Modules - Transcription, phonology and phonetics, articulatory gestures; English diphthongs, PDF

Preview

Summary

Transcription, phonology and phonetics, articulatory gestures; English diphthongs, vowels...

Description

Modules Phonetics

Índice Module number 1 Module number 2 Module number 3 Module number 4 Module number 5

Tema Phonetics module 1

Text reading: Chapter 1: Pages 2-5 Mini Lecture: Phonetics Phonetics is concerned with describing speech. !Phoneticians need to find out what people do when they are talking an sounds of speech can be described. !The study of Phonetics is divided into two major categories. !They are Articulatory and Acoustic Phonetics. ! Articulatory Phonetics deals with how speech sounds: !phonemes — are made. Acoustic Phonetics deals with what we hear, and the acoustic, or sound energy , structure of speech sounds. !Speech soun other sounds, differ from each other in three ways: !pitch, loudness, and quality. ! Speech Production Most speech sounds ( phonemes ) are made by movements of the tongue and lips, or gestures, forming particular s sounds must be audible so they may be heard and recognized. Making speech gestures audible involves pushing air out of the lungs and producing a noise in the throat and mouth. ! as voicing. ! Voicing The power of voicing is the respiratory system pushing air out of the lungs, up through the trachea, and into the larynx vocal folds. !If the local folds are situated so there is just a narrow passage between them, the airstream from the lungs vibrating. !Speech sounds produced when the vocal folds are vibrating are called voiced phonemes, as opposed to th vocal folds are apart. !These are called voiceless phonemes. ! IPA: ! ! !International Phonetic Alphabet The IPA is the transcription system phoneticians use to “write” phonemes. !Unlike orthography, the spelling system IPA represents the phonemes of every known language. ! We do not talk about “letters” or use letter names in talking ab write letters; but we transcribe phonemes. ! ! Phonology ! ( from Chapter 2 !page 35 ) Phonology is the sound subsystem of a language. !It describes the language’s sound system and patterns of sound in involves studying a language to determine the classification and distribution of sounds in a language. !If you think of th behaviors of, a family or a team, as examples: !you could imagine Phonology as the abstract force that determines the si differences among the members; as well as in what ways they relate to each other. ! ! Summary We will discover the abstract influences of !Phonology on Speech from time to time in our study of Phoneti cs. !For now, with the formation and the description of phonemes. !Consider the following questions. 1. What makes phonetic transcription different from orthography? Phonemic orthographies are different from phonetic transcription; whereas in a phonemic orthography, allophones will usually be represented by the same gr phonetic script would demand that phonetically distinct allophones be distinguished

Tema LEARNING MODULE TWO: ARTICULATORY GESTURES Articulators, Places of Articulation, Manners of Articulation !

HUC 115 Phonetics LEARNING MODULE TWO: ARTICULATORY GESTURES Articulators, Places of Articulation, Manners of Articulation ! Summary of Articulators, places / points of articulation, and manners of articulations ! Text reading: ! pages 10 - 19 ! !

!

!

!

!

!!!! !!!! !!!! affric

Tema Phonetics LEARNING MODULE THREE PHONOLOGY and PHONETIC TRANSCRIPTION !

Text Reading: ! pages 35 - 37 ! ABOUT TRANSCRIPTION !Phonetics is more than learning to use phonetic transcription, although phonetic transcription is an important tool. !It is u

citation style also called cited speech and connected or narrative speech. !In citation style speech, a sequence of phonemes fashion, without taking into account the influence of the phonemes surrounding each phoneme. !This influence is a result gestures. The concept of overlapping gestures is that in everyday speaking, we do not stop between phonemes to produce !Rather we move swiftly from one phoneme to another in connected fashion. ! When we transcribe in citation style we focus on the articulatory gestures of each phoneme. !That is how we will transcribe !When we move into studying the rhythm of language, we will expand our transcription to connected speech, taking into a phonemes that define language rhythm. ! PHONOLOGY

Regardless of whether we are transcribing citation style speech or connected speech, it is important to understand tha transcribing is the oral representation of language !— in other words, speech. !Speech is the application of the abstrac language called phonology. ! Phonology determines how a language’s phonemes are classified and how they behave with each other. !For exampl classified in two large groups: !vowels and consonants. !Consonants are classified according to the articulatory gesture !Examples in English !include: !stops, nasals, fricatives, affricates, and glides, Phonology also determines how phonemes behave. !Much of phonemic behavior has to do with their distribution in question related to phonemic distribution has to do with how one contrasts with another. !Does one convey a differen another? !When two sounds can be used to differentiate words, we say they are distinct or contrastive. !( text page 36 separate phonemes !( This is another way of expressing the usual linguistic definition of Phoneme !which is the follow ! A phoneme is the smallest unit of sound that has meaning in a language. !A language’s phonology also determines how phonemes occur linearly — in other words — how they can or cannot lin

example the phonemes / !m !/ !and / !b !/ !may occur in a sequence !— in that order. !An example word is mbwa. In English this linear sequence is not “allowed.” !Phonology also dictates in what word position consonant phonemes particular language. !In English, for example, the sequence of / ! b !/ !and ! / ! l !/ ! !can occur in word initial position as may not occur in word final position. !There are no words that end with ! / !b !/ ! !/ !l !/ . ! ! THE RELATIONSHIP BETWEEN PHONOLOGY AND PHONETIC TRANSCRIPTION

