Semester Outline. Introduction to English Phonology and Phonetics. English Vowels: Outline. Phonetic Classification of Vowels

Size: px
Start display at page:

Download "Semester Outline. Introduction to English Phonology and Phonetics. English Vowels: Outline. Phonetic Classification of Vowels"

Transcription

1 Introduction to English Phonology and Phonetics Dr. Nadja Nesselhauf Semester Outline 1. Phonetics and phonology: basics (& introducing transcription) 2. English consonants 3. English vowels 4. Beyond the phoneme (connected speech, suprasegmentals etc.) 5. Accents of English English Vowels: Outline 1. Classification of vowels 2. English monophthongs 3. English diphthongs Phonetic Classification of Vowels Phonetic criteria for the classification of vowels: - tongue shape (tongue height = closeness/openness + part of tongue which is highest = frontness/backness) - lip shape (rounded vs. unrounded or spread vs. neutral vs. round) - constancy of tongue/(lip)-shape (diphthongs vs. monophthongs) - position of velum (oral vs. nasal vowels) - duration (long vs. short) 1

2 Classification of Vowels: Extreme Vowels Classification of Vowels: Extreme Vowels [i]: extremely front and close [u]: extremely back and close Source: Collins/Mees 2003, 59 Source: Collins/Mees 2003, 59 Classification of Vowels: Extreme Vowels Classification of Vowels: Extreme Vowels [a]: extremely front and open extremely back and open Source: Collins/Mees 2003, 60 Source: Collins/Mees 2003, 60 2

3 Classification of Vowels: Vowel Diagram Classification of Vowels: Cardinal Vowels (D. Jones) si gut thé Rose même Sonne la pas Source: Collins/Mees 2003, 61 Source: Collins/Mees 2003, 61 Classification of Vowels: Cardinal Vowels (D. Jones) Vowels in the IPA chart Source: Collins/Mees 2003, 61 Daniel Jones pronouncing the cardinal vowels: 3

4 Alternative Vowel Chart (Primary Cardinal Vowels) Vowels - a Continuum George Bernard Shaw: Pygmalion (Preface: there are touches of [Henry] Sweet in the play ): HIGGINS: Tired of listening to sounds? PICKERING: Yes. It s a fearful strain. I rather fancied myself because I can pronounce 24 distinct vowel sounds; but your hundred and thirty beat me. I can t hear a bit of difference between most of them. HIGGINS: Oh, that comes with practice. You hear no difference at first; but you keep on listening, and presently you find they re all as different as A from B. Classification of English Vowels Criteria for the classification of English vowels: - constancy of tongue-shape (diphthongs vs. monophthongs or steady-state vowels ) - tongue shape 1) tongue height = closeness/openness 2) part of tongue which is highest = frontness/backness Classification of Vowels: Monophthongs vs. Diphthongs monophthongs = steady state vowels diphthongs = (vowel) glides (e.g. /`H/) Source: Collins/Mees 2003, 64 4

5 Classification of Vowels: Monophthongs vs. Diphthongs Classification of English Monophthongs (RP) /`H/ in cross-section diagram: Source: Collins/Mees 2003, 64 Source: Sauer 1990, 16 Classification of English Vowels: Duration vowel length / duration is not a distinctive feature for English vowels quantity (duration) and quality, however, are correlated the duration of vowels is also affected by their phonetic environment (allophonic variation) Duration of English Vowels: Allophonic quantity rules for English vowels: Allophonic shortening:!v: / FC (stressed vowels are allophonically shortened before fortis consonants) e.g. feet, leaf Allophonic lengthening:!v: / LC (stressed vowels are allophonically lengthened before lenis consonants) e.g. feed, leave 5

6 Classification of English Vowels (RP) Distributional classification of English vowels: vowels than can occur in word-final stressed open syllables (diphthongs + t9, N9, 29/ free vowels vs. Source: Sauer 1990, 16 vowels that in word-final stressed syllables can occur only before consonants (all the rest) checked vowels (GA) Source: Sauer 1990, 16 /h9/ front, close Question: How do the phonemes /i:/ differ phonetically in English (RP) and in German (compare for example nie and knee)? 6

7 /H/ front-central half close centralized before /l/ raised before velars GA & mod. RP happy-tensing RP /d/ front vowel half close half open GA /d/ front vowel half open /z/ front vowel half open open attention! German accent: not too close! 7

