| Question |
Answer |
| The lingustic organization of speech sounds: the sound inventory, permissable variants and rules of order comprise the study known as.. |
Phonology |
| Phoneme |
Smallest unit used to establish word meanings and distinguish between them; central unit of phonology. Ex: /p/and /b/ pit-bit |
| Allophone |
Variation in phoneme realizations that do not change the meaning od a word when they are pronounced in various contexts. Ex:/t/ sounds in train, ten, stem and net. |
| Minimal pair and the test of contrastiveness |
is used to compare sounds to see if they are different phonemes. To do this select a set of minimal pairs that have the sounds you are checking. Ex: pit-bit |
| Minimal pairs |
sounds that differ only one phoneme value |
| complementry distrubution of allophones |
two allophones of a phoneme that cannot normally replace one another, as they occur mutually exclusive contexts. |
| free variation |
Two allophones of one phoneme that could be exchanged for one another in similar contexts. |
| Broad (phonemic,wide)transcription |
each symbol represents a phoneme. (//) |
| Narrow(allophonic)transcription |
The use of phonetic categorization that includes as much production as possible. |
| relationship between aspiration and stop voicing in english |
Voiceless stops have greater aspiration than voiced stops in the same context. |
| primary allophones of voiced and voiceless stops |
Aspriated: /p/, /b/unaspirated:/t/, /d/unreleased:/k/, /g/Flapping of /t/ or voicing /t/Glottal stop /?/ |
| Relationship between final stop voicing and vowel length |
If the vowel is followed by a voiced sound it is longer, if followed by an unvoiced sound it is shorter. |
| Diacritic mark for Nasalized /a/ |
~ above the /a/ |
| Diacritic mark for devoicing /b/ |
dot underneath the /b/ |
| Diacritic mark for lateralized /s/ /z/ |
Capital "L" in the upper right corner of the /s/ or /z/ |
| Diacritic mark for dentalized /s/ /z/ |
little tooth underneath /s/ /z/ |
| How do languages differ in their use of phoneme catagories? |
some languages have prevoicing (Arabic) |
| catagorical perception |
we easily percieve differences BETWEEN phonemes but not so easily WITHIN phonemes |
| rule for plural formation |
if the word ends in a Voiceless sound, add /s/if the word ends in a Voiced sound, add /z/ |
| rule for regular past tense |
If the word ends in a voiceless sound, add /t/If the word ends in a voiced sound, add /d/If the word ends in /t/ or /d/ add /ed/ |
| Weak syllable deletion |
normal co-articulation processes/Syllable structure process in which the unstressed syllable is lost. Ex: telephone goes to /tEfon/ |
| Final consonant deletion |
deletion of final consonant/ reducing CVC words to CV (Consonant/ vowel) Ex: Book goes to /bU/ |
| Cluster reduction |
speaker simplifies consonant cluster by deleting one of the consonants.Ex: Block goes to /bak/ |
| Epenthesis |
insertion of a sound segment (usually schwa) into a word changing its syllable structure. (AKA: Schwa insertion) |
| Stopping |
fricative replaced by a stop. Ex: Sun goes to /t^n/ (^=carrot) |
| Fronting |
sounds are produced more forward than their normal articulation. Ex: shoe goes to /su/ |
| Labialization |
the replacement of a nonlabial sound by a labial one. Ex: thumb goes to /f^m/. |
| Affrication |
fricatives become affricates Ex: sun goes to /ts^n/ |
| Deaffrication |
The production of affricates as homorganic fricatives.Ex: cheese goes to [shiz] |
| Gliding |
gliding of liquids Ex: [r,l] go to [w,j] red goes to /wEd/ |
| Vowelization(vocalization)- |
the replacement of liquids and nasals by vowels. [r,l] go to vowel.Ex: table goes to /teIbou/ |
| Assimilation (labial, alveolar, velar)/harmony processes- |
when a sound becomes similar to another sound in the word. Ex: labial-thumb goes to /w^m/ Alveolar- yellow goes to /lElo/Velar-(most common type) dog goes to /gag/ |
| Prevocalic voicing |
process that affects voiceless stops.Ex: pig goes to /bIg/ |
| Devoicing |
replacement of a voiceless for a normally voice sound.Ex: big goes to /bIk/ |
| Sander chart for consonant phonemesAge 3 |
p,m,h,n,w |
| Sander chart Age 4 |
b,k,g,d,f,y |
| Age 6 |
t,ng,r (sometimes),l |
| Age 8 |
s,ch,sh,z,j,v,th (V+VL),zh established but still working. |
| What is metalinguistic awareness? |
The ability to think about language, manipulate it, and talk about its structure and parts. |
| What is the relationship between metalinguistic awareness of language units and learning to read? |
To learn to read, children must apply their knowledge of spoken language to the written language in a conscious way. (i.e using metalinguistic awareness) |
| Define Phonotactics: |