!We have said that transcribing phonemes — pieces of sound that are distinctive or contrastive with regard to meaning in a important tool in the study of Phonetics. ! / !p ! i ! ! ! k !/ ! ! ! and ! ! / !k ! !i ! !p ! / ! are both phonemic transcriptions. !The two transcriptions represent words with differen the positions of the phonemes ! ! !/ ! ! !p ! !/ ! ! !and ! ! !/ ! k ! !/ . ! Our text points out !( pages 47 and 48 ) !that it is possible to include more phonetic information than meaning contrast in transcription. For example, our text points out !( page 47 ) that in !English, the final ! / !t !/ !in words such as cat and hat may of air. !We call this aspiration. Aspiration is an example of a tiny sound variation in phonemes which results in allophones. of a phoneme. !( The Glossary in our text .. on page 313 !provides a full explanation of allophones. ) !We can think of phone sounds; and allophones as members of the family. !The final ! / !t !/ !in cat or hat !may also be released without aspiration. !B phonology does not require either one or the other we ay they are in free variation Free variation is a type of phonetic dis

Tema LEARNING MODULE # 4 ALLOPHONIC !VARIANTS OF ENGLISH CONSONANTS

Text Reading: !from Chapter 3 ! Chapter 3 talks about fine variations in articulatory gestures in consonants that refle ! ALLOPHONIC VARIANTS OF STOPS ! ! ! ! ! ! ! !Vowels are shorter before voiceless stops than voiced stops. ! !

! p ! released in the usual way. !The words: !sudden and hidden demonstrate nasal plosion. ! !

!

ALLOPHONIC VARIATIONS OF FRICATIVES ! p. 69 - 70 !As with stops, vowels are shorter before voiceless fricatives than before voiced fricatives. !Examples are ri say vowels are shorter before all voiceless consonants. ! ! p. 70 Voiceless fricatives are lounger than their voiced counterparts at the end of a syllable. !Examples are hit vs. hi ! p. 70 Voiced fricatives at the end of a word are !voiced throughout their articulation only when they re followed by !This variation relates to connected speech. !Examples are: !prove !it !.. where / !v !/ is fully voiced; as opposed to pro four… where ! / ! t ! / !is voiceless; or try to improve !where !/ !v !/ !is followed by a pause. !

Tema Phonetics LEARNING MODULE # 5 ARTICULATION OF VOWELS AND DIPHTHONGS

Text reading: Chapter 4

When we spoke about the articulation of consonants, we mentioned that contact poin articulators and places / points of articulation are not exact, because no two people’s gestures are exactly the same. This is even more the case in the articulation of vowe diphthongs. Our text points out ( page 91 ) that “the terms we are using ostensibly re position. It is more accurate to think of them as labels that describe how vowels sou one another. They are not absolute descriptions of the position of the body of the ton Our authors continue that because the tongue doesn’t touch the hard palate in produ is difficult to feel what the tongue is doing in our own speech.

When we move from one vowel to another we are changing the auditory quality of the that by changing the position of the tongue and lips, but as it is difficult to tell how ex tongue is moving, phoneticians traditionally use descriptive terms that describe the a of the vowel: high, low, front, and back. The authors point out that the charts we use to describe vowels actually represent an space .. how the vowel sounds, and not real tongue positions. Their remarks are bas vowel articulation. * Although these images carry important information, as Speech-language patholog clients with articulatory cues to change the quality of vowels is generally helpful in h change the production of the vowel, and that facilitates auditory training.

A diphthong involves a change in quality within one vowel. They can be described as from one vowel quality to another. In American English, the change involves an upw — either front or back.

The vowel in the words word, fur, heard is said to be r - colored ( page 99 ). It involv

Accents of English differ from each other quite substantially. The first difference bet accents may be the number of vowels they contrast. The lexical set system provides about the accent variation in English vowels. ( pages 102 - 103 )

In the vowel chart representing an auditory space, vowels near the outside are more from one another than vowels in the middle. Vowels near the center become more re quality. The schwa is produced when vowels have a central reduced vowel quality.