8 Task: Read the following pairs of words to your neighbour and ask her/him to tell you whether there is a clear distinction in your vowel sounds: bet bat pen pan kettle cattle head had bed bad pet pat bend band celery - salary /U/ central vowel half open open spelled <u> and <o> RP /@9/ central-back vowel open GA /@9/ back vowel open /@9/ far more frequent in GA than RP 8

9 RP only: /P/ back vowel open rounded lips /P/ in RP is usually in GA /N9/ back vowel half open half close rounded lips more frequent in RP GA: mainly before /r/ /T/ back-central vowel half close rounded lips mirror image of /H/ /t9/ back vowel close rounded lips mirror image of /h9/ 9

10 /29/ central vowel half close half open unrounded (spread) lips! Task: Read the following pairs of words to your neighbour and ask her/him to tell you whether there is a clear distinction in your vowel sounds, in particular whether you spread your lips for the English vowel. If you speak BrE, have your neighbour check additionally whether there really is NO /r/ in your pronunciation. E: bird G: blöd E: heard G: Hörtest E: fern G: Fön E: curse G: köstlich /?/ (schwa) central vowel half close half open occurs only in unstressed syllables most frequent of all phonemes spelled with most vowel letters Sound frequency Frequency of vowel phonemes in conversational RP (cf. Crystal 1995, The Cambridge Encyclopedia of the English Language, p. 239): Total: vowels: 39.2% Most frequent vowels: /?/ 10.7% /H/ 8.3% /d/ 2.9% Least frequent vowels: /H?/ 0.2% /NH/ 0.14% /T?/ 0.06% 10

11 Transcription Practice Please transcribe the following words: ton front wonder onion sponge : RP GA Correspondences RP /U/ GA /U/ GA /29/ / r cut hurry, worry stomach above company shovel oven worry body lot comment : RP GA Correspondences RP /U/ GA /U/ GA /29/ / r cut hurry, worry : RP GA Correspondences RP /U/ GA /U/ GA /29/ / r cut hurry, worry RP /@9/ GA /@9/ father GA /z/ / e,s,r,m,l (+C) staff, bath... RP /@9/ GA /@9/ father GA /z/ / e,s,r,m,l (+C) staff, bath... RP /N9/ GA /@9/ laundry GA /N9/ <o,ou,oo> / r court <a> /w r war 11

12 : RP GA Correspondences RP /U/ RP GA /U/ GA /29/ / r GA /@9/ cut hurry, worry father GA /z/ / e,s,r,m,l(+c) staff, bath... : GA RP Correspondences GA /@9/ RP /@9/ RP /P/ father lot RP /N9/ GA /@9/ laundry GA /N9/ <o,ou,oo> / r court <a> /w r war GA /N9/ RP /N9/ RP /N9/ laundry court RP /P/ GA /@9/ lot GA /U/ RP /U/ cut English Diphthongs English Diphthongs diphthongs are dynamic, they glide from a start point to an end point diphthongs are classified by their second element (the direction of movement) RP and GA have five closing diphthongs (in which the second element is closer than the first) RP additionally has three centring diphthongs (the second element is schwa) 12

13 English Diphthongs: Closing English Diphthongs: Closing RP GA /`H/ price /`H/ /dh/ face /dh/ fronting /NH/ choice /NH/ /`T/ /?T/ house goat /`T/ /nt/ backing RP GA Source: Sauer 1990, 16; Sauer 2001, 17 English Diphthongs: Closing /?T/ (RP) and /nt/ (GA) (boat, toast): - absent in German (beginners tend to replace it with German /n9/) - allophonic variation in RP: first element further back before /l/; compare coat coal /dh/ (face, eight, ): - absent in German (beginners tend to replace it with German /d:/) - also tendency towards monophthongization in GA; but not reflected in transcription - N.B. Las Vegas BUT Los Angeles /dh/ /z/ English Diphthongs: Closing /`H/ (eye, mine) and /`T/ (clown, house): - contrast to German: in E. more time spent on first part; ends at a lower point /`H/ additionally starts further back (compare eye and Ei; mine and mein) /`T/ starts further front (compare clown and Clown, house and Haus) - N.B.: the shape of the a-symbol is different than for long /@9/ /NH/ (boy, employ): - more time spent on first part 13

14 Transcription Practice Please transcribe the following words: how (wie) row (Streit) row (Reihe, rudern) bow (sich verbeugen, Bug) bow (Bogen, Schleife) sow (sähen) sew (nähen) owl (Eule) English Diphthongs: Centring (RP) The centring diphthongs in RP are: /H?/ (sheer) /d?/ (share) /T?/ (sure) English Diphthongs: Centring (RP) English Diphthongs: Centring (RP) and GA Equivalents Source: Sauer 1990, 6 RP /d?/ GA /dq/ (/zq/) share, Mary RP /H?/ GA /Hq/ sheer, beard RP /T?/ GA /Tq/ sure, poor 14

