confidently project each vowel sound, but be careful not to become a parody of an Italian when actually speaking to someone. If we take the word TUOI: stretch out each vowel so it sounds like TUU-OO-II, then dial it back, remember that ​ ​ ​ U is a weak vowel, so it then sounds like “twoi”. ​ ​ Likewise with the word PUOI: PUU-OO-II, draw out each sound then dial it back > “pwoi”. ​ ​ ​ ​ ​ ​ 6 Beginner Italian Level 2 6) Singing exercises Italian sounds like such a melodic language because of all the vowels (vocali), so in this ​ ​ sense, when you are speaking Italian, you are vocalizing the vowels. Practice doing singing exercises with each vowel as if you were warming up for a performance. E.g. Ma-ma-ma-ma-ma-ma-ma-ma-maaaa, no-no-no-no-no-no-no-no-noooo! Etc. ​ ​ 7) Use cheats (yo, you jah) Look for sounds that you have in your language that you can bring into Italian. Yo! Ya! Oi! ​ 8) English has triphthongs and even quadthongs Triphthongs exist in English too, though we probably never realized! Like the word CHOIR: coo-wa-i-er /u - a - i - e / sounds ​ ​ ​ Your ability to easily produce a word with triphthongs can be assimilated to Italian! Can you think of any other English words with triphthongs? Sure, the vowels sound different, but a skill is a skill, and it can be applied to other fields, right? To summarize What is the point of all of this? The idea of articulating your vowels correctly, is that you have to produce all of the sounds together, but weaken the ones that are weak vowels. The reason I explained all of the possibilities to you is so that you can break them down, find the sounds and get the pronunciation right. This will improve your speaking overall and will make pronouncing Italian words with lots of vowels much less intimidating! 7 .
Load more

Recommended publications
  • 4. R-Influence on Vowels
    4. R-influence on vowels Before you study this chapter, check whether you are familiar with the following terms: allophone, centring diphthong, complementary distribution, diphthong, distribution, foreignism, fricative, full vowel, GA, hiatus, homophone, Intrusive-R, labial, lax, letter-to-sound rule, Linking-R, low-starting diphthong, minimal pair, monophthong, morpheme, nasal, non-productive suffix, non-rhotic accent, phoneme, productive suffix, rhotic accent, R-dropping, RP, tense, triphthong This chapter mainly focuses on the behaviour of full vowels before an /r/, the phonological and letter-to-sound rules related to this behaviour and some further phenomena concerning vowels. As it is demonstrated in Chapter 2 the two main accent types of English, rhotic and non-rhotic accents, are most easily distinguished by whether an /r/ is pronounced in all positions or not. In General American, a rhotic accent, all /r/'s are pronounced while in Received Pronunciation, a non-rhotic variant, only prevocalic ones are. Besides this, these – and other – dialects may also be distinguished by the behaviour of stressed vowels before an /r/, briefly mentioned in the previous chapter. To remind the reader of the most important vowel classes that will be referred to we repeat one of the tables from Chapter 3 for convenience. Tense Lax Monophthongs i, u, 3 , e, , , , , , , 1, 2 Diphthongs and , , , , , , , , triphthongs , Chapter 4 Recall that we have come up with a few generalizations in Chapter 3, namely that all short vowels are lax, all diphthongs and triphthongs are tense, non- high long monophthongs are lax, except for //, which behaves in an ambiguous way: sometimes it is tense, in other cases it is lax.
