/fəˈnɛtɪks ənd fəˈnɑlədʒi əv

'ɪŋglɪʃ/ən ˌɪntrəˈdʌkt(ə)riˈkɔrs

Phonetics and Phonology of English

An introductory courseII Seminário de Letras/UEPB

Depto. de Letras-CH/Campus IIILeônidas Silva Jr.

Speech is achieved by compression of the lung volume causing air flow which may be made audible if set into vibration by the activity of the larynx. This sound can then be made into speech by various modifications of the supralaryngeal vocal tract.

Lungs provide the energy source - Respiration Vocal folds convert the energy into audible sound

- Phonation Articulators transform the sound into intelligible

speech - Articulation

Overview of Speech Production

DEFINITIONS

Each language makes a different use of the articulatory system. Phonology is the science that studies the sound patterns of the language, especially its matrix of phonemes. (RAUBER, 2004).

The study of speech sounds in language or a language with reference to their distribution and patterning and to tacit rules governing pronunciation.

PHONETICS vs. PHONOLOGY

PHONETICS vs PHONOLOGY

Phonetics studies speech sounds in ways that are close to the speech stream, focusing on production, acoustics, and perception (HAYES, 2007).

Phonology tends to be more abstract, dealing not directly with the physical nature of speech sounds but rather with the largely unconscious rules for sound patterning that are found in the mind/brain of a person who speaks a particular language. It could be said that a phonologist is a kind of grammarian, and the area of grammar that it is studied is the sound pattern of a language (HAYES, 2007).

PHONETICS vs PHONOLOGY

Phonetics study shows that sounds vary with their context, often in complex ways.

Phonology hypothesize rules to characterize this variation.

The sequencing and distribution of speech sounds is not arbitrary, but follows patterns also describable with rules.

Phonology is interfaced with other components of the grammar, particularly morphology and syntax.

PHONOLOGY

PHONETICS

PHONETICS vs PHONOLOGY

Phoneme is the smallest unit of sound in its abstract representation in a language (CRYSTAL, 1995; HAYES, 2007).

Phone is the smallest unit of sound that can be articulated through a phonetics perspective (CRYSTAL, 1995; HAYES, 2007).

CLASSIFICATION OF CONSONANTS

Classification of Consonants

Most English consonants can be classified using three articulatory parameters:

Voicing: vibration or lack of vibration of the vocal folds.

Place of Articulation: the point at which the air stream is most restricted.

Manner of Articulation: what happens to the moving column of air. This represents the form/way of how the articulatory system will be projected for sound production.

VOICING PROCESS

----------------§§§§§§§§

Classification of Consonants

Voicing introduces vibration into the resonating column of air. When the vocal folds are tensed, they vibrate as the air stream passes them. The result is a voiced sound, such as /z/ and /v/.

When the vocal folds relax, the air stream passes them without causing vibration. The result is a voiceless sound, such as /s/, /f/ and /t/.

Classification of Consonants

PLACE OF ARTICULATION

Classification of Consonants

Lips: BILABIAL consonants /p/, /b/, /m/, /w/;Lips and teeth: LABIODENTAL consonants: /f/, /v/;Teeth: INTERDENTAL consonants /θ/, /ð/;Alveolar ridge: ALVEOLAR consonants /t/, /d/,

/s/, /z/, /n/, /l/;Central palate/hard palate): PALATAL consonants/ʃ/, /ʒ/, /r/, /tʃ/, /dʒ/, /y/;Velum/soft palate): VELAR consonants /k/, /g/, /ŋ/;Glottis: GLOTTAL (fricative) /h/.

Classification of Consonants

MANNER OF ARTICULATON

The process by which the moving column of air is shaped; It defines the form/way of how consonants are articulated:

Stops: /p, t, k, b, d, g/;Fricatives: /f, v, θ, ð, s, z, ʃ, ʒ, h/;Affricates: / ʧ, ʤ/;Nasals: /m, n, ŋ/ (sometimes called “nasal

stops”);Liquids: /l, r/;Glides: /w, y, hw/.

IMPORTANT!!!

A consonant shall considered to be simultaneously classified by place and manner of articulation with no interference between each category. Denominations will come for both or more features.

For instance, the consonant/phoneme /b/ is a BILABIAL/STOP and /ŋ/ is VELAR/NASAL.

Classification of Consonants

Answer the questions below;

Why are these consonants called

a) Stops;b) Fricatives; c) Affricates; d) Nasals;e) Liquids;f) Glides.

FRICATIVES

Fricatives occur when the air stream is audibly disrupted but not stopped completely.

