Phonetics and phonology_of_english_leonidas_silvajr

/fəˈnɛtɪks ənd
fəˈnɑlədʒi əv 'ɪŋglɪʃ/
ən ˌɪntrəˌdʌkt(ə)riˌkɔrs

Phonetics and Phonology of
English
An introductory course
II Seminário de Letras/UEPB
Depto. de Letras-CH/Campus III
Leônidas 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

 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.

DEFINITIONS

 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.


 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

 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.

Classification of Consonants

VOICING PROCESS
----------------
§§§§§§§§

 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/.


PLACE OF
ARTICULATION


 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/.


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/.

 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.

IMPORTANT!!!

 Answer the questions below;

 Why are these consonants called

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


 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.

FRICATIVES

 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.

AFFRICATES

 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.

NASALS

 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

LIQUIDS

 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.

GLIDES

Checking out phonological
processes in
CARTOONS

 /r/ → [ɹ] /cluster - b,p,f,v,t,d,k,g ___ /

[bɹæd]
[pɹayz]
[„fɹ:idʌm]
[vɹ:um]
[tɹayɫ]
[dɹɛs]
[kɹæʃ]
[gɹæs]

 /r/ → [w] /Ø/

Some enviromental realization of
the phoneme /r/

 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].

 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").

ONE-VOWEL SOUND INVENTORY

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 stress
 she WENT to the MOvies aLONE.

Contrastive stress
 SHE 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

She work it girl, she work the pole
She break it down, she take it low
She fine as hell, she about the dough
She doing her thing out on the floor
Her money money, she makin
Look 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 to
She know just how to move to seduce you
She gone do the right thing and touch the right
spot
Dance in you're lap till you're ready to pop

She always ready, when you want it she want it
Like 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 craze
 Let's get together maybe we can start a new
phase
 The smokes got the club all hazy, spotlights
don't do you justice baby
 Why 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?

FUN TIME

PHONETICS AND PHONOLOGY
APPLIED TO PRONUNCIATION
TEACHING: A handout for teachers’
inferences

 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).

INTRODUCTION

 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).

RELEVANCE IN PRONUNCIATION
TEACHING

/ˈθæŋkˌjuː fər
ˈkʌˌmɪŋ/
leonidas.silvajr@gmail.com

leonidas.silvajr@gmail.com

 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.

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