EN1210 Phonetics & Phonology, 1 HEC

Size: px
Start display at page:

Download "EN1210 Phonetics & Phonology, 1 HEC"

Transcription

1 EN1210 Phonetics & Phonology, 1 HEC {

2 Language users rely on phonological rules which are to some extent abstract, always categorical, and generalize over many cases. Emphasis of this module: TARGET LANGUAGE PROFICIENCY, AWARENESS and APPLICATION of i.a. phonological RULES. WORD STRESS (trochaic pattern, general principles) & INTONATION!

3

4 SAMPLE EXAM

5 The phonological form of a morpheme is present in the speaker s mentally constituted grammar. This phonological form consists in either a single phonological segment or in a sequence of phonological segments. There is evidence that these segments are organized into phonological constituents. One of those constituents is THE SYLLABLE. The phonological form of morphemes + syllable structure

6 English syllable structure

7 Sonority O B S T R U E N T S S O N O R A N T S LEAST SONOROUS voiceless plosives voiced plosives voiceless fricatives more significant acoustic noise elements, higher degree of constriction voiced fricatives nasals musical and approximants tones, lower ([l] (as in less), [ɹ] (as in rest), degree of semivowels like [j] and [w] (as in yes and west)) constriction vowels MOST SONOROUS

8 Sonority & Syllabic Consonants The sounds (all vowels and certain consonants) that can occur as a syllable nucleus are those that have the most sonority. The more sonorous the sound, the more carrying power it has. The most sonorous elements in a syllable will be located within the nucleus. Second syllable may contain syllabified consonant: beaten, person, trouble, cycle, socialism, rhythm

9 The principle of Maximal Onset Which of the following two syllabifications of the disyllabic word approve is the expected one? /ɘp.ɹu:v/ OR /ɘ.pɹu:v/ (full stop indicates syllable boundary) A: /ɘ.pɹu:v/ Maximizes material in following syllable onset. Also: CV syllable structure more basic

10 Stress Word stress = the relative prominence of the syllables in a word Sentence stress = the relative prominence of the words in a sentence Intonation Suprasegmental (or prosodic) features

11 What is stress? Stress is realized through a combination of length, loudness and pitch. Stressed syllables are longer, louder and more prominent in pitch than unstressed syllables. The more stressed a syllable is, the more it stands out (degree of perceptual salience).

12 The patterning of, and contrast between, stressed and unstressed syllables in a word (stress pattern). syllable Word stress

13 Suomalainen, kahdeksan, kymmenen, postipankki Q: Rule? A: In Finnish, it is always the first syllable in a word that receives the primary (or main) stress. Word stress

14 enter, advice, photographic, variability Q: Rule? A: Word-stress is fixed only in the sense that every word has its own stress pattern which is a very important part of its identity. However: not entirely random. Unconsciously stored generalizations ( rules, tendencies). Word stress

15 Why so complicated? Because the English lexicon derives from two major language groups: Germanic tendency to stress first syllable Romance tendency to stress end of word Word stress

16 How important? The speech recognition process is not simply sequential left to right, one word at a time. During the mental search process, the stressed syllable is picked out of the speech stream and is used to search the mental lexicon. Processing time and processing difficulty increase considerably if word stress is misplaced. Word stress

17 The location of word stress in English: General principles 1: The End-Based Principle 2: The Rhythmic Principle 3: The Derivational Principle 4: The Stress Clash Avoidance Principle

18 The location of word stress in English: General principles 1: The End-Based Principle The placement of primary stress is calculated by counting from the end of the word. Most varieties of English have word stress patterns that are essentially trochaic. A trochee = a stressed (primary or secondary stress) syllable followed by zero or more unstressed syllables.

19 The location of word stress in English: General principles 2: The Rhythmic Principle English words cannot begin with more than one unstressed syllable. Ja pan,japa nese Stress shift necessitates addition of secondary stress. (* Japa nese)

20 The location of word stress in English: General principles 3: The Derivational Principle There is a tendency to place the secondary stress on the syllable that had primary stress in the deriving word. characterize,characteri zation Principle may, however, be overruled by...

21 The location of word stress in English: General principles 4: The Stress Clash Avoidance Principle Having two adjacent stressed syllables should be avoided. Principle 3: Ja pan *Ja,pa nese Principle 4: Japan,Japa nese Stress clash avoided. (However:,re run,,dun dee,,cham pagne)

22 The location of word stress in English Primary stress: placement dependent on origin, length, and complexity of word. Words with two or three syllables are normally stressed on the first syllable: article, balance, cylinder, diplomat, menu, trespass MANY exceptions (a large number of non-germanic late loans, words ending with certain suffixes, and words with prefixes): asylum, canal, cathedral, enamel, electron, horizon, lapel, lieutenant, personnel, solicit

23 The location of word stress in English Morphologically simple* bisyllabic NOUNS The basic pattern is the Germanic trochaic pattern, i.e. primary stress on the penultimate syllable (the penult): lemon, person, rabbit, turnip, carpet, district etc. BUT: French loans: ga zette, pa rade, fi nesse, bam boo, ma rine, liqueur * simple/simplex: e.g. closet, yellow; complex: e.g. stillness, quicker