    [Show full text]
  • An Acoustic Analysis of the Vowels in Fuzhou Chinese
    AN ACOUSTIC ANALYSIS OF THE VOWELS IN FUZHOU CHINESE Changhe Chen Department of Linguistics and Translation, City University of Hong Kong [email protected] ABSTRACT acoustic analysis based on speech samples from speakers (20 speakers for monophthongs and 10 for This study is an acoustic description of the vowels in diphthongs and triphthong) in their fifties in 2011. At Fuzhou Chinese produced by 10 speakers (5 males present, no published article is found for the vowels and 5 females) in their thirties. The vowels include 8 of the younger generation, but some vowel changes monophthongs .h x d 1 ` N n t., 14 diphthongs .ht th are expected. dh dt `h `t nt 1x Nx hd h` xn tn t`., and 1 triphthong This study aims at reinvestigating the vowels in .t`h. in open syllable. Compared with existing Fuzhou Chinese of speakers aged 30-39, younger studies, this study finds (i) that sometimes .d. is than those in [6]. diphthongized; (ii) that diphthong may undergo .xn. 2. METHODOLOGY change to become ZX\; (iii) that diphthong .Nx. seems to have merged with .t`h. and .1x. in open syllable, All test words are (C)V and (C)VS syllables, 2 and .dt. also shows a tendency to merge with .ht.; frequently used in daily life . For each diphthong and (iv) that the acoustic realization of diphthong .nt. can triphthong, two syllables associated with two types of be Zɞt\, ZPt\ and ZNt\ but not Znt\, and diphthong tones are used in order to investigate possible vowel alternation. But due to space limit, only results of the .hd.
    [Show full text]
  • Diphthongs Andtriphthongs
    chapter 5 Diphthongs and Triphthongs 5.1 Introduction The combination of a vowel and either of the semivowels *w and *y in the same syllable is traditionally referred to as a diphthong in Semitic linguistics, although it is unclear to what degree these combinations behaved like single vocalic phonemes, as the term ‘diphthong’ implies. Similarly, the combination of two vowels with an intervening semivowel is frequently called a triphthong; strictly speaking, this is incorrect, as ‘triphthong’ usually describes a single phoneme with three vocalic places of articulation occurring within the same syllable, while Semitic triphthongs are always disyllabic. To avoid confusion, however, the traditional terminology will be maintained in this chapter. The reader will recall that W represents any semivowel, i.e. *w or *y. Diphthongs and triphthongs are often treated together, but as we shall see, they are better considered separately. Accordingly, the first section of this chap- ter will investigate the development of the original diphthongs *aw and *ay. The other diphthongs are not discussed, as their development is either unprob- lematic or very difficult to ascertain. Quite clearly, *iy > *ī and *uw > *ū, as in he was‘ הוַּרד < he will suck (pause)’,*huwrada > *hūrad‘ ִייָ֑נק < yiynaqu > *yīnaq* brought down’. *uy seems to develop to *ī, but the evidence is limited to a few ויישם it may be poured (pause)’ in Exod 30:32 and the kṯiḇ form‘ ִיי ָ֑סְך forms like ,(in Gen 24:33 ַוֻיּיַשׂם in Gen 50:26 and ַוִ֫יּיֶשׂם and he/it was placed’ (vocalized‘ most other cases of *uy having been affected by analogy.
    [Show full text]
  • On the Character of Vowel Changes in the Evolution of Latin Into French
    ON THE CHARACTER OF VOWEL CHANGES IN THE EVOLUTION OF LATIN INTO FRENCH Chae-Seong Chang . The purpose of this paper is to show that Latin vowel changes are included in the important phenomena of the forward movement which includes the simplifica­ tion of the word by vowel-dropping. The Vulgar Latin has been deeply transformed in Gau!. The Gallic population could not understand the delicate variation of the Latin language and thus its vowel system suffered deep transformations. We tried to show the direction of these transformations in the oral cavity. I. INTRODUCTION Pronunciation evolves according to time and space. When the circumstances allow it, sounds alter very rapidly and the words change to the point of becoming unrecognizable_ The circumstances allowing such changes are the absence of any stable authority that would keep an unchanging and uniform faith to the word's original pronunciation. Correct pronunciation of a word is to give to each of its elements, vowels or consonants, the values that they ought to have_ But even people who have studied their own mother tongue following precise grammatical rules, and who tried to pronounce it correctly cannot help modifying its pronunciation accord­ ing to the climate and the age. The Vulgar Latin, transferred to different peoples, has undergone many changes as in Gaul. The Gallic population which received Latin tried to adapt it in such a way that everybody could speak it well without any special effort. In that way great pronunciation-change occurred inside the Latin vowel system. The study of the character of these vowel changes will be the object of this paper.