Voiced fricatives are the /v/ in very and shove, the /ð/ in thy and bathe, the /z/ in zoo and wise, and the /ʒ/ in measure and Zha Zha.

Voiceless fricatives are the /f/ in fool and laugh, the /θ/ in thigh and bath;

The /ʃ/ in shock and nation, the /s/ in soup and miss, and the /h/ in hope and hand.

AFFRICATES

Affricates start out as a stop, but end up as a fricative. There are two affricates in English, both of which are palatal. Therefore we do not need to mention place of articulation to describe afficates.

The voiceless affricate is the /tʃ/ in lunch and chapter.

The voiced affricate is the /dʒ/in germ, journal and edge.

NASALS

Nasals occur when the velum is lowered allowing the air stream to pass through the nasal cavity instead of the mouth. The air stream is stopped in the oral cavity, so sometimes nasals are called “nasal stops”.

Nasals are the /m/ in mind and sum, the /n/ in now and sign, and the /ŋ/ in sing, longer and bank.

LIQUIDS

Liquids occur when the air stream flows continuously through the mouth with less obstruction than that of a fricative. Both liquids in English are voiced, there is no need to mention voicing for description of the liquids.

Liquids were also called “fluids” because of their manner of articulation.

LIQUIDS

The “lateral” liquid, /l/, is pronounced with the restriction in the alveolar region at the beginning of syllables, as in low and syllable, but in the velar region at the end of syllables, as in call, health. It is called “lateral” because air flows around the sides of the tongue.

The “central” liquid is the /r/ in rough and chore. This also has various pronunciations. It is called “central” because air flows over the center of the tongue.

So the terms “central” and “lateral” replace the place of articulation in descriptions of the liquids

GLIDES

Glides occur when the air stream is unobstructed, producing an articulation that is vowel-like, but moves quickly to another articulation making it a consonant. Sometimes glides are described as semivowels.

The glides in English include the /w/ as in witch, away, and one;

The /y/ in yes and yoyo.

Checking out phonological processes in CARTOONS

Some enviromental realization of the phoneme /r/

/r/ → [ɹ] /cluster - b,p,f,v,t,d,k,g ___ / [bɹæd] [pɹayz] [‘fɹ:idʌm] [vɹ:um] [tɹayɫ] [dɹɛs] [kɹæʃ] [gɹæs] /r/ → [w] /Ø/

CLASSIFICATION OF VOWELS

Vowels sounds are produced without stopping the flow of air from the lungs as it comes out of one’s mouth, and sounds one can produce with very little or no friction.

A vowel is a type of sound for which there is no closure of the throat or mouth at any point where vocalization occurs.

Vowel sounds are produced with a continuum of air from the lungs until its passage through the vocal tract.

Vowels can be contrasted with consonants in features such as their manner of articulation which there are one or more points where air is stopped.

In nearly all languages, words must contain at least one vowel.

Distinctive features of vowel phonemes are for instance [+voiced/sonorant/continuant].

VOWEL GRID

CARDINAL VOWELS

ENGLISH VOWELS

BRITISH ENGLISH VOWELS

AMERICAN ENGLISH VOWELS

ONE-VOWEL SOUND INVENTORY

ONE-VOWEL SOUND INVENTORY

Note that the two central vowels sound pretty much the same in isolation. The main difference between the two is that the [ʌ] sound occurs in stressed syllables (like "funny"), while the schwa sound [ə] occurs in unstressed syllables (like “mechanic").

PROSODIC ASPECTS OF ENGLISH; Stress and

Rhythm

PROSODY is understood to comprise the “musical” atributes of speech in its auditory effects such as melody, dynamics, rhythm, tempo and pause (COUPER-KHULEN; SELTING, 1996);

PROSODY comprehends - in linguistics (phonetically realized) - the use of pitch, loudness, tempo, and rhythm in speech to convey information about the structure and meaning of an utterance as well as the patterns of stress and intonation in a language (CRYSTAL, 1994).

DEFINITIONS

STRESS is the relative emphasis that may be given to certain syllables in a word, or to certain words in a phrase or sentence. The term is also used for similar patterns of phonetic prominence inside syllables.

The word accent is sometimes also used within this sense.

STRESS

* * *

TWEN ty * * *

PLA ces

STRESS – Syllable level (σ)

* * * * * * *

Twenty Places

STRESS – Foot Level (Σ)

* * * * * * * * * * * * * * Twenty Places Further Back

STRESS – PhP Level (φ)

Sentence stressshe WENT to the MOvies aLONE.