24 The location of word stress in English Morphologically simple bisyllabic ADJECTIVES The basic pattern is the Germanic trochaic pattern, i.e. primary stress on the penultimate syllable (the penult): angry, central, timid, urgent, yellow, honest, lazy, fragile BUT: Adjectives containing historical prefixes (most no longer count as productive in English = effectively morphologically simple) that come from Latin or French: com plete, im mense, pre cise, se lect AND adjectives containing French suffixes: bi zarre, gro tesque, u nique

25 The location of word stress in English Morphologically simple bisyllabic VERBS Basic trochaic tendency, i.e. primary stress on the penultimate syllable, much less evident. MANY exceptions: control, arrest, debate, report, defeat, complete. NB: Many nouns and adjectives are stressed on the prefix, whereas the corresponding verb is stressed on the stem. noun/adjective verb conduct con duct contract con tract discount dis count present pre sent record re cord

26 The location of word stress in English Polysyllabic NOUNS Three syllables or more. Basic pattern is still Germanic trochaic pattern. Primary stress on antepenultimate syllable: academy, cinema, deficit, elephant, library, ambiguity, analysis, curiosity, economy, hypothesis, magnificent, phenomenon, thermometer Exceptions (final syllable written w/ double vowel letter, Fr. endings, -ics): kangaroo, picturesque, linguistics (but e.g. politics)

27 The location of word stress in English Polysyllabic ADJECTIVES Three syllables or more. Basic pattern is still Germanic trochaic pattern. Primary stress on antepenultimate syllable: general, intelligent, juvenile, taciturn Exceptions: dependent, disastrous, objective, tremendous (consonant cluster after penultimate vowel), fortunate, elaborate, legitimate (-ate)

28 The location of word stress in English Polysyllabic VERBS Three syllables or more. As with bisyllabic verbs, basic Germanic trochaic pattern much less evident. In fact, many polysyllabic verbs have final primary stress, often due to etymological prefixes that are Latinate in origin: inter sect, enter tain

29 The location of word stress in English SUFFIXES & PREFIXES Stress-neutral suffixes: native Germanic suffixes Stress-shifting suffixes: -ee, -eer, -ese, -ette take primary stress; -ity, -ic, -ous, -ious primary stress on syllable immediately preceding stress-shifting suffix Prefixes: Most separable monosyllabic prefixes take secondary stress

30 Stress and rhythm Rhythm is determined in English by the alternation of stressed and unstressed syllables. Regardless of the number of syllables between stresses, the time between stresses tends to be the same. English is a stress-timed language. Sentence stress

31 He can t quite read it I doubt if he can read it I don t really think he can read it. I shouldn t have thought it possible for him to read it. The use of stress to create rhythmic unity and cohesion. The rhythm in most varieties of English is trochaic. Tendency: rhythmic beat placed on stressed syllables of trochaic feet. Stress and rhythm

32 Stress and rhythm Språk för de stammande gjort, vart ord är ett embryon hos dig, En hälft stöter du fram, en hälft sväljer du ner. Allt i ditt fädernesland med ångmaskiner bedrives; Käraste, skaffa dig snart en för din tunga också! Esaias Tegnér (1817) Sentence stress

33 Stress and rhythm: lexical words vs function words Stress is generally placed on lexical words (content words), while function words are usually unstressed and often strongly reduced. Function words Prepositions, conjunctions, articles, auxiliary verbs, pronouns Sentence stress

Intonation difficulties in non-native languages.

Intonation difficulties in non-native languages. Intonation difficulties in non-native languages. Irma Rusadze Akaki Tsereteli State University, Assistant Professor, Kutaisi, Georgia Sopio Kipiani Akaki Tsereteli State University, Assistant Professor,

More information

10. Sentence stress and intonation

10. Sentence stress and intonation 10. Sentence stress and intonation Before you study this chapter, check whether you are familiar with the following terms: adjective, adverb, conjunction, content word, demonstrative pronoun, function

More information

Pronunciation in English

Pronunciation in English The Electronic Journal for English as a Second Language Pronunciation in English March 2013 Volume 16, Number 4 Title Level Publisher Type of product Minimum Hardware Requirements Software Requirements

More information

Common Phonological processes - There are several kinds of familiar processes that are found in many many languages.

Common Phonological processes - There are several kinds of familiar processes that are found in many many languages. Common Phonological processes - There are several kinds of familiar processes that are found in many many languages. 1. Uncommon processes DO exist. Of course, through the vagaries of history languages

More information

SEDAT ERDOĞAN. Ses, Dil, Edebiyat, Öğrenim... TEMEL İNGİLİZCE. Ses dilin temelidir, özüdür... Türkiye de ses öğrenimi

SEDAT ERDOĞAN. Ses, Dil, Edebiyat, Öğrenim... TEMEL İNGİLİZCE. Ses dilin temelidir, özüdür... Türkiye de ses öğrenimi SEDAT ERDOĞAN Ses, Dil, Edebiyat, Öğrenim... TEMEL İNGİLİZCE Ses dilin temelidir, özüdür... Türkiye de ses öğrenimi olmadığından dil öğrenimi zayıftır, kötüdür... PRONUNCIATION HINTS */a/ vowel sound is

More information

Colaboradores: Contreras Terreros Diana Ivette Alumna LELI N de cuenta: 191351. Ramírez Gómez Roberto Egresado Programa Recuperación de pasantía.

