Preview

International Phonetic Alphabet and Rule

Satisfactory Essays
Open Document
Open Document
497 Words
Grammar
Grammar
Plagiarism
Plagiarism
Writing
Writing
Score
Score
International Phonetic Alphabet and Rule
Bartłomiej Czaplicki
Fonetyka i fonologia

American English Allophones
CONSONANTS:
1. Aspiration
Rule: Voiceless stops are aspirated in the following context: stressed syllable initially before a vowel. The rule applies inside words.
@pHArt

@tHŒrn

s´@pHoUz

s´@kH√m

2. Nasal Plosion
Rule: Stops have a nasal plosion before nasals. The rule applies inside words and across word boundaries.
@hQp≤n2

@beIk≤n2

@hId≤n2

@tHAp≤moUst

@SArp≤ @naIf

3. Lack of Plosion.
Rule: Oral stops have no plosion before a stop or an affricate. The rule applies inside words and across word boundaries.
@Qk|t

@bEg|d

@sEk´nd| @tHŒrn

@DQt| @tSŒrtS

4. Glottalization.
Rule: When immediately preceding a syllabic /n/, the /t/ is often dropped and a glottal stop inserted.
@kHI/n2

@mI/n2

i@ /n2

@b√/n2

5. Assimilation of Coronal Noncontinuants (/t d n l/).
Rule: Coronal noncontinuants (that is, /t d n l/) assume the place of articulation of the following coronal consonant. The rule applies inside words and across word boundaries. That is:
a. they become dental before dentals: /T D/
@tHEn5T
e@ It5T
@wEl5T
@tHEn5 @TIk
@tHEl5 @DEm
b. they remain alveolar before alveolars.
@kHçlz
@bElts
@pHEts
c. they become postalveolar before postalveolars: /r/
@t≠raI
@d=raI
@hEn=ri
@wal=r´s
@DQt= @roUd
d. they become palato-alveolar before palato-alveolars: /S Z tS dZ/
@dEd @dZ√dZ
@bEntS
@kHçrtSIp
D
@ Qt @tSŒrtS
Note: If there is a sequence of the above mentioned sounds immediately preceding the context causing retraction, the whole sequence undergoes retraction.
´n5d5 @DEn
@kHoUl=d= @reIn
@kH√n=t=ri
s@ Ent @Suz

1

6. Velarization.
Rule: Dark /lÚ/ (velarized /lÚ/) appears in all contexts in American English. Dark /lÚ/ is pronounced like clear /l/ but additionally the back part of the tongue is raised towards the velum. Velarization is the process of raising the back part of the tongue towards the velum.
@bElÚt

@lÚaIk

@lÚIRlÚ2

7. Partial Devoicing of Obstruents.
Rule:
a. Voiced obstruents get half

You May Also Find These Documents Helpful

  • Powerful Essays

    The purpose of this paper is to discuss several strategies and techniques to help teach phonics and promote phonemic awareness. The importance of phonics and phonemic awareness in learning to read will be discussed as well as assessments, differentiated instruction, and any assessments. Finally this paper will discuss the actions a teacher could take when a student is not demonstrating progress.…

    • 1598 Words
    • 7 Pages
    Powerful Essays
  • Powerful Essays

    O. D. is a monolingual 7-year-old female in first grade attending Pebble Hills Elementary who was referred by her school teacher due to concerns with speech. She has an unremarkable birth history with no complications. At 5 years of age, O.D. had a tonsillectomy/adenoidectomy. According to the report, her physical condition and health history documentation reveals no significant problems, occurrences, or current concerns. Current medical history includes a dentist diagnosis of a labial frenulum (lip tie) but the evaluation and dental report suggested no need for surgical intervention as it is not affecting her speech performance at this time.…

    • 1325 Words
    • 6 Pages
    Powerful Essays
  • Good Essays

    Anatomy 1

    • 3429 Words
    • 14 Pages

    | Select the term from the second column that best applies to each item in the first column and write the appropriate letter in the blank. Answer…

    • 3429 Words
    • 14 Pages
    Good Essays
  • Powerful Essays

    Assessment Paper I assessed M.S. on 03/26/2018. M is a 4:0-year-old female client who had been referred to me by her preschool teacher for concerns about her intelligibility during conversational speech. M’s teacher reported that she understood M about 50 percent of the time, and that she is hardly understood by the children at preschool. These same children have begun to ostracize her because of her speech issues. M’s parents are concerned that she will not be ready for kindergarten socially or academically if her speech does not improve.…

    • 1522 Words
    • 7 Pages
    Powerful Essays
  • Good Essays

    he actual sound—as nearly as human organs could imitate it or human letters record it—may be taken as something like Khlûl’-hloo, with the first syllable pronounced gutturally and very thickly. The u is about like that in full; and the first syllable is not unlike klul in sound, since the h represents the guttural thickness. The second syllable is not very well rendered—the l sound being unrepresented. (to Duane Rimel, 23 July 1934)…

    • 181 Words
    • 1 Page
    Good Essays
  • Good Essays

    Phonological Assessment

    • 622 Words
    • 3 Pages

    The article, “Phonological Assessment: A Systematic Comparison of Conversation and Picture Naming” by Lesley Wolk and Andrew W. Meisler, compares to methods of speech elicitation. Both of these methods have positive and negative aspects. Assessing phonological treatment as citing is easy and effective. It allows the Speech Pathologist to have control with a set list of words. However, a main weakness is that a citing procedure may not be accurate. A clinician can overestimate a child’s abilities. This leaves an unnatural sample. An advantage of obtaining a sample through spontaneous conversation is that it allows a sample from the most natural situation. However, a sample from children who do not want to communicate, are shy, or have behavioral problems will affect results.…