Rules for combining sounds in syllables;Identifies permissible syllable structure, consonant clusters and vowel sequences |
| Onset |
part of a syllable that precede the syllable nucleus |
| Nucleus: |
central part of syllable (most commonly a vowel) |
| Coda: |
the consonant sounds of a syllable that follow the nucleus which is usually a vowel |
| Rhyme: |
combination of a nucleus and coda |
| What is a consonant cluster, and where in the syllable can it occur? |
A group of consonants that appear in a syllable that have no intervening vowel between them |
| How many consonants can occur in the onset? In the Coda? |
Onset:3 Coda:4 |
| Can the nucleus have more than one vowel? |
No…diphthongs also count as one as well? |
| Handy terms: open syllable vs. closed syllable |
open:syllables that DO NOT contain a codaclosed: syllables that DO contain a coda |
| Releasing consonant vs. Arresting Consonant |
Releasing: plosive, stopping airflow and then releasing itStop: consonant sound produced by stopping the airflow in vocal tract |
| Tell the phonotactic rules for these phonemes |
/ nasalized /n/: appear in syllable terminating consonant(Coda) only /w/ : appear in syllable initiating(onset) consonant only/j/: appear syllable initiating(onset) consonant only |
| Give an example of how languages differ in their phonotactic rules. How can this affect the second language learner? |
In Vietnamese, the phonotactic rule CVC does not exist. Therefore, a native Vietnamese speaker trying to learn English as a second language may have trouble saying “shoes”, and instead would say “shoe” for more than one shoe. |
| Dialect: |
a linguistic variation, a subet of the total language used by speakers who share some common characteristics such as geography, ethnic group or social class |
| Idiolect |
a unique characteristic of one’s individual language |
| Style/register |
refers to levels of formality |
| Formal English: |
applies primarily to written language and formal spoken situations |
| Informal English: |
relies more on grammatical structure than pronunciation patterns; assessed by members of the American English speaking community who have their own opinions of what should be “standardized”. |
| Vernacular: |
native language of a country or a locality; refers to the varieties of spoken American English that are considered to be outside the continuum of informal standard English. |
| Standard or prestige dialect: |
language form that serves as a bridge between dialects, and is an establishment of a common language used to communicate |
| Pidgin and Creole: |
pigeon is a simplified language that develops as a means of communication btwn 2 or more groups that do not have a language in common in situations such as trade. Creole originates from Pidgin which has become a native language to Creoles. |
| Code Switching: |
ability to switch from language/dialect to another |
| Speech (linguistic) community: |
people who share a given language or dialect |
| Name several ways that speech communities may be delineated |
By region, native language, class, culture and ethnicity |
| How does one dialect become the “standard dialect” of a community? |
Usually defined by certain regional and class markers and is an establishment of a common language used to communicate |
| Do dialects differ in their grammatical correctness? |
Yes…because the syntax and morphology between dialects often differ… |
| Why do some people feel that some dialects are inferior to others? |
Prejudices against another class, ethnicity ect. |
| Dialect differences involve any aspect of language: phonology, syntax (word order), morphology, vocabulary and word meanings and idioms. Give an example of each. Which of these endings is most subject to diversity? |
Phonology (most subject to diversity): word variability when a particular word differs in pronunciation (e.g. tomato, route) |
| Syntax/Morphology: |
when someone says “he gonna spend five cent” instead of “he’s going to spend five cents” |
| Vocabulary: |
What’s a soda? The word soda may mean one thing in one region and different in another |
| Idiom: |
a phrase whose meaning cannot be deduced from the literal definition and is used to create a mental image such as “who let the cat out of the bag” |
| Give two reasons why the school SHOULD try to teach the pupils to speak the standard dialect of English. |
1.) To facilitate literacy, 2.) going outside of linguistic community 3.) to achieve success in jobs, college, etc. |
| Give 2 reason why the school should NOT teach the children to speak a dialect other than their own. |
1.) Language and identity inextricality 2.)creates outsiders 3.)risk of language loss 4.) making the individual feel like there’s something wrong with her 4.) it allows privileged speakers to get off easy |
Spanish 3
