PKB3105 Phonology

8/3/2019 PKB3105 Phonology

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COMPONENT OF LANGUAGE

~ PHONOLOGY ~

NUR IKHWATUN HASANAH SEZALI

PISMP S3 PEND. KHAS (BM) / PJ


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DEFINITION

A word from Ancient Greek voice,sound

Phonology is the study of the sound system of languages

the study of the sound system of a given language and

the analysis and classification of its phonemes The study of the way sounds function in languages,

including phonemes, syllable structure, stress, accent,

intonation, and which sounds are distinctive units within

a language; The way sounds function within a givenlanguage

Phonology is the aspects of language related to the

distinctive features of the representation and reception

of sounds of language.


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CONCLUSION OF DEFINITION

PHONOLOGY is the study of the rule system

that governs how particular speech sounds

are used to produce meaningful words. Itinvestigates the systematic organization of

sounds in a particular language.


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ASPECTS OF PHONOLOGY

Pausing -the variable that determines speech

rate (Goldman Eisler ,1968)

Phrasing shortening or lengthening of pauses

Intonation - the amplitude of pitch

movements, the overall pitch range, or the

segmental alignment of pitch targets

Segments pronunciation,fast or slow


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PHONOLOGY PROCESS

How well words can be understood by

parents

By 18 months a child's speech is normally 25%

intelligible

By 24 months a child's speech is normally 50 -

75% intelligible

By 36 months a child's speech is normally 75-100% intelligible

Source: Lynch, J.I., Brookshire, B.L., and Fox, D.R. (1980). A Parent - Child Cleft Palate

Curriculum: Developing Speech and Language. CC Publications, Oregon. Page 102


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PHONOLOGY DISORDER AMONG

CHILDREN It occurs when a child does not develop the

ability to produce some or all sounds necessaryfor speech that are normally used at his or her

age. Characteristics of phonological disorder children have other speech and language difficulties such as

immature grammar and syntax, stuttering or word-retrieval difficulties

no subsequent reading and spelling problems difficulties with written expression in primary school

Systematically altering the structure of words and/orsubstituting speech sounds.


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CAUSES

structural problems -> (abnormalities in the areasnecessary for speech sound production, such as thetongue or the roof of the mouth) difficult for children to produce certain sounds

in some cases make it impossible for a child to produce thesounds at all

Treated with languange therapy

neurological problems or abnormalities includes problems with the muscles of the mouth that do

not allow the child sufficient fine motor control over themuscles to produce all speech sounds

phonological disorder of an unknown cause slight brain abnormalities, causes rooted in the child's

environment, and immature development of the

neurological system


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TYPES OF PROBLEMS

1)consonant deletion2) speech difficulty


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CONSONANT DELETION

Consonants are one such segment that is readilyomitted.

Children may omit sounds at the beginning of

words -> referred to as initial consonant deletion

Example :

catbecomes at

hitbecomes it

boatbecomes oat


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In addition,a child may leave off consonants

that appear at the ends of words.

This is known as final consonant deletion, Example :

top becomes to

bedbecomes beman becomes ma

CONSONANT DELETION


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SPEECH DIFFICULTY

speech sound skills develop slowly develops speech sounds more slowly than his

or her peers

there are some very common mistakes thatthey made when they are talking including the

omission of sounds, (i.e. frequently at the end

of words), the distortion of sounds, or the

substitution of one sound for another


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HOW TO SOLVE/HELP?

phon

olog

ical

ther

apy- the application of phonological principles to thetreatment of children with developmental phonological disorders

Grunwell's (1992) -> 7 principles in treatment planning

Variability should be targeted in order to establish stable & accurate

realisations.

The system of contrasts should be expanded to increase communicative

adequacy.

New contrasts should be introduced first in well-established structures.

The phonotactic potential should be extended to increase communicative

adequacy.

New structures should be introduced using well-established consonants.

Where possible the treatment programme should follow the normal

developmental sequence.

Where appropriate, patterns to be targeted first are those:

(a) most deviant from normal phonology

(b) most destructive of communicative adequacy.


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References

wordnetweb.princeton.edu/perl/webwn en.wiktionary.org/wiki/phonology

www.education.vic.gov.au/studentlearning/teachingresources/english/englishcontinuum/englishglossaryl-z.htm

http://www.coli.uni-saarland.de/~trouvain/trouvain_1999.pdf

http://www.speech-therapy-information-and-resources.com/phonological-processes.html

http://www.minddisorders.com/Ob-Ps/Phonological-disorder.html

http://www.teachit.co.uk/armoore/lang/phonology.htm


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