Colaboradores: Contreras Terreros Diana Ivette Alumna LELI N de cuenta: 191351. Ramírez Gómez Roberto Egresado Programa Recuperación de pasantía. Nombre del autor: Maestra Bertha Guadalupe Paredes Zepeda. bparedesz2000@hotmail.com Colaboradores: Contreras Terreros Diana Ivette Alumna LELI N de cuenta: 191351. Ramírez Gómez Roberto Egresado Programa

More information

The sound patterns of language

The sound patterns of language The sound patterns of language Phonology Chapter 5 Alaa Mohammadi- Fall 2009 1 This lecture There are systematic differences between: What speakers memorize about the sounds of words. The speech sounds

More information

Promoting Pre-service Language Teachers Intelligibility in English: Focus on Acquisition of Lexical Stress Patterns

Promoting Pre-service Language Teachers Intelligibility in English: Focus on Acquisition of Lexical Stress Patterns International Journal of Business and Social Science Vol. 4 No. 5; May 2013 Promoting Pre-service Language Teachers Intelligibility in English: Focus on Acquisition of Lexical Stress Patterns Recep Şahin

More information

SYLLABLE STRESS IN URDU

SYLLABLE STRESS IN URDU 202 SYLLABLE STRESS IN URDU SHANZA NYYAR ABSTRACT Syllable stress plays a vital role in determining the pronunciation of a word in any language. In every language where the stress exists, a particular

More information

Learning Today Smart Tutor Supports English Language Learners

Learning Today Smart Tutor Supports English Language Learners Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency

More information

Morphemes, roots and affixes. 28 October 2011

Morphemes, roots and affixes. 28 October 2011 Morphemes, roots and affixes 28 October 2011 Previously said We think of words as being the most basic, the most fundamental, units through which meaning is represented in language. Words are the smallest

More information

PTE Academic Preparation Course Outline

PTE Academic Preparation Course Outline PTE Academic Preparation Course Outline August 2011 V2 Pearson Education Ltd 2011. No part of this publication may be reproduced without the prior permission of Pearson Education Ltd. Introduction The

More information

Phonetic Perception and Pronunciation Difficulties of Russian Language (From a Canadian Perspective) Alyssa Marren

Phonetic Perception and Pronunciation Difficulties of Russian Language (From a Canadian Perspective) Alyssa Marren The Arbutus Review, Vol. 2, No. 1 (2011) 75 Phonetic Perception and Pronunciation Difficulties of Russian Language (From a Canadian Perspective) Alyssa Marren Abstract: This study looked at the most important

More information

Stricture and Nasal Place Assimilation. Jaye Padgett

Stricture and Nasal Place Assimilation. Jaye Padgett Stricture and Nasal Place Assimilation Jaye Padgett Stricture Stricture features determine the degree of constriction in the vocal tract; [son], [ cons], [cont] [-cont]: Verschluss im mediosagittalen Bereich

More information

Speech Production 2. Paper 9: Foundations of Speech Communication Lent Term: Week 4. Katharine Barden

Speech Production 2. Paper 9: Foundations of Speech Communication Lent Term: Week 4. Katharine Barden Speech Production 2 Paper 9: Foundations of Speech Communication Lent Term: Week 4 Katharine Barden Today s lecture Prosodic-segmental interdependencies Models of speech production Articulatory phonology

More information

Office Phone/E-mail: 963-1598 / lix@cwu.edu Office Hours: MW 3:50-4:50, TR 12:00-12:30

Office Phone/E-mail: 963-1598 / lix@cwu.edu Office Hours: MW 3:50-4:50, TR 12:00-12:30 ENG 432/532: Phonetics and Phonology (Fall 2010) Course credits: Four (4) Time/classroom: MW2:00-3:40 p.m./ LL243 Instructor: Charles X. Li, Ph.D. Office location: LL403H Office Phone/E-mail: 963-1598

More information

Sentence Blocks. Sentence Focus Activity. Contents

Sentence Blocks. Sentence Focus Activity. Contents Sentence Focus Activity Sentence Blocks Contents Instructions 2.1 Activity Template (Blank) 2.7 Sentence Blocks Q & A 2.8 Sentence Blocks Six Great Tips for Students 2.9 Designed specifically for the Talk

More information

Pronunciation Difficulties of Japanese Speakers of English: Predictions Based on a Contrastive Analysis Steven W. Carruthers

Pronunciation Difficulties of Japanese Speakers of English: Predictions Based on a Contrastive Analysis Steven W. Carruthers 17 Pronunciation Difficulties of Japanese Speakers of English: Predictions Based on a Contrastive Analysis Steven W. Carruthers Abstract A contrastive analysis of English and Japanese phonology can help

More information

Prelinguistic vocal behaviors. Stage 1 (birth-1 month) Stage 2 (2-3 months) Stage 4 (7-9 months) Stage 3 (4-6 months)

Prelinguistic vocal behaviors. Stage 1 (birth-1 month) Stage 2 (2-3 months) Stage 4 (7-9 months) Stage 3 (4-6 months) 3 stages of phonological development 1. Prelinguistic vocal behaviors 2. Phonology of the first 50 words 3. Emergence of rules Prelinguistic vocal behaviors Reflexive/vegetative sounds (birth-1 month)

More information

Quarterly Progress and Status Report. Word stress and duration in Finnish

Quarterly Progress and Status Report. Word stress and duration in Finnish Dept. for Speech, Music and Hearing Quarterly Progress and Status Report Word stress and duration in Finnish Suomi, K. journal: Proceedings of Fonetik, TMH-QPSR volume: 44 number: 1 year: 2002 pages: 073-076