These are labels used to designate 2 groups of vowels that behave differently in Eng ( page 105 ) There are phonetic differences between the 2 groups, but they are not s matter of muscular tension versus laxness. The differences between the 2 sets can b discussed in terms of the different kinds of syllables in which they can occur —- in cl syllables or in open syllables. ( page 106 )

vowel is longest in an open syllable next longest on a syllable closed by a voiced consonant shortest in a syllable closed bOther things being equal, stressed versus unstressed syllable longer in stressed syllables number of syllables longest in monosyllabic words next longest in words with 2 syllables

LEARNING MODULE # 6 OVERVIEW OF ACOUSTIC PHONETICS

Text reading: pages 6 - 9; 19 - 20; 23 - 24 is about describing speech sounds by what we hear; as opposed to how they are made. Our text points out that ( page 6 ) “linguists and speech pathologists need to understa certain sounds become confused with one another. We can give better descriptions of sounds ( such as vowels ) by describing their acoustic structures rather than by describ articulatory movements involved. “

1. Pitch 2. Loudness 3. Quality

Page 7 “Sound consists of small variations in air pressure that occur very rapidly one a another.” “Variations in air pressure, in the form of sound waves, more through the air somewhat ripples on a pond. When they reach the ear of a listener, they cause the eardrum to vibr graph of a sound wave is very similar to a graph of the movements of the eardrum.”

Look at the following video: Understanding Sound Waves | MED - EL on Youtube. August 16, 2013 : 1:45

speed of the sound wave — the number of cycles of vibration per second Frequency is translated into hearing as pitch. size of the sound wave — the amount of air displaced. Amplitude is tran hearing as volume. “In order to visualize what we hear, ( page 8 ) we simulate the property of hearing by per spectral analysis of the sound, which results in a spectrogram.”

Our authors point out ( page 23 ) that sounds have complex structures. We can think containing a number of different pitches simultaneously. “There is the pitch at which usually spoken, which depends on the pulses being produced by the vibrating vocal f separate from this, , there are overtone pitches that depend on the shape of the reson of the vocal tract. These overtone pitches give the vowel its distinctive quality.” ( page 24 ) “ In summary, vowel sounds may be said son a variety of voice pitches, bu differentiated from one another by two characteristic vocal fact pitches associated w overtones.” “One of them corresponds roughly to the difference between front and back vowels. corresponds to what we call vowel height in articulatory terms. These characteristic called the formants of the vowels.”

LANGUAGE RHYTHM AND SUPRASEGMENTALS

What is language rhythm? In Phonetics, rhythm is the movement of speech, marked by stress, timing, and quantity of syllables. The syllable is thus the basic unit of rhythm in language. The phonetic structure of the syllable is the fol A syllable contains 1 — and only 1 vowel — A syllable may or may not contain 1 or more consonants. Larger rhythmic units — made up of quantities of syllables — are called phrases. They are not grammatica vocal phrases. Because voice depends on breath, a phonetic phrase is also called a b death group. Suprasegmentals Suprasegmental is the term for category of phonological ( also phonetic ) phonemes that are NOT segm Suprasegmentals create a language’s rhythm. The phonemes we have studied until this point are segments : consonants and vowels, which line up ( t form larger units of language: words, grammatical phrases, and sentences ......... AND syllables. Non-linear phonemes are called suprasegmentals because they relate to groups of syllables There are 3 language. They are: ——— emphasis * A. Word Stress is the heaviest emphasis on 1 syllable in a word B. Phrase Stress is the heaviest emphas phrase * Word stress is determined by the phonological rules of a language. ———— spacing between phrases ( terminal junctures ) and much smaller spaces between words ( internal junctures ) Pitch contour ——— the variation in vocal pitch How do suprasegmentals work in English? Stress Although all languages have all three elements of suprasegmentals, the ways in which they interact var language. Most languages give syllables equal time in phrases. English is a language which does not. I a few other languages ) it is the suprasegmental, stress, that times the rhythm of the language. English stress-timed language. We already know that we can have only 1 primary stress in a phrase.In our example: Sally bought a new car only 1 syllable can be stressed. That choice of emphasis will depend on what the speaker means , in oth speaker stresses which word he wants to express is important. If we change car to bicycle, we still can have only 1 syllable stressed. But if it is the word bicycle that is important, we do not have the choice to change the word stress in bicycle. Juncture ( terminal )

Effects of Suprasegmentals on Connected Speech Suprasegmentals permit speakers of English to use varied styles or registers of the langua these “styles’ are actually dialects. Dialects are varieties of a language associated with spe given type — geographical or otherwise. ( from The Linguistics Encyclopedia ). An example of the use of suprasegmentals in an info English is the following: A. What did you do changes to B. Wa ja do If we transcriber version A and then transcribe version B we can see that: the placement of primary stress removal of junctures shortening of vowels have worked together ( according to English language phonological rules to create the fo phonetic processes:...