15 English Diphthongs: Centring (RP) Transcription Practice - more movement of German centring diphthongs, esp. second element much lower (compare beer Bier; sure Schur; mare - Meer) - tendency towards monophthongization of /d?/ and /T?/ tear (reißen) tear (Träne) beard (Bart) bear (Bär) pear (Birne) care (kümmern um) RP: Monophthongization of Diphthongs Sound frequency Example Diphthong Homophones >Monophthong Frequency of vowel phonemes in conversational RP (cf. Crystal 1995, The Cambridge Encyclopedia of the English Language, p. 239): sheer, beer share, bear /H?/ /d?/ (/h9/) /D9/ - - Total: vowels: 39.2% Most frequent vowels: /?/ 10.7% /H/ 8.3% /d/ 2.9% Least frequent vowels: /H?/ 0.2% /NH/ 0.14% /T?/ 0.06% sure, poor /T?/ /N9/ sure shore 15

16 RP: Monophthongization of Triphthongs Revision Part III Example fire player employer >Diphthong Triphthong /`H? `H?/ /dh? dh?/ /NH? NH?/ >Monophthong /`9? `9?/ /d9? d9?/ /N9? N9?/ /D9 D9/ - fire far layer lair - - phonetic classification of vowels (tongue shape, lip shape, constancy of tongue shape, position of velum, duration) - cardinal vowels (D. Jones); vowel chart - distinctive features of English vowel phonemes (constancy of tongue shape, tongue shape + why only these): - monophthongs vs. diphthongs - front-central-back sour lower /`T? `T?/ /?T??T?/ /`9? `9?/ (/?9??9?/) /29 29/ our are slower slur - close, half close, half open, open - distributional classification of English vowels (free vs. checked vowels) Revision Part III - classification of 12 (RP) /11 (GA) English monophthongs (on basis of position in vowel chart, i.e. tongue shape) - classification of 8 (RP) / 5 (GA) English diphthongs (closing vs. centring in RP; closing: fronting vs. backing) - differences RP / GA: inventory (GA: no /P/, no centring diphthtongs) differences in quality (/@9, d,?t-nt, dh/) distribution: hurry, dance, lot, laundry - differences English German: esp. absence of /z/ and /29/ Revision Part III 1) Name the distinctive features used to describe English vowels. 2) Draw the English phonemes /T/ and /H/ in a (labelled!) vowel chart. Which distinctive feature(s) do they share, with respect to which distinctive feature(s) do they differ (be specific!)? 3) In what ways is /?/ special compared to other vowel phonemes (consider distribution and frequency)? 16

17 Revision Part III Are the following statements true or false? 1) Of the primary cardinal vowels, more are unrounded than rounded. 2) Degree of roundedness is not a distinctive feature of English vowels. 3) There are 3 nasal vowels in English. 4) Cardinal vowels must be represented in square brackets, not in slashes. 5) Phonetically, 28 different vowel sounds can be distinguished. 6) The quality of the [e] in the IPA chart is different from the quality of the English phoneme /e/. 7) The duration of English vowels is affected by their phonetic environment. 17

The Vowels & Consonants of English

The Vowels & Consonants of English Department of Culture and Communication Institutionen för kultur och kommunikation (IKK) ENGLISH The Vowels & Consonants of English Lecture Notes Nigel Musk The Consonants of English Bilabial Dental Alveolar

More information

Articulatory Phonetics. and the International Phonetic Alphabet. Readings and Other Materials. Review. IPA: The Vowels. Practice

Articulatory Phonetics. and the International Phonetic Alphabet. Readings and Other Materials. Review. IPA: The Vowels. Practice Supplementary Readings Supplementary Readings Handouts Online Tutorials The following readings have been posted to the Moodle course site: Contemporary Linguistics: Chapter 2 (pp. 34-40) Handouts for This

More information

Useful classroom language for Elementary students. (Fluorescent) light

Useful classroom language for Elementary students. (Fluorescent) light Useful classroom language for Elementary students Classroom objects it is useful to know the words for Stationery Board pens (= board markers) Rubber (= eraser) Automatic pencil Lever arch file Sellotape

More information

BBC Learning English - Talk about English July 11, 2005

BBC Learning English - Talk about English July 11, 2005 BBC Learning English - July 11, 2005 About this script Please note that this is not a word for word transcript of the programme as broadcast. In the recording and editing process changes may have been