More information

English Speech Timing: A Domain and Locus Approach. Laurence White

English Speech Timing: A Domain and Locus Approach. Laurence White English Speech Timing: A Domain and Locus Approach Laurence White PhD The University of Edinburgh 2002 Abstract This dissertation presents a descriptive framework for suprasyllabic processes in speech

More information

Between voicing and aspiration

Between voicing and aspiration Workshop Maps and Grammar 17-18 September 2014 Introduction Dutch-German dialect continuum Voicing languages vs. aspiration languages Phonology meets phonetics Phonetically continuous, phonologically discrete

More information

COURSE SYLLABUS ESU 561 ASPECTS OF THE ENGLISH LANGUAGE. Fall 2014

COURSE SYLLABUS ESU 561 ASPECTS OF THE ENGLISH LANGUAGE. Fall 2014 COURSE SYLLABUS ESU 561 ASPECTS OF THE ENGLISH LANGUAGE Fall 2014 EDU 561 (85515) Instructor: Bart Weyand Classroom: Online TEL: (207) 985-7140 E-Mail: weyand@maine.edu COURSE DESCRIPTION: This is a practical

More information

Points of Interference in Learning English as a Second Language

Points of Interference in Learning English as a Second Language Points of Interference in Learning English as a Second Language Tone Spanish: In both English and Spanish there are four tone levels, but Spanish speaker use only the three lower pitch tones, except when

More information

On the distinction between 'stress-timed' and 'syllable-timed' languages Peter Roach

On the distinction between 'stress-timed' and 'syllable-timed' languages Peter Roach (paper originally published in Linguistic Controversies, ed. D. Crystal, 1982, pp. 73-79. The paper is now badly out of date, but since it is still frequently cited I feel it is worth making it available

More information

Albert Pye and Ravensmere Schools Grammar Curriculum

Albert Pye and Ravensmere Schools Grammar Curriculum Albert Pye and Ravensmere Schools Grammar Curriculum Introduction The aim of our schools own grammar curriculum is to ensure that all relevant grammar content is introduced within the primary years in

More information

Morphology. Morphology is the study of word formation, of the structure of words. 1. some words can be divided into parts which still have meaning

Morphology. Morphology is the study of word formation, of the structure of words. 1. some words can be divided into parts which still have meaning Morphology Morphology is the study of word formation, of the structure of words. Some observations about words and their structure: 1. some words can be divided into parts which still have meaning 2. many

More information

FUNCTIONAL SKILLS ENGLISH - WRITING LEVEL 2

FUNCTIONAL SKILLS ENGLISH - WRITING LEVEL 2 FUNCTIONAL SKILLS ENGLISH - WRITING LEVEL 2 MARK SCHEME Instructions to marker There are 30 marks available for each of the three tasks, which should be marked separately, resulting in a total of 90 marks.

More information

SPELLING DOES MATTER

SPELLING DOES MATTER Focus and content of the Session 1 Introduction Introduction to NSW syllabus objectives: A. Communicate through speaking, listening, reading, writing, viewing and representing B. Use language to shape

More information

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5 Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken

More information

CHARTES D'ANGLAIS SOMMAIRE. CHARTE NIVEAU A1 Pages 2-4. CHARTE NIVEAU A2 Pages 5-7. CHARTE NIVEAU B1 Pages 8-10. CHARTE NIVEAU B2 Pages 11-14

CHARTES D'ANGLAIS SOMMAIRE. CHARTE NIVEAU A1 Pages 2-4. CHARTE NIVEAU A2 Pages 5-7. CHARTE NIVEAU B1 Pages 8-10. CHARTE NIVEAU B2 Pages 11-14 CHARTES D'ANGLAIS SOMMAIRE CHARTE NIVEAU A1 Pages 2-4 CHARTE NIVEAU A2 Pages 5-7 CHARTE NIVEAU B1 Pages 8-10 CHARTE NIVEAU B2 Pages 11-14 CHARTE NIVEAU C1 Pages 15-17 MAJ, le 11 juin 2014 A1 Skills-based

More information

Hebrew. Afro-Asiatic languages. Modern Hebrew is spoken in Israel, the United States, the

Hebrew. Afro-Asiatic languages. Modern Hebrew is spoken in Israel, the United States, the Jennifer Wagner Hebrew The Hebrew language belongs to the West-South-Central Semitic branch of the Afro-Asiatic languages. Modern Hebrew is spoken in Israel, the United States, the United Kingdom, Australia,

More information

Reading Competencies

Reading Competencies Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

More information

How To Read With A Book

How To Read With A Book Behaviors to Notice Teach Level A/B (Fountas and Pinnell) - DRA 1/2 - NYC ECLAS 2 Solving Words - Locates known word(s) in. Analyzes words from left to right, using knowledge of sound/letter relationships

More information

Things to remember when transcribing speech

Things to remember when transcribing speech Notes and discussion Things to remember when transcribing speech David Crystal University of Reading Until the day comes when this journal is available in an audio or video format, we shall have to rely

More information

Index. 344 Grammar and Language Workbook, Grade 8

Index. 344 Grammar and Language Workbook, Grade 8 Index Index 343 Index A A, an (usage), 8, 123 A, an, the (articles), 8, 123 diagraming, 205 Abbreviations, correct use of, 18 19, 273 Abstract nouns, defined, 4, 63 Accept, except, 12, 227 Action verbs,

