Linguistic Analysis Of Various Recordings Through Phonology English Language Essay

Worksheet 1 In category you will hear recordings of assorted talkers. Listen to the voices and work with a spouse to reply the undermentioned inquiries:

Voice 1

Is the talker easy for you to understand?

What does the voice Tell you about the talker?

Does this talker offer a utile theoretical account of pronunciation for your pupils?

In what manner ( s ) does this talker ‘s pronunciation differ from your ain?

Imagine the talker has been invited to give a talk at an international conference. Do you hold any recommendations?

Voice 2

Is the talker easy for you to understand?

What does the voice Tell you about the talker?

Does this talker offer a utile theoretical account of pronunciation for your pupils?

In what manner ( s ) does this talker ‘s pronunciation differ from your ain?

Imagine the talker has been invited to give a talk at an international conference. Do you hold any recommendations?

Voice 3

Is the talker easy for you to understand?

What does the voice Tell you about the talker?

Does this talker offer a utile theoretical account of pronunciation for your pupils?

In what manner ( s ) does this talker ‘s pronunciation differ from your ain?

Imagine the talker has been invited to give a talk at an international conference. Do you hold any recommendations?

Address variety meats

English segmentals: consonants

Consonants are typically described in footings of three characteristics:

Where they are articulated ( topographic point )

How they are articulated ( mode )

Whether the vocal creases are vibrating ( voicing )

3Place of articulation

Manner of articulation

bilabial

B, P, m

stop consonant ( halt )

P, B, T, vitamin D, K, g

labio-dental

degree Fahrenheit, V

continuant

degree Fahrenheit, V, I? , A° , s, omega, E? , E’ , H

alveolar consonant

I? , A°

affricative

tE? , E¤

dental consonant

T, vitamin D, s, omega, n, cubic decimeter

nasal

m, n, A‹

post-alveolar

E? , E’ , tE? , E¤ , R

sidelong ( liquid )

cubic decimeter

palatal

J

approximant ( semi-vowel )

R, J, tungsten

velar

K, g, A‹ , tungsten

glottal

H

3TASK: Consonant sounds harmonizing to articulators used.

For each box, take the word whose initial phoneme matches the label. Write the words in phonemic written text.

foolish ; sugar ; heavy ; though ; immature ; graveyard ; bush ; concrete

bilabial

alveolar consonant

post-alveolar

velar

labio-dental

dental consonant

palatal

glottal

Undertaking: Consonant sounds harmonizing to mode of articulation.

For each of the classs below, think of at least one English word get downing with a phoneme which is produced in this manner. Write the words in phonemic written text.

stop consonant ( halt )

nasal

continuant

sidelong

affricative

approximant

( Answers on e-learning – expression at the concluding slide on this hebdomad ‘s PP presentation. )

aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦

Consonants: some issues for ELT

Issue 1: Consonant bunchs

Consonant bunchs are a challenge for many scholars of English – particularly for talkers of linguistic communications where syllable construction is restricted to a C + V ( Consonant + Vowel ) format.

The regulations of English phonotactics mean that English can hold bunchs of up to 3 consonants at the beginning of a syllable ( scrunch ; sprain ) and up to 4 consonants at the terminal ( 6th ; glimpsed ) .

How of import is it for scholars to acquire to grips with these bunchs? For scholars in an ELF context, Jennifer Jenkins has suggested the undermentioned attack:

no skip of sounds in word-initial bunchs eg in promise, twine ;

skip in center and concluding bunchs merely allowable harmonizing to L1 English regulations of syllable construction, eg ‘factsheet ‘ can be pronounced ‘facsheet ‘ but non ‘fatsheet ‘ or ‘facteet ‘ ;

/nt/ between vowels as in British English ‘winter ‘ marked /wE?ntE™r/ instead than American English where, by omission of /t/ , it becomes /wE?nE™r/ ;

add-on is acceptable eg ‘product ‘ marked [ pE™rE’dE?kEStE” ] was apprehensible to non-native middlemans, whereas skip was non, eg ‘product ‘ marked /pE’dE?k/ .

Jenkins J. ( 2003 ) World Englishes – a Resource Book for Students ( London & As ; New York: Routledge ) p 127

Question: Do you believe this would be appropriate for your pupils?

Issue 2: Voicing ( or the fortis / lenis differentiation )

Of the 24 harmonic phonemes of English ( RP ) , 8 are voiceless ( or fortis ) .

These are: /p/ /t/ /k/ /f/ /I?/ /s/ /E?/ /tE?/

Each has a sonant equivalent, e.g. /p/ & gt ; / b/

The staying 8 phonemes are voiced ( or lenis )

.

Features of UNVOICED / FORTIS consonants

Features of VOICED / LENIS consonants

More energetic

No voicing

Vowels are shortened before concluding fortis consonant ( round )

Syllable-final stop consonants can hold reenforcing glottal halt ( bit me )

Less energetic

Have voicing

Vowels have full length before concluding lenis consonant ( bead )

No reenforcing glottal halt ( beat me )

Voicing ( a tip for the schoolroom )

Judy Gibson tells the undermentioned anecdote about voicing and syllable length

It does non go on really frequently that a pupil instantly puts a lesson to good usage, but the undermentioned narrative really occurred. On a Monday, a workplace category practised vowel prolongation before a sonant consonant. On Tuesday, a Nicaraguan member of the category called his local machinist ‘s garage to happen out about the auto he had left for fix. He asked over the phone, ‘ ” Is Esteef at that place? ” The machinist said there was no such individual at that figure. The Nicaraguan idea back to the old twenty-four hours ‘s lesson and said, carefully lengthening the vowel, “ Is Esteeeef at that place? ” Although the Spanish form still produced an excess syllable and de-voiced the concluding sound, the machinist was now able to understand the petition and said, “ Oh, you mean Steve! ” Business could so continue.

Gibson J.B. 2005 Clear Speech – Teacher ‘s Resource Book, 3rd erectile dysfunction ( Cambridge: Cambridge University Press ) p. 54

Question: Is the fortis/lenis differentiation an issue for your pupils? If so, how do you cover with it?

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