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

Phonetics and Phonology

Phonetics and Phonology Phonetics and Phonology Humans have a complex system of using sounds to produce language. The study of linguistic sounds is called Phonetics. Phonology is the study of systems of sounds, often the sound

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

Fast Track to Reading Arabic Notes

Fast Track to Reading Arabic Notes Fast Track to eading Arabic Notes Unit 1 1 2 3 4 1 0 A T I N The vowel sounds / / and /I/ are available in Arabic, so should produce few pronunciation problems. However, short vowel sounds are not usually

More information

Common Pronunciation Problems for Cantonese Speakers

Common Pronunciation Problems for Cantonese Speakers Common Pronunciation Problems for Cantonese Speakers P7 The aim of this leaflet This leaflet provides information on why pronunciation problems may occur and specific sounds in English that Cantonese speakers

More information

CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION. Sue O Connell with Louise Hashemi

CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION. Sue O Connell with Louise Hashemi CAMBRIDGE FIRST CERTIFICATE SKILLS Series Editor: Sue O Connell CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION Sue O Connell with Louise Hashemi PUBLISHED BY THE PRESS SYNDICATE OF THE

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

Thai Pronunciation and Phonetic Symbols Prawet Jantharat Ed.D.

Thai Pronunciation and Phonetic Symbols Prawet Jantharat Ed.D. Thai Pronunciation and Phonetic Symbols Prawet Jantharat Ed.D. This guideline contains a number of things concerning the pronunciation of Thai. Thai writing system is a non-roman alphabet system. This

More information

Articulatory Phonetics. and the International Phonetic Alphabet. Readings and Other Materials. Introduction. The Articulatory System

Articulatory Phonetics. and the International Phonetic Alphabet. Readings and Other Materials. Introduction. The Articulatory System Supplementary Readings Supplementary Readings Handouts Online Tutorials The following readings have been posted to the Moodle course site: Contemporary Linguistics: Chapter 2 (pp. 15-33) Handouts for This

More information

PUSD High Frequency Word List

PUSD High Frequency Word List PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.

More information

The Phonological Role in English Pronunciation Instruction

The Phonological Role in English Pronunciation Instruction The Phonological Role in English Pronunciation Instruction Kwan-Young Oh Yosu National University The purpose of this paper is to demonstrate a more effective way for improving Korean students pronunciation

More information

Some Basic Concepts Marla Yoshida

Some Basic Concepts Marla Yoshida Some Basic Concepts Marla Yoshida Why do we need to teach pronunciation? There are many things that English teachers need to fit into their limited class time grammar and vocabulary, speaking, listening,

More information

BBC Learning English - Talk about English July 18, 2005

BBC Learning English - Talk about English July 18, 2005 BBC Learning English - July 18, 2005 About this script Please note that this is not a word for word transcript of the programme as broadcast. In the recording and editing process changes may have been

More information

Bachelors of Science Program in Communication Disorders and Sciences:

Bachelors of Science Program in Communication Disorders and Sciences: Bachelors of Science Program in Communication Disorders and Sciences: Mission: The SIUC CDS program is committed to multiple complimentary missions. We provide support for, and align with, the university,

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

THE PHONEME TEST: SHOULD ALL TEACHERS PASS IT?

THE PHONEME TEST: SHOULD ALL TEACHERS PASS IT? THE PHONEME TEST: SHOULD ALL TEACHERS PASS IT? Alan Davies, Dyslexia Review, The Journal of the Dyslexia Institute Guild, Volume 11, Number 4, p9-12, Summer 2000 It is stated in the National Literacy Strategy

More information

Guidelines for Transcription of English Consonants and Vowels

Guidelines for Transcription of English Consonants and Vowels 1. Phonemic (or broad) transcription is indicated by slanted brackets: / / Phonetic (or narrow) transcription is indicated by square brackets: [ ] Unless otherwise indicated, you will be transcribing phonemically

More information

4 Phonetics and Phonology

4 Phonetics and Phonology 4 Phonetics and Phonology key concepts Articulatory phonetics, phonetic symbols Consonants, approximants, vowels Syllables, feet Phonology, phonemes, allophones, phonological rules introduction In this

More information

Phonemic Awareness. Section III

Phonemic Awareness. Section III Section III Phonemic Awareness Rationale Without knowledge of the separate sounds that make up words, it is difficult for children to hear separate sounds, recognize the sound s position in a word, and

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: Basic www.cambridge.org/chicagoventures Please note that the Chicago Ventures correlations to the City