More information

English Appendix 2: Vocabulary, grammar and punctuation

English Appendix 2: Vocabulary, grammar and punctuation English Appendix 2: Vocabulary, grammar and punctuation The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge

More information

WORD STRESS PATTERN IN ENGLISH WORDS

WORD STRESS PATTERN IN ENGLISH WORDS WORD STRESS PATTERN IN ENGLISH WORDS Word stress and syllables are the next important things to learn about English pronunciation and accent. Syllables A syllable is a word, or part of a word, which contains

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting

More information

Teacher training worksheets- Classroom language Pictionary miming definitions game Worksheet 1- General school vocab version

Teacher training worksheets- Classroom language Pictionary miming definitions game Worksheet 1- General school vocab version Teacher training worksheets- Classroom language Pictionary miming definitions game Worksheet 1- General school vocab version Whiteboard Work in pairs Desk Board pen Permanent marker Felt tip pen Colouring

More information

Standards and progression point examples

Standards and progression point examples English Progressing towards Foundation Progression Point 0.5 At 0.5, a student progressing towards the standard at Foundation may, for example: explain the directionality of printed texts (ACELA1433 Concepts

More information

In English there are 26 letters which represent 44 phonemes. These phonemes are represented by approximately 140 different letter combinations.

In English there are 26 letters which represent 44 phonemes. These phonemes are represented by approximately 140 different letter combinations. PHONIC RULES/PATTERNS, WHICH MAY BE USEFUL AT EACH PHASE OF LETTERS AND SOUNDS NB: These rules are equally relevant to other synthetic phonics programmes In English there are 26 letters which represent

More information

Functional Auditory Performance Indicators (FAPI)

Functional Auditory Performance Indicators (FAPI) Functional Performance Indicators (FAPI) An Integrated Approach to Skill FAPI Overview The Functional (FAPI) assesses the functional auditory skills of children with hearing loss. It can be used by parents,

More information

DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1

DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1 DRA2 Word Analysis correlated to Virginia Learning Standards Grade 1 Quickly identify and generate words that rhyme with given words. Quickly identify and generate words that begin with the same sound.

More information

Introduction to Morphology

Introduction to Morphology Linguistics 051 Proto-Indo-European Language and Society Introduction to Morphology Introduction to Morphology Morphology is concerned with the internal structure of words and the rules for forming words

More information

Teaching English as a Foreign Language (TEFL) Certificate Programs

Teaching English as a Foreign Language (TEFL) Certificate Programs Teaching English as a Foreign Language (TEFL) Certificate Programs Our TEFL offerings include one 27-unit professional certificate program and four shorter 12-unit certificates: TEFL Professional Certificate

More information

MATTHEW K. GORDON (University of California, Los Angeles) THE NEUTRAL VOWELS OF FINNISH: HOW NEUTRAL ARE THEY? *

MATTHEW K. GORDON (University of California, Los Angeles) THE NEUTRAL VOWELS OF FINNISH: HOW NEUTRAL ARE THEY? * Linguistica Uralica 35:1 (1999), pp. 17-21 MATTHEW K. GORDON (University of California, Los Angeles) THE NEUTRAL VOWELS OF FINNISH: HOW NEUTRAL ARE THEY? * Finnish is well known for possessing a front-back

More information

Tips for Teaching. Word Recognition

Tips for Teaching. Word Recognition Word Recognition Background Before children can begin to read they need to understand the relationships between a symbol or a combination of symbols and the sound, or sounds, they represent. The ability

More information

Word Journeys & Words Their Way Correlation Chart Note: ES = Emergent Spellers LN = Letter Name WW = Within Word SA = Syllables and Affixes

Word Journeys & Words Their Way Correlation Chart Note: ES = Emergent Spellers LN = Letter Name WW = Within Word SA = Syllables and Affixes Note: Waynesboro Public Schools requires the use of the Developmental Spelling Assessment (DSA) found within the Word Journeys book written by Kathy Ganske. This assessment is administered 3 x/year on

More information

L2 EXPERIENCE MODULATES LEARNERS USE OF CUES IN THE PERCEPTION OF L3 TONES

L2 EXPERIENCE MODULATES LEARNERS USE OF CUES IN THE PERCEPTION OF L3 TONES L2 EXPERIENCE MODULATES LEARNERS USE OF CUES IN THE PERCEPTION OF L3 TONES Zhen Qin, Allard Jongman Department of Linguistics, University of Kansas, United States qinzhenquentin2@ku.edu, ajongman@ku.edu

More information

Aspects of North Swedish intonational phonology. Bruce, Gösta

Aspects of North Swedish intonational phonology. Bruce, Gösta Aspects of North Swedish intonational phonology. Bruce, Gösta Published in: Proceedings from Fonetik 3 ; Phonum 9 Published: 3-01-01 Link to publication Citation for published version (APA): Bruce, G.

