Phonetics Midterm Review PDF

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This is a review for phonetics to prepare for midterm and final exams. I made this review sheet at midterm....

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Phonetics Review Definitions Science: the study of anything in the world Systematic: a repetitive series of steps that occur naturally Speech Sound: a sound originating from the larynx Alphabet: a set of letters or symbols Phonetics: 

The science of speech sounds



A systematic study of speech sounds



The study of speech sounds and how they’re produced

Phoneme: a distinctive speech sound Homophone: two words that sound the same, but are spelled different Syllable: a speech unit containing a vowel and possibly a consonant before and/or after it “Supra-“: above Larynx: voice box Vocal Folds: vocal cords, located inside the larynx Vocal Tract: supralaryngeal subsystem/ everything above the larynx Voiced Phoneme: vibration of vocal folds occurs Voiceless Phoneme: vibration of vocal folds does not occur Occlusion: closing off Labial: lips Lingual: tongue Alveolar Ridge: ridge in the mouth behind the top teeth Velum: soft palate Hard Palate: located between the alveolar ridge and velum Glottis: the space between the vocal folds Resonance: 

Sounds bouncing around, getting louder



There are 4 nasal sounds that are resonated in the nasal cavity

Minimal Pair: two words that differ by only one phoneme Prosody: suprasegmental, “beyond the segment” (pitch, rate, stress) Velopharyngeal Closure: velum closes the nasal cavity Cleft Palate: a space between the the soft & hard palates

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Phonetics Review Uses of Phonetics 

Speech-Language Pathology o Diagnose and treat articulation errors o Monitor progress

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Linguistics o Describe characteristics of different languages and dialects in typical language users

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Education o Reading difficulties o Understanding dialectical vs. disordered speech

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Acting o To master dialects and accents

Problems with the Orthographic Alphabet 

One phoneme can be represented by a combination of letters (ex: /Θ/ “th”)



One phoneme can be represented by different letters (ex: /Λ/ “o” “u”)

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One letter can be represented by different phonemes (ex: see above )

Syllables 

Contain a vowel ‘nucleus’



May have a consonant onset (before nucleus) (ex: “go”)

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May have a consonant coda (after nucleus) (ex: “up”)

Systems of Speech Production 

Respiratory

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Phonatory



Supralaryngeal

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Phonetics Review Respiratory System 

Consists of the lungs and all structures that allow air to enter (inhalation) and exit (exhalation) the lungs



Serves to provide sufficient airflow to produce speech

Phonatory System 

Consists of the larynx and vocal folds (which are inside the larynx)



The vocal folds provide constriction to the exhaled air flow to produce voice

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The air is exhaled and moves to the vocal folds



The vocal folds are either adducted (together) or abducted (apart) o Adducted: vibration of the vocal folds occurs (voiced) (ex: /z/) o Abducted: vibration of the vocal folds does not occur (voiceless) (ex: /s/)

Supralaryngeal Subsystem 

Manipulates the air coming out of the larynx to create the sounds of our speech

Word Stress 

Most prominent part of a syllable in a multisyllabic word o Emphasis that a speaker places in a multisyllabic word



Stressed syllable is longer, lower, and higher pitched than a non-stressed syllable

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The symbol you use can be influence by stress

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The best and simplest way to determine which syllable is stressed is by stressing the wrong syllable

Differentiating Phonemes 

Phonemes can be differentiated by their: o Voicing o Place of articulation o Manner 

Stops, fricatives, affricates, nasals, lateral, and glides

CONSONANTS 3

Phonetics Review

Stops 

Complete occlusion of the vocal tract



Breath flow stops for a moment

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/p/, /b/, /t/, /d/, /k/, /g/

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Voiceless bi-labial

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How it’s made

[p]

o Breath stream impeded by airflow [b] 

Voiced bi-labial

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Voiceless lingua-alveolar

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How it’s made

[t]

o The tongue tip contacts the alveolar ridge o Airstream is stopped and released [d] 

Voiced lingua-alveolar

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Voiceless velar stop

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How it’s made

[k]

o The back of the tongue contacts the soft plate [g] 

Voiced velar stop

Fricatives (hissing) 

Breath stream forced through narrow constriction in vocal tract



/f/, /v/, /Θ/, /ð/, /s/, /z/, /ʃ/, /ʒ/, /h/

[f] 4

Phonetics Review  

Voiceless labio-dental How it’s made o Lower lip and top front teeth come together and an unvoiced air stream runs past