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

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

Lecture 12: An Overview of Speech Recognition

Lecture 12: An Overview of Speech Recognition Lecture : An Overview of peech Recognition. Introduction We can classify speech recognition tasks and systems along a set of dimensions that produce various tradeoffs in applicability and robustness. Isolated

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

English Phonetics: Consonants (i)

English Phonetics: Consonants (i) 1 English Phonetics: Consonants (i) 1.1 Airstream and Articulation Speech sounds are made by modifying an airstream. The airstream we will be concerned with in this book involves the passage of air from

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

Fry Phrases Set 1. TeacherHelpForParents.com help for all areas of your child s education

Fry Phrases Set 1. TeacherHelpForParents.com help for all areas of your child s education Set 1 The people Write it down By the water Who will make it? You and I What will they do? He called me. We had their dog. What did they say? When would you go? No way A number of people One or two How

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

Contemporary Linguistics

Contemporary Linguistics Contemporary Linguistics An Introduction Editedby WILLIAM O'GRADY MICHAEL DOBROVOLSKY FRANCIS KATAMBA LONGMAN London and New York Table of contents Dedication Epigraph Series list Acknowledgements Preface

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

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.

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

Tapescript. B Listen and write the words. C Help the baby spider. Draw a red line. D Help the baby frog. Listen and draw a green line.

Tapescript. B Listen and write the words. C Help the baby spider. Draw a red line. D Help the baby frog. Listen and draw a green line. Unit 1 Hello! Topics animals, colours, numbers Functions following instructions, spelling and writing Grammar questions (What s? What are? What colour?), demonstratives (this/these), imperatives Vocabulary

More information

Pronunciation: individual sounds

Pronunciation: individual sounds TeachingEnglish training videos Pronunciation: individual sounds Teaching students to form sounds Unit Pronunciation: individual sounds Individual sounds 1 Before you watch Think about your students. Which

More information

The Good Old Days. 2. Famous places: Next, students must drag the pictures of the famous places to the names of the cities where they are.

The Good Old Days. 2. Famous places: Next, students must drag the pictures of the famous places to the names of the cities where they are. The Good Old Days Level: 2º E.S.O. Grammar: Positive and negative descriptive adjectives. The simple past tense of the verb to be. There was / there were. The time. Functions: Describing past habits and

More information

THE INTELLIGIBILITY OF ENGLISH SOUNDS: A STUDY OF PHONETICS Prof. V. Chandra Sekhar Rao

THE INTELLIGIBILITY OF ENGLISH SOUNDS: A STUDY OF PHONETICS Prof. V. Chandra Sekhar Rao Abstract THE INTELLIGIBILITY OF ENGLISH SOUNDS: A STUDY OF PHONETICS Prof. Professor in English, Department of Humanities and Sciences Joginpally B R Engineering College (Affiliated to (JNTUH), Hyderabad

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

PRONUNCIATION AS A LISTENING SKILL

PRONUNCIATION AS A LISTENING SKILL Abstract PRONUNCIATION AS A LISTENING SKILL Mark Hancock Pronunciation is not only about the mouth, but also the ears. And, with English being a global language, the ears must learn to be flexible in order

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

Quarterly Progress and Status Report. Preaspiration in Southern Swedish dialects

Quarterly Progress and Status Report. Preaspiration in Southern Swedish dialects Dept. for Speech, Music and Hearing Quarterly Progress and Status Report Preaspiration in Southern Swedish dialects Tronnier, M. journal: Proceedings of Fonetik, TMH-QPSR volume: 44 number: 1 year: 2002

More information

Cambridge International Examinations Cambridge Primary Checkpoint

Cambridge International Examinations Cambridge Primary Checkpoint Cambridge International Examinations Cambridge Primary Checkpoint MATHEMATICS 0845/02 Paper 2 For Examination from 2014 SPECIMEN PAPER 45 minutes Candidates answer on the Question Paper. Additional Materials:

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

Domain and goal Activities Dancing game Singing/Vocalizing game Date What did your child do?