More information

Pupil SPAG Card 1. Terminology for pupils. I Can Date Word

Pupil SPAG Card 1. Terminology for pupils. I Can Date Word Pupil SPAG Card 1 1 I know about regular plural noun endings s or es and what they mean (for example, dog, dogs; wish, wishes) 2 I know the regular endings that can be added to verbs (e.g. helping, helped,

More information

Ling 201 Syntax 1. Jirka Hana April 10, 2006

Ling 201 Syntax 1. Jirka Hana April 10, 2006 Overview of topics What is Syntax? Word Classes What to remember and understand: Ling 201 Syntax 1 Jirka Hana April 10, 2006 Syntax, difference between syntax and semantics, open/closed class words, all

More information

LANGUES ET LINGUISTIQUE, n o 35, 2015 : p. 80-87 MORPHOLOGICAL AWARENESS IN THE CONTEXT OF THE PROGRAMME DE FORMATION DE L ÉCOLE QUÉBECOISE

LANGUES ET LINGUISTIQUE, n o 35, 2015 : p. 80-87 MORPHOLOGICAL AWARENESS IN THE CONTEXT OF THE PROGRAMME DE FORMATION DE L ÉCOLE QUÉBECOISE LANGUES ET LINGUISTIQUE, n o 35, 2015 : p. 80-87 MORPHOLOGICAL AWARENESS IN THE CONTEXT OF THE PROGRAMME DE FORMATION DE L ÉCOLE QUÉBECOISE Sébastien Bouchard, Laval University Alexandre Côté, Laval University

More information

Kindergarten Common Core State Standards: English Language Arts

Kindergarten Common Core State Standards: English Language Arts Kindergarten Common Core State Standards: English Language Arts Reading: Foundational Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. o Follow words from

More information

Interpreting areading Scaled Scores for Instruction

Interpreting areading Scaled Scores for Instruction Interpreting areading Scaled Scores for Instruction Individual scaled scores do not have natural meaning associated to them. The descriptions below provide information for how each scaled score range should

More information

5 Free Techniques for Better English Pronunciation

5 Free Techniques for Better English Pronunciation 5 Free Techniques for Better English Pronunciation Enhancing Communication Skills Enhancing Performance Judy Ravin, President The Accent Reduction Institute, LLC 410 N. 4th Ave. Ann Arbor, MI. 48104 734-665-2915

More information

A Study of Pronunciation Problems of English Learners in China

A Study of Pronunciation Problems of English Learners in China Asian Social Science June, 2009 A Study of Pronunciation Problems of English Learners in China Fachun Zhang Foreign Languages School, Ludong University 186 Hongqizhonglu Road, Yantai 264025, China Tel:

More information

Linguistic Universals

Linguistic Universals Armin W. Buch 1 2012/11/28 1 Relying heavily on material by Gerhard Jäger and David Erschler Linguistic Properties shared by all languages Trivial: all languages have consonants and vowels More interesting:

More information

Study Plan for Master of Arts in Applied Linguistics

Study Plan for Master of Arts in Applied Linguistics Study Plan for Master of Arts in Applied Linguistics Master of Arts in Applied Linguistics is awarded by the Faculty of Graduate Studies at Jordan University of Science and Technology (JUST) upon the fulfillment

More information

Historical Linguistics. Diachronic Analysis. Two Approaches to the Study of Language. Kinds of Language Change. What is Historical Linguistics?

Historical Linguistics. Diachronic Analysis. Two Approaches to the Study of Language. Kinds of Language Change. What is Historical Linguistics? Historical Linguistics Diachronic Analysis What is Historical Linguistics? Historical linguistics is the study of how languages change over time and of their relationships with other languages. All languages

More information

A Comparison of Jolly Phonics and Jolly Grammar with the Six Phases of Letters and Sounds

A Comparison of Jolly Phonics and Jolly Grammar with the Six Phases of Letters and Sounds A Comparison of Jolly Phonics and Jolly Grammar with the Six Phases of Letters and Sounds Same Letters and Sounds Jolly Phonics Direct, daily, systematic teaching Active multisensory lessons, including

More information

Glossary of key terms and guide to methods of language analysis AS and A-level English Language (7701 and 7702)

Glossary of key terms and guide to methods of language analysis AS and A-level English Language (7701 and 7702) Glossary of key terms and guide to methods of language analysis AS and A-level English Language (7701 and 7702) Introduction This document offers guidance on content that students might typically explore

More information

Teaching and Learning Mandarin Tones. 19 th May 2012 Rob Neal

Teaching and Learning Mandarin Tones. 19 th May 2012 Rob Neal Teaching and Learning Mandarin Tones 19 th May 2012 Rob Neal Aims of the presentation Reflect on why tones are so challenging for Anglophone learners Review several empirical studies which have examined

More information

Correlation: ELLIS. English language Learning and Instruction System. and the TOEFL. Test Of English as a Foreign Language

Correlation: ELLIS. English language Learning and Instruction System. and the TOEFL. Test Of English as a Foreign Language Correlation: English language Learning and Instruction System and the TOEFL Test Of English as a Foreign Language Structure (Grammar) A major aspect of the ability to succeed on the TOEFL examination is

More information

Swedish word stress in optimality theory

Swedish word stress in optimality theory Lund University, Dept. of Linguistics Working Papers 48 (2001), 25^0 25 Swedish word stress in optimality theory Johan Frid 1 Introduction The purpose of this paper is to give an introduction to hovv'

More information

TEACHER CERTIFICATION STUDY GUIDE LANGUAGE COMPETENCY AND LANGUAGE ACQUISITION

TEACHER CERTIFICATION STUDY GUIDE LANGUAGE COMPETENCY AND LANGUAGE ACQUISITION DOMAIN I LANGUAGE COMPETENCY AND LANGUAGE ACQUISITION COMPETENCY 1 THE ESL TEACHER UNDERSTANDS FUNDAMENTAL CONCEPTS AND KNOWS THE STRUCTURE AND CONVENTIONS OF THE ENGLISH LANGUAGE Skill 1.1 Understand