    [Show full text]
  • Typesetting Catalan Texts with TEX
    Typesetting Catalan Texts with TEX Gabriel Valiente Feruglio Universitat de les Illes Balears Departament de Ciencies Matematiques i Inforrnatica E-07071 Palma de Mallorca (Spain) Internet: dmi gvaO@ps. ui b . es Robert Fuster Universitat Politecnica de Valencia Departament de Matematica Aplicada Cami de Vera, 14. E-46071 Valencia (Spain) Internet: mat5rf c@cci. upv .es Abstract As with other non-American English languages, typesetting Catalan texts imposes some special requirements on TEX. These include a particular set of hyphenation patterns and support for a special ligature: unlike other Romanic languages, Catalan incorporates the middle point in the 11 digraph. Hyphenation rules for Catalan are reviewed in ths paper, after a short introduction to hyphenation by TEX. A minimal set of hyphenation patterns covering all Catalan accents and diacritics is also presented. A discussion about the 1'1 ligature concludes the paper. This work represents a first step towards the Catalan TLP (TEX Language Package), under development within the TWGMLC (Technical Working Group on Multiple Language Coordination), where the first author is chairing the Catalan linguistic subgroup. Resum Aixi com en altres llengiies, la composicio de textos escrits en catala demana requeriments especials a1 TEX. Aquests inclouen un conjunt particular de patrons de guionat, aixi com suport per a un lligam especial ja que, a diferencia d'altres llengiies romaniques, el catala incorpora el punt volat a1 digraf I'l. En aquest paper es fa una introduccio a1 guionat arnb TEX i es revisen les regles de guionat per a1 catala. Tanmateix, es presenta un conjunt minim de patrons de guionat que cobreix tots els accents i marques diacritiques del catala.
    [Show full text]
  • An Added Dimension for Language Teaching
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1990 History of French : an added dimension for language teaching Marcia J. Hass The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Hass, Marcia J., "History of French : an added dimension for language teaching" (1990). Graduate Student Theses, Dissertations, & Professional Papers. 8207. https://scholarworks.umt.edu/etd/8207 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Mike and Maureen MANSFIELD LIBRARY Copying allowed as provided under provisions of the Fair Use Section of the U.S. COPYRIGHT LAW, 1976. Any copying for commercial purposes or financial gain may be under^en only with the author’s written consent. University of Montana Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. HISTORY OF FRENCH: AN ADDED DIMENSION FOR LANGUAGE TEACHING By Marcia J. Hass B. A., University of Colorado, 1967 M. A., University of Montana, 1990 Presented in partial fu lfil liment of the requirements for the degree of Master of Arts University of Montana 1990 Approved by of Examiners De^, Graduate SchSÏÏ Date 7 Reproduced with permission of the copyright owner.
    [Show full text]
  • Handout on Phonemics
    Structure of Spanish, LIGN 143 Spring 2012, Moore Spanish Phonemics 1. Phonemes Consonant Phonemes bilab labiodental dental alveolar palato-alveoal palatal velar Stops vl. /p/ /t̪/ /k/ vd. /b/ /d̪/ /g/ Fricatives vl. /f/ /s/ /x/ Affricates vl. /č/ nasals /m/ /n/ /ñ/ laterals /l/ taps/trills /r/ semivowels /w/ /y/ Vowel Phonemes Front Central Back High /i/ /u/ Mid /e/ /o/ Low /a/ Structure of Spanish, LIGN 143 Spring 2012, Moore 2. Allophones phoneme allophones rules /k/ [k̪], [k] Palatalization /b/ [β], [b] Stop-Fricative /d/ [ð], [d] Stop-Fricative /g/ [γ], [g], [γ ̪], [g ̪] Stop-Fricative, Palatalization /s/ [z], [s], [z̪], [s̪] s-Voicing, Alveolar Fronting /x/ [x̪], [x] Palatalization /n/ [m], [ɱ], [n̪], [n], [ñ], [ŋ ̪], [ŋ] Nasal Assimilation /l/ [l], [l], [ʎ] Lateral Assimilation /r/ [r],̃ [r] r-Strengthening, Tap Deletion /y/ [ŷ], [ɏ], [y] y-Strengthening, Stop-Fricative 3. Rules The rules should be applied in the order in which they are listed here (in some cases the order is crucial, in some cases it is not). SYLLABIFICATION Construct syllables from right to left. First put as much as you can into the nucleus (a vowel, diphthong, or a triphthong), add any free material on the right to the coda, then add a maximal onset, so long as the result is a possible onset. Examples: σ σ / \ / | \ O N O N C | | | | | soplar ‘blow’ /s o p l a r/ → s o . p l a r Structure of Spanish, LIGN 143 Spring 2012, Moore σ σ / \ / | \ O N O N C | | | | | peines ‘combs’ /p e y n e s/ → p ey .