Domain and goal Activities Dancing game Singing/Vocalizing game Date What did your child do? AUDITION Sways, dances or vocalizes to music and singing CD, MP3, radio Voice Bombardment of /p/ Speech Sounds p.5 6 An important aspect of learning to listen is learning that music and singing is different

More information

Observed pronunciation features in Swedish L2 produced by two L1-speakers of Vietnamese

Observed pronunciation features in Swedish L2 produced by two L1-speakers of Vietnamese Observed pronunciation features in Swedish L2 produced by two L1-speakers of Vietnamese Mechtild Tronnier 1, Elisabeth Zetterholm 2 1 Centre for Languages and Literature, Lund University, Lund, Sweden

More information

Lesson Plans: Stage 3 - Module One

Lesson Plans: Stage 3 - Module One Lesson Plans: Stage 3 - Module One TM Music Completes the Child 1 Stage Three Module One Contents Week One Music Time Song 2 Concept Development Focus: Tempo 4 Song Clap Your Hands 5 George the Giant Pitch

More information

Cheshire Public Schools Spelling Program. Practice Strategies

Cheshire Public Schools Spelling Program. Practice Strategies Cheshire Public Schools Spelling Program Practice Strategies This booklet suggests more than twenty different ideas for practicing spelling words. We suggest that students write, spell, and pronounce the

More information

Mother Tongue Influence on Spoken English

Mother Tongue Influence on Spoken English Mother Tongue Influence on Spoken English Shruti Pal Central Institute of Education (India) palshruti27@gmail.com Abstract Pronunciation is not a major problem in a language classroom until it hinders

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

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

GED Language Arts, Writing Lesson 1: Noun Overview Worksheet

GED Language Arts, Writing Lesson 1: Noun Overview Worksheet CLN Televised Courses Nina Beegle, Instructor Lesson 1: Noun Overview Worksheet NOUNS: DEFINITION A NOUN can be a person, a place, a thing, or an idea. EXAMPLES: man, children, store, a dream There are

More information

Speech Analytics. Whitepaper

Speech Analytics. Whitepaper Speech Analytics Whitepaper This document is property of ASC telecom AG. All rights reserved. Distribution or copying of this document is forbidden without permission of ASC. 1 Introduction Hearing the

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

Phonics. High Frequency Words P.008. Objective The student will read high frequency words.

Phonics. High Frequency Words P.008. Objective The student will read high frequency words. P.008 Jumping Words Objective The student will read high frequency words. Materials High frequency words (P.HFW.005 - P.HFW.064) Choose target words. Checkerboard and checkers (Activity Master P.008.AM1a

More information

Assessing Speaking Performance Level B2

Assessing Speaking Performance Level B2 Examiners and speaking assessment in the FCE exam Speaking tests are conducted by trained examiners. The quality assurance of Speaking Examiners (SEs) is managed by Team Leaders (TLs) who are in turn responsible

More information

Strategies to improve reading fluency skills. Nancy B. Swigert, M.A., CCC/SLP The Reading Center Lexington, KY 40503 Thereadingcenter@aol.

Strategies to improve reading fluency skills. Nancy B. Swigert, M.A., CCC/SLP The Reading Center Lexington, KY 40503 Thereadingcenter@aol. Strategies to improve reading fluency skills Nancy B. Swigert, M.A., CCC/SLP The Reading Center Lexington, KY 40503 Thereadingcenter@aol.com Goals for this session 1. Discuss the areas of skill (e.g. letter

More information

Language and Literacy for Young Learners Online

Language and Literacy for Young Learners Online Language and Literacy for Young Learners Online 4433 Bissonnet Bellaire, Texas 77401 713.664.7676 f: 713.664.4744 www.neuhaus.org Introduction Important Foundational Skills 1. Oral Language 2. Phonological

More information

Reading Readiness Online

Reading Readiness Online 4433 Bissonnet Bellaire, Texas 77401 713.664.7676 f: 713.664.4744 Reading Readiness Online Lesson 1: Introduction Prerequisite Reading Skills What is Reading? Reading is a process in which symbols on paper

More information

CONSONANTS (ordered by manner of articulation) Chapters 4, 6, 7. The larynx s structure is made of cartilage.

CONSONANTS (ordered by manner of articulation) Chapters 4, 6, 7. The larynx s structure is made of cartilage. Chapters 4, 6, 7 The larynx s structure is made of cartilage. Inside it are the vocal folds (or vocal cords). The glottis is the opening between the vocal folds. http://www.uwyo.edu/reallearning/linguistics/larynx.html

More information

AGENDA. Phonological and Phonemic Awareness. (Local Information, Your Name, Date)

AGENDA. Phonological and Phonemic Awareness. (Local Information, Your Name, Date) AGENDA Phonological and Phonemic Awareness (Local Information, Your Name, Date) Participant Objectives In this workshop participants will: Gain understanding of phonological and phonemic awareness Acquire

More information

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:

More information

Reading IV Grade Level 4

Reading IV Grade Level 4 Reading IV Reading IV introduces students to a variety of topics to enrich their reading experience including: a review of consonant and vowel sounds using phonetic clues and diacritical marks to identify

More information

KS2 French Unité 13 Les animaux

KS2 French Unité 13 Les animaux TEACHER S NOTES (Covers aspects of QCA Unit 4. For links to the KS2 Framework for MFL see mapping document on the main menu screen.) Learning Intentions This unit introduces vocabulary for pets. Children

More information

Fact sheet What is pronunciation?