    • 622 Words
    • 3 Pages
    Good Essays
  • Satisfactory Essays

    Phonemic Awareness

    • 495 Words
    • 2 Pages

    Based on the results of the current assessments and her actual performance in the classroom I created a lesson plan that focuses on beginning sounds. This lesson is a letter sound activity that allows her the opportunity to have a visual of the word, hear the correct name, repeat the name, produce the beginning sound, and match the…

    • 495 Words
    • 2 Pages
    Satisfactory Essays
  • Good Essays

    Phonological awareness is the ability to attend explicitly to the phonological structure of spoken words. Failure to develop an adequate vocabulary, understanding of print concepts, or phonological awareness during the early (preschool) years constitutes some risks for reading difficulties. Phonological awareness skills are believed to be predictive of a child’s ease in learning to read. More than 20 percent of student’s struggle with some aspects phonological awareness, while 8-10 percent exhibit significant delays (Adams et al. 2.). Phonemic awareness is the insight that every spoken word can be conceived as a sequence of phonemes. It is the understanding that spoken language can be analyzed into strings of separate words and that words can be analyzed in sequences of syllables and phonemes within syllables. Young children begin to notice sound similarities in the words they hear. People who can apart words into sounds, recognize their identity, and put…

    • 754 Words
    • 4 Pages
    Good Essays
  • Good Essays

    Phonemic Awareness

    • 441 Words
    • 2 Pages

    Three reasons why some children struggle to read at grade level even though they do not suffer from learning or other disabilities are: Lack of Phonemic Awareness, Decoding and phonics and Fluency.…

    • 441 Words
    • 2 Pages
    Good Essays
  • Good Essays

    a. voiceless bilabial unaspirated stop [ ] b. low front vowel [ ] c. lateral liquid [ ] d. velar nasal [ ] e. voiced interdental fricative [ ] f. voiceless affricate [ ] g. palatal glide [ ] h. mid lax…

    • 762 Words
    • 4 Pages
    Good Essays
  • Good Essays

    Setswana Phonology

    • 1223 Words
    • 5 Pages

    It is also important to note that there are other consonants besides these 28 which include clicking sounds that are accompanied by the sucking of the air in the mouth cavity. These clicks consist of the dental click, the lateral click, and the palatal click. Since these clicks are only found in marginal words such as interjections and ideophones, they are not officially considered as part of the Setswana phonological system. Moreover, these clicks are slowly starting to disappear in the speech of young Batswana.…

    • 1223 Words
    • 5 Pages
    Good Essays
  • Satisfactory Essays

    POINTERS

    • 450 Words
    • 4 Pages

    Casa del Niño Jesus de Tayabas Pointers to Review Kinder I-St. Anne Name:_____________________________ Time: 8:00-9:15am Reading Letter Qq pp.139-143 Letter Rr pp.144-148 Letter Ss pp.149-153 Language I, You pp.195-203 He, She pp.207-209 Filipino Titik Tt pp.130-134 Titik Ww pp.135-139 Titik Yy pp.140-144…

    • 450 Words
    • 4 Pages
    Satisfactory Essays
  • Good Essays

    Historical Linguistics

    • 723 Words
    • 3 Pages

    The conventions for presenting examples used in this book are widely utilised in linguistics, but it will be helpful to state the more important of these for any readers unfamiliar with them. Most linguistic examples are given in italics and their glosses (translations into English) are presented in single quotes, for example: Finnish rengas 'ring'. In instances where it is necessary to make the phonetic form clear, the phonetic representation is presented in square brackets ([]), for example: [SIl]] 'sing'. In instances where it is relevant to specify the phonemic representation, this is given between slashed lines (II), for example: German Bett Ibetl 'bed'. Double slashes (II II) are used for dictionary forms (or underlying representations ). The convention of angled brackets « » is utilised to show that the form is given just as it was written in the original source from which it is cited, for example: German 'bed'. A hyphen ( - ) is used to show the separation of morphemes in a word, as injump-ing for Englishjumping. Occasionally, a plus sign (+) is used to show a morpheme boundary in a context where it is necessary to show more explicitly the pieces which some example is composed of. It is standard practice to use an asterisk (*) to represent reconstructed forms, as for example Proto-Indo-European *p;;)ter 'father'. A convention in this text (not a general one in linguistics) is the use of )C to represent ungrammatical or non-occurring forms. Outside of historical linguistics, an asterisk is used to indicate ungrammatical and non-occurring forms; but since in historical linguistic contexts an asterisk signals reconstructed forms, to avoid confusion )C is used for ungrammatical or non-occurring forms. xvii…

    • 723 Words
    • 3 Pages
    Good Essays
  • Satisfactory Essays

    teaching phonetics

    • 469 Words
    • 2 Pages

    When I want to show (-ed) pronunciation, I'd start with explaining the voiced and voiceless sounds.…

    • 469 Words
    • 2 Pages
    Satisfactory Essays
  • Powerful Essays

    english words

    • 23822 Words
    • 96 Pages

    ‘The air is always thick with our verbal emissions. There are so many things we want to tell the world.…

    • 23822 Words
    • 96 Pages
    Powerful Essays