Contrastive stressSHE went to the movies alone;She WENT to the movies alone;She went to the MOVIES alone;She went to the movies ALONE.

PITCH – Sentence Stress / Contrastive Stress

According to Pike (1945), rhythm in languages can be determined as STRESS-TIMED and SYLLABLE-TIMED rhythm.

English is considered to have a stress-timed rhythm. It implies that stressed syllables will tend to occur at relatively regular intervals whether they are separated by unstressed syllables or not. The time from each stressed syllable to the next wilbe the same.

Interstress intervals shall be realized in regular intervals of time as well.

In syllable-timed languages, such as Brazilian Portuguese, ALL syllables – unstressed or not – tend to occur in regular intervals of time (ROACH, 2005).

RHYTHM

RHYTHM is denote to be involved in events happening with regular intervals of time (ROACH, 2005).

One can detect RHYTHM on heart beat or on a piece of music.

Linguistically, Eglish language is consider rhythmical or eurhythmic and that the rhythm is found , perceptivvely, in regular occurences of stress syllables.

RHYTHM

HAVING FUN WITH STRESS AND RHYTHM

FUN TIME

She work it girl, she work the poleShe break it down, she take it low

She fine as hell, she about the doughShe doing her thing out on the floor

Her money money, she makinLook at the way she shakin

Make you want to touch it, make you want to taste it

Have you lustin' for her, go crazy face it

FUN TIME

She's so much more than you're used toShe know just how to move to seduce you

She gone do the right thing and touch the right spotDance in you're lap till you're ready to pop

She always ready, when you want it she want itLike a nympho, the info, I show you where to meet her

On the late night, till daylight the club jumpin'If you want a good time, she gone give you what you

want

FUN TIME

Baby it’s a new age, you like my new crazeLet's get together maybe we can start a new

phaseThe smokes got the club all hazy, spotlights

don't do you justice babyWhy don't you come over here, you got me

saying Aayooh I'm tired using technology, why don't you sit

down on top of me?

PHONETICS AND PHONOLOGY APPLIED TO PRONUNCIATION

TEACHING: A handout for teachers’ inferences

INTRODUCTION

It is important to emphasize that pronunciation teaching is currently undergoing a revival after several decades of neglect. There are many questions requiring detailed research and empirical investigation. The account presented here represents a current “best guess” for which there is considerable evidence but which is most certainly not the last word on the subject (FRASER, 2001).

RELEVANCE IN PRONUNCIATION TEACHING

Pronunciation lessons work best if they involve the students in speaking, rather than in only learning facts or rules of pronunciation.

Students feel more comfortable learning the rules of the language because it is less threatening than actually speaking. However, the transfer of explicit knowledge of rules into pronunciation practice is very limited (JENKINS, 2000).

RELEVANCE IN PRONUNCIATION TEACHING

Learning pronunciation requires an enormous amount of practice, ,especially at early stages.

Drilling process is paramount.When Drilling meets real and useful

situations of talk (spontaneous verbal interaction) phrases and/or sentences are highly advantageous to learners (WIDDOWSON, 1978).

leonidas.silvajr@gmail.com

/ˈθæŋkˌjuː fər ˈkʌˌmɪŋ/

leonidas.silvajr@gmail.com

SOME REFERENCES

CRYSTAL, D. (1995), The Dictionary of Linguistics. Cambridge, Cambridge University Press.

BRIGGS, D; DUMMET, P. (1995) Listening and Speaking Advanced. London, Macmillan. FRASER, H. (2001) Teaching Pronunciation: A handbook for teachers and trainers.

Sydney, TAFE NSW - Access Division. HAYES, B. (2007), Introductory Phonology. Los Angeles, Blackwell. JENKINS, J. (2000) The Phonology of English as na International Language. Oxford,

Oxford University Press. LADEFOGED, P. (2001). A Course in Phonetics (4th ed.). Fort Worth: Harcourt College

Publishers. LADEFGED P. (1996). Sounds of World Languges, Blackwell. RAUBER, A. (2004), Accurate Pronunciation for Efficient Communication. Florianópolis,

Revista Expectativa. ROACH, P. (2005). English Phonetics and Phonology, Cambridge, Cambridge University

Press. WIDDOWSON, H. G. (1978) Teaching Language as Communication, Oxford, Oxford

University Press. http://www.utexas.edu/courses/linguistics/resources/phonetics/vowelmap/index.html Access in 2011 http://www.phonetics.ucla.edu/course/chapter9/cardinal/cardinal.html Access in 2011 http://www.ESL-GALAXY.com Access n 2012. http://www.esl-galaxy.com/ Access in 2012.