Fact sheet What is pronunciation? Fact sheet What is pronunciation? 1 These fact sheets have been developed by the AMEP Research Centre to provide AMEP teachers with information on areas of professional concern. They provide a summary

More information

Teaching pronunciation Glasgow June 15th

Teaching pronunciation Glasgow June 15th Teaching pronunciation Glasgow June 15th Consider the following questions What do you understand by comfortable intelligibility? What is your approach to teaching pronunciation? What aspects of pronunciation

More information

ACTIVITY SHEET A CRITIC FOR A DAY. 1. In which theatre you saw the musical. 2. A brief account of the plot (don t give too much away)

ACTIVITY SHEET A CRITIC FOR A DAY. 1. In which theatre you saw the musical. 2. A brief account of the plot (don t give too much away) A CRITIC FOR A DAY Now that you have seen My Fair Lady, write the kind of review that might go into a newspaper. Try looking in a few of the Sunday newspapers to get ideas about how they are written. Make

More information

coat road own grow yellow show snow coach throw toast toe

coat road own grow yellow show snow coach throw toast toe Skills: oa, ow, -oe Introduce Concept 1. Display the flash cards for each of the following sounds: oa, ow, oe 2. Say each sound aloud. Note that each vowel team makes the long o sound. The second vowel

More information

Interview with David Bouthiette [at AMHI 3 times] September 4, 2003. Interviewer: Karen Evans

Interview with David Bouthiette [at AMHI 3 times] September 4, 2003. Interviewer: Karen Evans Interview with David Bouthiette [at AMHI 3 times] September 4, 2003 Interviewer: Karen Evans KE: What we are going to talk about first are your experiences while you were at AMHI, and then we will go on

More information

TOPIC EXPLORATION PACK A LEVEL REFORM. May 2014. A Level English Language

TOPIC EXPLORATION PACK A LEVEL REFORM. May 2014. A Level English Language A LEVEL REFORM TOPIC EXPLORATION PACK A Level English Language Theme: Child Language Acquisition May 2014 Contents Contents... 2 Introduction... 3 Teaching Activities... 6 Resources for Activities... 9

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

4 Phonetics. Speech Organs

4 Phonetics. Speech Organs 4 Phonetics Speech is a very hierarchical and complex physical phenomenon, including issues related to cognition, language, physiology, hearing and acoustics. A research including features of these fields

More information

Assessment Directions for Preschool Teachers & Parents:

Assessment Directions for Preschool Teachers & Parents: Assessment Directions for Preschool Teachers & Parents: Literacy Resources, Inc. created this Phonemic Awareness Assessment, aligned to the Illinois Early Learning and Development Standards to assess a

More information

Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 1 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to distinguish long and short vowel sounds in single syllable Students

More information

L3: Organization of speech sounds

L3: Organization of speech sounds L3: Organization of speech sounds Phonemes, phones, and allophones Taxonomies of phoneme classes Articulatory phonetics Acoustic phonetics Speech perception Prosody Introduction to Speech Processing Ricardo

More information

Class 3. Early Reading Assessment

Class 3. Early Reading Assessment Class 3. Early Reading Assessment 1. Phonemic Awareness: Initial Sound Segmentation Assess child s phonemic awareness: the knowledge that words are made of sounds put together. Assess ability to identify

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

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

Los Angeles Unified School District Arts Education Branch Elementary Music Instruction Guide

Los Angeles Unified School District Arts Education Branch Elementary Music Instruction Guide GRADE K Los Angeles Unified School District Arts Education Branch Elementary Music Instruction Guide Module 1: Making Music with Singing and Playing Module 2: Learning the Written Language of Music Module

More information

LEVEL 5-1 - New Headway Intermediate

LEVEL 5-1 - New Headway Intermediate LEVEL 5-1 - New Headway Intermediate SKILLS-BASED SPEAKING Students should be able to GRAMMAR VOCABULARY PRONUNCIATION LISTENING WRITING TOPICS: Exploring the World Unit 1 PG 6-13 ask and answer questions

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

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1 Advice for Class Teachers Moderating pupils reading at P 4 NC Level 1 Exemplars of writing at P Scales and into National Curriculum levels. The purpose of this document is to provide guidance for class

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

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

Cathy Benedict, Ed.D Florida International University NAfME Nashville, 2013 Doing Away With Classroom Management: Teaching for Musical Transitions

Cathy Benedict, Ed.D Florida International University NAfME Nashville, 2013 Doing Away With Classroom Management: Teaching for Musical Transitions Cathy Benedict, Ed.D Florida International University NAfME Nashville, 2013 Doing Away With Classroom Management: Teaching for Musical Transitions The following can be made appropriate for 1st-5th grade

More information

Look, listen and note how well children: Preparation. Resources. Plan this into your singing time activities.