More information

Plants That Eat Bugs, Level H LANGUAGE AND LITERARY FEATURES SENTENCE COMPLEXITY

Plants That Eat Bugs, Level H LANGUAGE AND LITERARY FEATURES SENTENCE COMPLEXITY YOU WILL NEED Take-Home Book, Little Wolf s New Home magnetic letters: s, e, e, d, f, r, t, h, w, p, l, g, n word bags highlighter tape NEW BOOK Plants That Eat Bugs, Level H REREADING Little Wolf s New

More information

Master of Arts in Linguistics Syllabus

Master of Arts in Linguistics Syllabus Master of Arts in Linguistics Syllabus Applicants shall hold a Bachelor s degree with Honours of this University or another qualification of equivalent standard from this University or from another university

More information

Rhode Island College

Rhode Island College Rhode Island College M.Ed. In TESL Program Language Group Specific Informational Reports Produced by Graduate Students in the M.Ed. In TESL Program In the Feinstein School of Education and Human Development

More information

Adult Ed ESL Standards

Adult Ed ESL Standards Adult Ed ESL Standards Correlation to For more information, please contact your local ESL Specialist: Level Two www.cambridge.org/chicagoventures Please note that the Chicago Ventures correlations to the

More information

Overview of Spellings on www.spellzoo.co.uk

Overview of Spellings on www.spellzoo.co.uk Overview of Spellings on www.spellzoo.co.uk Year 1 Set 1: CVC words Set 2: CVC and CCVC words Set 3: CVC, CCVC and CCVCC words Set 4: Words containing 'ch', 'sh', 'th' and 'wh' Set 5: Words ending in 'll',

More information

ACKNOWLEDGEMENTS. At the completion of this study there are many people that I need to thank. Foremost of

ACKNOWLEDGEMENTS. At the completion of this study there are many people that I need to thank. Foremost of ACKNOWLEDGEMENTS At the completion of this study there are many people that I need to thank. Foremost of these are John McCarthy. He has been a wonderful mentor and advisor. I also owe much to the other

More information

UNIVERSITÀ DEGLI STUDI DELL AQUILA CENTRO LINGUISTICO DI ATENEO

UNIVERSITÀ DEGLI STUDI DELL AQUILA CENTRO LINGUISTICO DI ATENEO TESTING DI LINGUA INGLESE: PROGRAMMA DI TUTTI I LIVELLI - a.a. 2010/2011 Collaboratori e Esperti Linguistici di Lingua Inglese: Dott.ssa Fatima Bassi e-mail: fatimacarla.bassi@fastwebnet.it Dott.ssa Liliana

More information

(in Speak Out! 23: 19-25)

(in Speak Out! 23: 19-25) 1 A SMALL-SCALE INVESTIGATION INTO THE INTELLIGIBILITY OF THE PRONUNCIATION OF BRAZILIAN INTERMEDIATE STUDENTS (in Speak Out! 23: 19-25) Introduction As a non-native teacher of English as a foreign language

More information

Chapter 4: USING YOUR DICTIONARY

Chapter 4: USING YOUR DICTIONARY Chapter 4: USING YOUR DICTIONARY Oyin Christiana Medubi INTRODUCTION In this chapter, we shall endeavour to bring out the various ways in which a dictionary can be useful to you as a language learner in

More information

Intonation and information structure (part II)

Intonation and information structure (part II) Lecture 4 Intonation and information structure (part II) CN MSc course Language Acquisition, 22 March 2011 Instructor: Aoju Chen 1 Topic and focus in sentence initial position 100% 80% 60% 40% 20% 0% H*

More information

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level

More information

Author's Name: Stuart Davis Article Contract Number: 17106A/0180 Article Serial Number: 09-005 Article Title: Loanwords, Phonological Treatment of

Author's Name: Stuart Davis Article Contract Number: 17106A/0180 Article Serial Number: 09-005 Article Title: Loanwords, Phonological Treatment of 1 Author's Name: Stuart Davis Article Contract Number: 17106A/0180 Article Serial Number: 09-005 Article Title: Loanwords, Phonological Treatment of Loanwords, Phonological Treatment of The term loanword

More information

Final Exam Study Guide (24.900 Fall 2012)

Final Exam Study Guide (24.900 Fall 2012) revision 12/18/201 Final Exam Study Guide (24.900 Fall 2012) If we do our job well, the final exam should be neither particularly hard nor particularly easy. It will be a comprehensive exam on the points

More information

Barrister or solicitor?