    [Show full text]
  • The Vowels of California English Before /R /, /!
    The Vowels of California English before /r/, /!/, and /r\/ by Joshua Samuel Guenter B.A. (University of Oregon) 1992 M.A. (University of California, Berkeley) 1994 A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Linguistics in the GRADUATE DIVISION of the UNIVERSITY OF CALIFORNIA. BERKELEY Committee in charge: Professor John J. Ohala, Chair Professor Gary Holland Professor James M atiso ff Professor Thomas Shannon Spring 2000 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The Vowels of California English before /r/, /l/, and /q/ © Copyright 2000 by Joshua Samuel Guenter Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Table of Contents List of Figures .................................................................................................... v ii List of Tables ...................................................................................................... xi List of Abbreviations and Symbols ............................................................. x ii Acknowledgments ............................................................................................x iii C hapter 1: Introduction ...................................................................................1 C hapter 2: Historical Background ..................................................................16 2.1. Introduction ..................................................................................
    [Show full text]
  • NATIVE SPEAKER INTUITION with REGARD to the MONOSYLLABIC VERSUS DISYLLABIC NATURE of ENGLISH TRIPHTHONGS Eva Eddy
    NATIVE SPEAKER INTUITION WITH REGARD TO THE MONOSYLLABIC VERSUS DISYLLABIC NATURE OF ENGLISH TRIPHTHONGS Eva Eddy Abstract: The article presents the results of a survey carried out among British English native speakers who were presented with a list of words containing triphthongs and asked to provide their perception of the number of syllables in the given words. When analysing the results, words in isolation were compared and contrasted with those presented in a context and also with each other. Moreover, male and female respondents’ answers were considered separately and some differences were observed in the perception by men and women with regard to the issue in question. The survey showed that spelling and morphological structure of words might influence pronunciation tendencies in words containing a triphthong in native speakers of British English. Key words: syllable, nucleus, triphthong, English, native speaker Introduction When teaching phonetics and phonology to English language teacher trainees, I have always tried to combine knowledge acquired from textbooks with experience of discussions I have had with native speakers in order to provide my students with the most “real” description of how sounds in isolation and in connected speech are formed in the English language. Recently, I have stumbled upon a matter I could not resolve by studying available resources. When teaching the English syllable, I listed pure vowels, diphthongs and syllabic consonants as possible nuclei. When a student asked “what about triphthongs,” I hesitated and said it was rather complicated but I knew I had to tackle the issue before another student asks the same thing the next time we deal with the same area.
    [Show full text]
  • Review of Pronunciación Y Fonética, Version 2.1
    Language Learning & Technology May 2003, Volume 7, Number 2 http://llt.msu.edu/vol7num2/review3/ pp. 32-37 REVIEW OF PRONUNCIACIÓN Y FONÉTICA, VERSION 2.1 Name of Product Pronunciación y Fonética, version 2.1 Creators Patricia V. Lunn, Michigan State University (program author) Claire Bradin and Dennie Hoopingarner (software designers) Daniel Park and Madhu Sridharan (software developers) Distributor Instructional Media Center Michigan State University Contact Information P.O. Box 710 East Lansing, MI 48826-0710 Tel: (517) 353-9229 Fax: (517) 432-2650 http://msuvmall.msu.edu/imc System Requirements MacIntosh PowerPC or Windows95/98/NT no installation required Support Offered Support available from CLEAR staff at (517)-432-2286 or [email protected] Target Language Spanish Target Audience Majors or minors with at least a high-intermediate level of Spanish proficiency; teachers of Spanish phonology and phonetics Price $25 + s/h Reviewed by Phillip Elliott, Southern University The program contains 10 lessons, written in Spanish, on Spanish pronunciation and phonetics. As mentioned in the program, the student learns how Spanish sounds differ among themselves and how such differences may serve to distinguish one word from another. She also learns to recognize Spanish sounds and produce them (the program allows the student the opportunity to record her voice during certain exercises). The student studies some of the dialects of Spanish and learns how the study of phonetics can facilitate the comprehension and the classification of Spanish dialects. The 10 lessons are as follows, their length indicated by the number of screens they entail: Syllable (25 screens) Consonants: description (15 screens) Stress (20 screens) Consonants: pronunciation (27 screens) Phoneme (13 screens) Orthography (13 screens) Vowels: description (9 screens) Dialects (23 screens) Vowels: pronunciation (10 screens) Review (18 screens) The lessons are organized on a menu screen with color-coded buttons.