Look, listen and note how well children: Preparation. Resources. Plan this into your singing time activities. Tuning into Sounds Plan this into your singing time activities. Music tape / DVD with a clear beat to respond to Articulate their tongues and mouths Activity 1: Mouth movements Explore different mouth

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

Lessons 6 and 7 Foam Bridge Experiment- Forces and Stresses Lab

Lessons 6 and 7 Foam Bridge Experiment- Forces and Stresses Lab Lessons 6 and 7 Foam Bridge Experiment- Forces and Stresses Lab 1. Background All industrial and building materials undergo forces that they must withstand to function as designed. Concrete is strong under

More information

Youssef SOUINI JAMAIC J AN AMAIC A AN CCENT A

Youssef SOUINI JAMAIC J AN AMAIC A AN CCENT A Youssef SOUINI JAMAICAN ACCENT The Jamaican accent adopts words and structure from Jamaican Patois, a language that combines words from English, Patois and several West African languages. The language

More information

Fiction: Poetry. Classic Poems. Contemporary Poems. Example. Key Point. Example

Fiction: Poetry. Classic Poems. Contemporary Poems. Example. Key Point. Example Reading - Comprehension Fiction: Poetry Read classic and contemporary poems Recognise riddles and rhymes Recognise tongue twisters Classic Poems A poem expresses an emotion or an idea. Rhyme is when words

More information

OCPS Curriculum, Instruction, Assessment Alignment

OCPS Curriculum, Instruction, Assessment Alignment OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of

More information

tap tape Long Vowel Words 1st 2nd Grade

tap tape Long Vowel Words 1st 2nd Grade 1st 2nd Grade Objectives CCSS Reading: Foundational Skills RF.1.3b: Decode regularly spelled one-syllable words. RF.1.3c: Know final -e and common vowel team conventions for representing long vowel sounds.

More information

Reading/Fluency Standards Based Annual Goals

Reading/Fluency Standards Based Annual Goals Reading/Fluency First grade (1.5.1) The student will establish letter-naming fluency at a rate of 40-plus letters per minute by the First grade (1.5.3) When given a first grade passage, the student will

More information

YMCA Basketball Games and Skill Drills for 3 5 Year Olds

YMCA Basketball Games and Skill Drills for 3 5 Year Olds YMCA Basketball Games and s for 3 5 Year Olds Tips ( s) Variations Page 2 Dribbling Game 10 Players will learn that they must be able to dribble to attack the basket (target) to score in basketball. The

More information

Coaching Tips Tee Ball

Coaching Tips Tee Ball Coaching Tips Tee Ball Tee Ball Overview The great thing about tee ball is that there are very few rules to learn and that the game is all about involving lots of kids. It s about making sure all players

More information

Pre-K. Animals Around Us. Differentiated Resources. English Language Learners... 2 Three-Year-Olds...3-4 Small Groups...5-6

Pre-K. Animals Around Us. Differentiated Resources. English Language Learners... 2 Three-Year-Olds...3-4 Small Groups...5-6 Pre-K Differentiated Resources Animals Around Us English Language Learners.......... 2 Three-Year-Olds...................3-4 Small Groups......................5-6 Visit www.macmillanmh.com for online games

More information

Comparative Analysis on the Armenian and Korean Languages

Comparative Analysis on the Armenian and Korean Languages Comparative Analysis on the Armenian and Korean Languages Syuzanna Mejlumyan Yerevan State Linguistic University Abstract It has been five years since the Korean language has been taught at Yerevan State

More information

Progression in each phase for Letters & Sounds:

Progression in each phase for Letters & Sounds: Burford School Marlow Bottom Marlow Buckinghamshire SL7 3PQ T: 01628 486655 F: 01628 898103 E: office@burfordschool.co.uk W: www.burfordschool.co.uk Headteacher: Karol Whittington M.A., B.Ed. Hons Progression

More information