Phonetics Final
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| The lingustic organization of speech sounds: the sound inventory, permissable variants and rules of order comprise the study known as.. | Phonology
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| Phoneme | Smallest unit used to establish word meanings and distinguish between them; central unit of phonology. Ex: /p/and /b/ pit-bit
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| 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.
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| 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
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| Minimal pairs | sounds that differ only one phoneme value
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| complementry distrubution of allophones | two allophones of a phoneme that cannot normally replace one another, as they occur mutually exclusive contexts.
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| free variation | Two allophones of one phoneme that could be exchanged for one another in similar contexts.
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| Broad (phonemic,wide)transcription | each symbol represents a phoneme. (//)
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| Narrow(allophonic)transcription | The use of phonetic categorization that includes as much production as possible.
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| relationship between aspiration and stop voicing in english | Voiceless stops have greater aspiration than voiced stops in the same context.
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| primary allophones of voiced and voiceless stops | Aspriated: /p/, /b/unaspirated:/t/, /d/unreleased:/k/, /g/Flapping of /t/ or voicing /t/Glottal stop /?/
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| 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.
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| Diacritic mark for Nasalized /a/ | ~ above the /a/
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| Diacritic mark for devoicing /b/ | dot underneath the /b/
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| Diacritic mark for lateralized /s/ /z/ | Capital "L" in the upper right corner of the /s/ or /z/
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| Diacritic mark for dentalized /s/ /z/ | little tooth underneath /s/ /z/
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| How do languages differ in their use of phoneme catagories? | some languages have prevoicing (Arabic)
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| catagorical perception | we easily percieve differences BETWEEN phonemes but not so easily WITHIN phonemes
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| rule for plural formation | if the word ends in a Voiceless sound, add /s/if the word ends in a Voiced sound, add /z/
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| 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/
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| Weak syllable deletion | normal co-articulation processes/Syllable structure process in which the unstressed syllable is lost. Ex: telephone goes to /tEfon/
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| Final consonant deletion | deletion of final consonant/ reducing CVC words to CV (Consonant/ vowel) Ex: Book goes to /bU/
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| Cluster reduction | speaker simplifies consonant cluster by deleting one of the consonants.Ex: Block goes to /bak/
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| Epenthesis | insertion of a sound segment (usually schwa) into a word changing its syllable structure. (AKA: Schwa insertion)
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| Stopping | fricative replaced by a stop. Ex: Sun goes to /t^n/ (^=carrot)
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| Fronting | sounds are produced more forward than their normal articulation. Ex: shoe goes to /su/
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| Labialization | the replacement of a nonlabial sound by a labial one. Ex: thumb goes to /f^m/.
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| Affrication | fricatives become affricates Ex: sun goes to /ts^n/
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| Deaffrication | The production of affricates as homorganic fricatives.Ex: cheese goes to [shiz]
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| Gliding | gliding of liquids Ex: [r,l] go to [w,j] red goes to /wEd/
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| Vowelization(vocalization)- | the replacement of liquids and nasals by vowels. [r,l] go to vowel.Ex: table goes to /teIbou/
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| 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/
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| Prevocalic voicing | process that affects voiceless stops.Ex: pig goes to /bIg/
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| Devoicing | replacement of a voiceless for a normally voice sound.Ex: big goes to /bIk/
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| Sander chart for consonant phonemesAge 3 | p,m,h,n,w
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| Sander chart Age 4 | b,k,g,d,f,y
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| Age 6 | t,ng,r (sometimes),l
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| Age 8 | s,ch,sh,z,j,v,th (V+VL),zh established but still working.
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| What is metalinguistic awareness? | The ability to think about language, manipulate it, and talk about its structure and parts.
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| 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)
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| Define Phonotactics: | Rules for combining sounds in syllables;Identifies permissible syllable structure, consonant clusters and vowel sequences
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| Onset | part of a syllable that precede the syllable nucleus
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| Nucleus: | central part of syllable (most commonly a vowel)
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| Coda: | the consonant sounds of a syllable that follow the nucleus which is usually a vowel
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| Rhyme: | combination of a nucleus and coda
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| 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
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| How many consonants can occur in the onset? In the Coda? | Onset:3 Coda:4
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| Can the nucleus have more than one vowel? | No…diphthongs also count as one as well?
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| Handy terms: open syllable vs. closed syllable | open:syllables that DO NOT contain a codaclosed: syllables that DO contain a coda
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| Releasing consonant vs. Arresting Consonant | Releasing: plosive, stopping airflow and then releasing itStop: consonant sound produced by stopping the airflow in vocal tract
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| Tell the phonotactic rules for these phonemes | <ng>/ nasalized /n/: appear in syllable terminating consonant(Coda) only /w/ : appear in syllable initiating(onset) consonant only/j/: appear syllable initiating(onset) consonant only
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| 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.
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| 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
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| Idiolect | a unique characteristic of one’s individual language
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| Style/register | refers to levels of formality
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| Formal English: | applies primarily to written language and formal spoken situations
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| 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”.
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| 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.
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| Standard or prestige dialect: | language form that serves as a bridge between dialects, and is an establishment of a common language used to communicate
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| 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.
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| Code Switching: | ability to switch from language/dialect to another
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| Speech (linguistic) community: | people who share a given language or dialect
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| Name several ways that speech communities may be delineated | By region, native language, class, culture and ethnicity
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| 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
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| Do dialects differ in their grammatical correctness? | Yes…because the syntax and morphology between dialects often differ…
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| Why do some people feel that some dialects are inferior to others? | Prejudices against another class, ethnicity ect.
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| 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)
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| Syntax/Morphology: | when someone says “he gonna spend five cent” instead of “he’s going to spend five cents”
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| Vocabulary: | What’s a soda? The word soda may mean one thing in one region and different in another
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| 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”
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| 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.
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| 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
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