[v]  Voiced labio-dental [Θ] (“th”)  Voiceless lingua-dental  How it’s made o The breath stream goes through the space between the top of the tongue and the upper central teeth [ð] (“th”)  Voiced lingua-dental [s]  Voiceless lingua-alveolar  How it’s made: o The tongue contacts the teeth gums laterally (on the side) [z]  Voiced lingua-alveolar [ʃ] (“sh”)  Voiceless lingual-palatal  How it’s made o Similar to [s], but the tongue goes further back towards the soft palate [ʒ] (“g” in genre)  Voiced lingua-palatal [h]  Voiceless glottal (laryngeal)  How it’s made: o Produced by airflow through the glottis Affricates  Combination of stop and fricative features 

/tʃ/, /dʒ/

[tʃ] (ch)  voiceless lingua-alveolar-palatal  tongue contacts alveolar ridge and hard palate, stopping air flow [dʒ] (“j”)  voiced lingua-alveolar-palatal Nasals  the velum is relaxed (down), allowing resonance in the nasal cavity 5

Phonetics Review 

/m/, /n/, /ŋ/



Voiced bilabial o stop: /b/ How it’s made: o Closed lips o The airstream leaves the vocal tract through the nasal cavity

[m]

 [n]

Voiced lingua-alveolar o Stop: /d/ o Fricative: /z/  How it’s made o The tongue is on the alveolar rides o The sides of the tongue come in contact with the upper teeth and gums  Complete occlusion in the mouth [ŋ] (ng)  Voiced lingua-velar  How it’s made o The tongue body contacts the lowered soft palate o The airstream leaves the vocal tract through the nasal cavity 

Lateral  The airstream flows laterally of an elevated tongue tip  /l/ [l] 



Voiced lingua-alveolar o stop: /d/ o fricative: /z/ o nasal: /n/ How it’s made o (see manner)

Glides  Movement (“gliding”) towards or away from a starting point constriction  /j/, /r/, /w/ [j] (“y”)  Voiced lingua-palatal  Fricative: /ʒ/  How it’s made 6

Phonetics Review o It begins with the front of the tongue raised toward the front part of the hard palate, in approximate position for [i]  /i/  “A”  /i/  “I”  /i/  “O”  When transitioning from /i/ to another vowel, you make the /j/ sound in between [r]  

Voiced lingua-palatal o /j/ was also a voiced lingua-palatal glide, but it’s made differently How it’s made o The tongue is arched toward the palate (“bunched” or “retroflex” position), then moves to the position for the following vowel o It can be produced in multiple ways

[w] 



Voiced bilabial o Stop: /b/ o Nasal: /m/ How it’s made o The lips are rounded, then moved to position for the following vowel

 Only stops, fricatives, and affricates can be voiceless  Most speech sounds are oral, not nasal  Order of the mouth (front to back): o Teeth  alveolar ridge  hard palate  soft palate (velum)  Vowels are always voiced

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Phonetics Review

VOWELS Front Vowels [i] (long ”e”)  Tongue position: high front (corner of quad)  Teeth: nearly occluded  Lips: unrounded, may be drawn back [ɪ] (short “I”)  Tongue position: high front  Lips: unrounded [e] (long “a”)  Tongue position: mid front  Lips: unrounded  Tendency towards diphthongization: eɪ [ɛ] (short “e”)  Tongue position: mid front  Lips: unrounded [æ] (short “a”)  Tongue position: low front (corner of quad)  Never appears in final word position Mid/Central Vowels [ʌ] (short “u”)  Tongue position: central  Lips: unrounded

 stressed [ə] (short “u”)  Tongue position: more central than /ʌ/  Lips: unrounded

 unstressed [ɝ] (“r”)  Tongue position: mid central with “r” coloring, bunched  Must be the nucleus of a syllable

 stressed

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Phonetics Review

[ɚ] (“r”)  Tongue position: mid central with “r” coloring, bunched  Must be the nucleus of a syllable

 unstressed Back Vowels [u] (“oo”)  Tongue position: high back (corner of quad)  Lips: rounded, almost “puckered”  Rarely heard in initial position [ʊ] (“oo” in book)  Tongue position: high back  Lips: rounded o Less lip rounding than /u/ [o] (long “o”)  Tongue position: mid back  Lips: rounded  Often diphthongized: /oʊ/ [ɔ] (“aw”)  Tongue position: low back  Lips: rounded  Mostly distinguished from /a/ by lip rounding [a] (“ah”/”opera”)  Tongue position: low back (corner of quad)  Lips: unrounded o Only unrounded back vowel  Wide mouth opening Diphthongs  Changing articulation  Diagraph: a pair of symbols o Onglide o Offlgide [eɪ] (long “a”)  Tongue movement: mid front  high front  Lips: unrounded  May be substituted with /e/