Barrister or solicitor? Activity 1 Listening for gist The interviewer is talking to a secondary school Law teacher about why she didn t become a lawyer. What does she say about the differences between a barrister s work and a

More information

A Report on my Foreign Language Learning Experience BA English Language and Communication

A Report on my Foreign Language Learning Experience BA English Language and Communication Focus A Report on my Foreign Language Learning Experience BA English Language and Communication 1 I aim to discuss and evaluate my acquisition of the grammatical systems of foreign languages; focusing

More information

Workshop Perceptual Effects of Filtering and Masking Introduction to Filtering and Masking

Workshop Perceptual Effects of Filtering and Masking Introduction to Filtering and Masking Workshop Perceptual Effects of Filtering and Masking Introduction to Filtering and Masking The perception and correct identification of speech sounds as phonemes depends on the listener extracting various

More information

Brief Teaching Pronunciation to Adult English Language Learners

Brief Teaching Pronunciation to Adult English Language Learners Brief Teaching Pronunciation to Adult English Language Learners Kirsten Schaetzel, Georgetown Law Center, Washington, DC Ee Ling Low, National Institute of Education, Nanyang Technological University,

More information

A perceptual study of difficulties met by native speakers of English in the production of the durational patterns of Finnish disyllabic word

A perceptual study of difficulties met by native speakers of English in the production of the durational patterns of Finnish disyllabic word A perceptual study of difficulties met by native speakers of English in the production of the durational patterns of Finnish disyllabic word structures Janne Rissanen Pro Gradu Thesis English Philology

More information

ENGLISH LANGUAGE - SCHEMES OF WORK. For Children Aged 8 to 12

ENGLISH LANGUAGE - SCHEMES OF WORK. For Children Aged 8 to 12 1 ENGLISH LANGUAGE - SCHEMES OF WORK For Children Aged 8 to 12 English Language Lessons Structure Time Approx. 90 minutes 1. Remind class of last topic area explored and relate to current topic. 2. Discuss

More information

Thirukkural - A Text-to-Speech Synthesis System

Thirukkural - A Text-to-Speech Synthesis System Thirukkural - A Text-to-Speech Synthesis System G. L. Jayavardhana Rama, A. G. Ramakrishnan, M Vijay Venkatesh, R. Murali Shankar Department of Electrical Engg, Indian Institute of Science, Bangalore 560012,

More information

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum) Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative

More information

SEPTEMBER Unit 1 Page Learning Goals 1 Short a 2 b 3-5 blends 6-7 c as in cat 8-11 t 12-13 p

SEPTEMBER Unit 1 Page Learning Goals 1 Short a 2 b 3-5 blends 6-7 c as in cat 8-11 t 12-13 p The McRuffy Kindergarten Reading/Phonics year- long program is divided into 4 units and 180 pages of reading/phonics instruction. Pages and learning goals covered are noted below: SEPTEMBER Unit 1 1 Short

More information

Language Acquisition

Language Acquisition Cornelia Hamann Language Acquisition Chapter 1: How Language Comes to Children The ultimate issue in linguistic theory is the explanation of how a child can acquire any human language. Thomas Roeper in

More information

Spanish-influenced English: Typical phonological patterns in the English language learner

Spanish-influenced English: Typical phonological patterns in the English language learner Spanish-influenced English: Typical phonological patterns in the English language learner Brenda K. Gorman and Ellen Stubbe Kester This course is offered by Bilinguistics, an ASHA Approved CE Provider.

More information

Measuring and synthesising expressivity: Some tools to analyse and simulate phonostyle

Measuring and synthesising expressivity: Some tools to analyse and simulate phonostyle Measuring and synthesising expressivity: Some tools to analyse and simulate phonostyle J.-Ph. Goldman - University of Geneva EMUS Workshop 05.05.2008 Outline 1. Expressivity What is, how to characterize

More information

English Language (first language, first year)

English Language (first language, first year) Class contents and exam requirements English Language (first language, first year) Code 30123, Learning Path 1 Head Teacher: Prof. Helen Cecilia TOOKE Objectives pag. 2 Program pag. 2 Set and recommended

More information

English Scope and Sequence: Foundation to Year 6

English Scope and Sequence: Foundation to Year 6 English Scope and Sequence: Foundation to Year 6 Foundation Year Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Language Variation and Change Language variation and change How English varies according to context

More information

University of Massachusetts Boston Applied Linguistics Graduate Program. APLING 601 Introduction to Linguistics. Syllabus

University of Massachusetts Boston Applied Linguistics Graduate Program. APLING 601 Introduction to Linguistics. Syllabus University of Massachusetts Boston Applied Linguistics Graduate Program APLING 601 Introduction to Linguistics Syllabus Course Description: This course examines the nature and origin of language, the history

More information

ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text).

ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text). READING LITERARY (RL) Key Ideas and Details ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories,

More information

Introduction to Semantics. A Case Study in Semantic Fieldwork: Modality in Tlingit

Introduction to Semantics. A Case Study in Semantic Fieldwork: Modality in Tlingit A Case Study in Semantic Fieldwork: Modality in Tlingit In this handout, I ll walk you step-by-step through one small part of a semantic fieldwork project on an understudied language: Tlingit, a Na-Dene

More information

Why major in linguistics (and what does a linguist do)?

Why major in linguistics (and what does a linguist do)? Why major in linguistics (and what does a linguist do)? Written by Monica Macaulay and Kristen Syrett What is linguistics? If you are considering a linguistics major, you probably already know at least

More information

About the KS2 Spelling Resources on SaveTeachersSundays.com

About the KS2 Spelling Resources on SaveTeachersSundays.com About the KS2 Spelling Resources on SaveTeachersSundays.com The new curriculum has statutory requirements for which graphemes (spelling patterns) and words need to be taught in each year group. The Spelling

More information

Rhode Island College

Rhode Island College Rhode Island College M.Ed. In TESL Program Language Group Specific Informational Reports Produced by Graduate Students in the M.Ed. In TESL Program In the Feinstein School of Education and Human Development

More information