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.. | show 🗑
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| Phoneme | show 🗑
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| Allophone | show 🗑
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| Minimal pair and the test of contrastiveness | show 🗑
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| Minimal pairs | show 🗑
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| complementry distrubution of allophones | show 🗑
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| free variation | show 🗑
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| show | each symbol represents a phoneme. (//)
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| show | The use of phonetic categorization that includes as much production as possible.
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| show | Voiceless stops have greater aspiration than voiced stops in the same context.
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| show | 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 | show 🗑
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| show | ~ above the /a/
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| Diacritic mark for devoicing /b/ | show 🗑
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| show | Capital "L" in the upper right corner of the /s/ or /z/
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| Diacritic mark for dentalized /s/ /z/ | show 🗑
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| show | some languages have prevoicing (Arabic)
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| show | we easily percieve differences BETWEEN phonemes but not so easily WITHIN phonemes
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| show | if the word ends in a Voiceless sound, add /s/if the word ends in a Voiced sound, add /z/
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| show | 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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| show | normal co-articulation processes/Syllable structure process in which the unstressed syllable is lost. Ex: telephone goes to /tEfon/
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| show | deletion of final consonant/ reducing CVC words to CV (Consonant/ vowel) Ex: Book goes to /bU/
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| show | speaker simplifies consonant cluster by deleting one of the consonants.Ex: Block goes to /bak/
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| Epenthesis | show 🗑
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| show | fricative replaced by a stop. Ex: Sun goes to /t^n/ (^=carrot)
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| show | sounds are produced more forward than their normal articulation. Ex: shoe goes to /su/
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| Labialization | show 🗑
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| show | fricatives become affricates Ex: sun goes to /ts^n/
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| Deaffrication | show 🗑
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| Gliding | show 🗑
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| show | 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- | show 🗑
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| show | process that affects voiceless stops.Ex: pig goes to /bIg/
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| show | replacement of a voiceless for a normally voice sound.Ex: big goes to /bIk/
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| show | p,m,h,n,w
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| Sander chart Age 4 | show 🗑
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| show | t,ng,r (sometimes),l
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| show | s,ch,sh,z,j,v,th (V+VL),zh established but still working.
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| What is metalinguistic awareness? | show 🗑
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| show | 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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| show | Rules for combining sounds in syllables;Identifies permissible syllable structure, consonant clusters and vowel sequences
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| Onset | show 🗑
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| show | central part of syllable (most commonly a vowel)
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| Coda: | show 🗑
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| Rhyme: | show 🗑
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| show | 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? | show 🗑
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| Can the nucleus have more than one vowel? | show 🗑
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| show | open:syllables that DO NOT contain a codaclosed: syllables that DO contain a coda
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| show | 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 | show 🗑
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| show | 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: | show 🗑
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| show | a unique characteristic of one’s individual language
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| show | refers to levels of formality
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| show | applies primarily to written language and formal spoken situations
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| show | 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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| show | 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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| show | language form that serves as a bridge between dialects, and is an establishment of a common language used to communicate
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| show | 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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| show | ability to switch from language/dialect to another
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| Speech (linguistic) community: | show 🗑
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| show | By region, native language, class, culture and ethnicity
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| show | 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? | show 🗑
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| Why do some people feel that some dialects are inferior to others? | show 🗑
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| show | Phonology (most subject to diversity): word variability when a particular word differs in pronunciation (e.g. tomato, route)
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| Syntax/Morphology: | show 🗑
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| show | What’s a soda? The word soda may mean one thing in one region and different in another
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| show | 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. | show 🗑
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| show | 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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