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Phonetics Review

[oʊ] (long “o”)  Tongue movement: mid back  high back  Lips: unrounded  May be substituted with /o/ [aɪ] (long “I”)  Tongue movement: low back  high front  Lips: unrounded [ɔɪ] (“oy”)  Tongue movement: low back  high front  Lip movement: rounded  unrounded [aʊ] (“ow”)  Tongue movement: low back  high back  Lip movement: unrounded  rounded Types of Diphthongs Phonemic vs. Nonphonemic  Can the diphthong be reduced to a monophthong without changing the phoneme?  Does the onglide alone sound the same as the onglide + offglide?  If yes  nonphonemic o If no  phonemic Diphthongization: add a phoneme  Southern “yes” o /jɛ s/ becomes /jeəs/ Monophthongization: remove a phoneme  Southern “eye: o /aɪ / becomes /a/ Rhotacization  “R-coloring” of vowels when they directly precede the vowels  [ɪr] o “hear”, “steer”, “pier”  [ɜr] o “Mary”, “vary”, “wear”  [ar] o “art”, “heart”, “guard”  [ɔr] o “or”, “court”, “warm”

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Phonetics Review Pitch (frequency)  highness/lowness of a person’s voice  differentiates statements and questions o increases at end of question  uptalk: using sentence-final rise in pitch whether sentence is statement/question  inflection: changing of pitch at the end of a phrase or sentence o mark with  (rising – question) and (falling – statement) in transcription Rate  how slowly/quickly something is said  as rate decreases, articulation is more precise Stress  greater emphasis given to a: o syllable within a word (word – level)  what syllable is most stressed in a word  add [‘] before the stressed syllable in transcription o word within a sentence (sentence – level)  what word is most stressed in a sentence  a stressed syllable/word is o louder o higher pitched o longer

DIACRITICS Nasalized Vowel ~  can be used to describe typical speech  vowels can become nasalized when they come before/after a nasal consonant  frequently happens with æJ as in mæJn  result of coarticulation o one phoneme affects the articulation of another phoneme Nasal Emission   audible escape of air through nasal cavity due to improper velopharyngeal closure  very common in Cleft Palate  not used with nasal sounds Tongue Symbols  dentalized (dental lisp, frontal lisp) o tongue tip is too close to the upper front teeth o common with /s/ and /z/  si  lateralized (lateral lisp)  most commonly seen with sibilants (fricatives & affricates) 11

Phonetics Review 

si

Accent and Dialect  a type of normal variation in speech and language  Accent o Describes differences in pronunciation (speech)  Dialect o Includes accent as well as vocabulary (language) o Typically tied to a geographic region  Substitutions o African-American English  /d/ for /ð/  /f/ for /Θ/ o Arabic Speakers  /t/ for /Θ/  /z/ for /ð/ o Spanish Speakers  /i/ for /ɪ/  /j/ for /dʒ/  /b/ for /v/ o Asian Speakers  /r/ for /l/  /ʃ / and /tʃ/ Sound Wave  vibration in the air that causes an “audible disturbance” (sound)  Amplitude o The height of the “peaks” o “intensity” o measured in decibels (dB)  40 dB – whisper  60 dB – conversation  80 dB – shouting  Frequency o How close together the peaks are o Measured in hertz (Hz)  125 Hz – adult male’s voice  200 Hz – adult female’s voice  250-400 Hz – child’s voice  500 Hz – baby crying o Corresponds with pitch  Higher Hz = higher pitch McGurk Effect  When lip-reading you can’t tell the difference between “bye” and “pie” o Need hearing for voicing difference  Hearing and vision matter 12

Phonetics Review Language Skills  /g/ and /d/ may be easily confused o same manner and voicing  ? distorted  “He’s going to a great ?ame.” o hear “game” not “dame” because of the context

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