    [Show full text]
  • State Institute for Islamic Studies Padangsidimpuan 2019
    STUDENTS’ DIFFICULTIES IN PRONOUNCING DIPHTHONG AND TRIPHTHONG TBI 1 FOURTH SEMESTER PERIOD 2018/2019 IAIN PADANGSIDIMPUAN A THESIS Submitted to the State Istitute for Islamic Studies Padangsidimpuan as a Partial Fulfillment of the requirement for the Graduate Degree of Islamic Education (S.Pd) in English Written By : AHMAD AYYUB Reg. No. 15 203 00071 ENGLISH EDUCATIONAL DEPARTMENT TARBIYAH AND TEACHER TRAINING FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES PADANGSIDIMPUAN 2019 Name : Ahmad Ayyub Reg. Number : 15 203 00071 Title : Students’ Difficulties in Pronouncing Diphthong and Triphthong TBI 1 Fourth Semester Period 2018/2019 IAIN Padangsidimpuan ABSTRACT This thesis was about an analysis on students’ difficulties in pronouncing diphthong and triphthong TBI-1 fourth semester period 2018-2019 IAIN Padangsidimpuan. The purpose of this research was to know the students difficulties in pronouncing diphthong and triphthong , to know the domminant difficulties that faced by the students and the difficulties factor that faced by the students fourth semester IAIN Padangsidimpuan. This research was done in IAIN Padangsidimpuan Jl. H. Tengku Rizal Nurdin KM. 4,5 Sihitang, Padangsidimpuan Tenggara, Kota madya Padangsidimpuan. This reearch was descriptive qualitative research, the informant of this research was ten students of TBI-1 IAIN Padangsidimpuan. In collecting the data the researcher used recording and interview as the instrument. The researcher found the students’ difficulties was in different elements between native language and the target language and similar sounds in two languages which differ only slightly in their phonetic features. The domminant difficulies was in different elements between native language and the target language and domminant difficulties in sound was diphthong /eə/ and triphthong /əuə/.
    [Show full text]
  • 3. the Phonology of English Vowels: an Introduction
    3. The phonology of English vowels: an introduction Before you study this chapter, check whether you are familiar with the following terms: back, central, close, consonant cluster, diphthong, front, full vowel, half-close, half-open, high, lax, low, manner of articulation, mid, monophthong, open, place of articulation, rounded, schwa, stress, suffix, syllable, tense, triphthong, unrounded, vowel shift, weak vowel In this chapter we take a look at English vowel sounds and their possible classifications, compare them with the Hungarian vowel system and see what typical vowel alternations occur in English. Vowels differ from consonants in two very important ways: they are articulated without any kind of obstruction in the oral cavity – i.e., the articulators do not form a complete or partial closure or a narrowed passage in the way of the exhaled air. On the other hand, vowels differ from consonants in their behaviour, too: while consonants typically occur in syllable marginal positions – they appear at the peripheries of the syllable –, vowels form the very core of the syllable and occur in syllable central position. As suggested in Chapter 1, vowel sounds may be classified according to two types of factors: phonetic and phonological. In the first case, classification is based on some articulatory characteristics while in the second it is some aspect of vowel behaviour that serves as the basis for classification. Let us first examine what phonetic classes may be defined in the English vowel system. In some vowels the position of the tongue is relatively stable during articulation; such vowels are called monophthongs. In other vowels, though, the position that the tongue occupies at the beginning of the vowel differs significantly from what it occupies at the end of the vowel; i.e., The phonology of English vowels: an introduction some tongue movement is involved.
    [Show full text]