Chapter 6 Phonetics

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Collen :

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used to represent the phoneme has been lenghthened.
Examples:
Loose and lose - /lus/ and /lu:z/
Beet and bee - /bit/ and /bi:/
“yes Suzie” – /jes:uzi/ (Colon indicates that /s/ is lengthened)

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Connected Speech

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Connected speech/conversational speech (Casual form) – joining of two or more words together in the creation of an utterance.

onset of one phoneme will be produced before the previous one has been produced as in “where’d you go,” and “what in the world are you going to do?”
In conversational speech, syllable boundaries become obscured and vowels may change

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Citation form

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when a word is pronounced carefully as a single item, it is said to be spoken in its citation form.

Words are spoken in a deliberate manner (length of phoneme is kept consistent)

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Coarticulation –

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Overlapping of the phonemes to maintain the rapidity of speech. Ex. “moo” lips are rounded already for /m/.

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Assimilation –

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Process of phonemes taking on the phonetic characteristics of neighboring sounds. Example: “was she.” See page 171.

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Considerations for transcribing connected speech vs. single words. ***

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Assimilation - the process of phonemes taking on the phonetic character of neighboring sounds.
Segmental aspects of speech - phonemes
Suprasegmental aspects of speech – stress, timing, and intonation.
Note: In connected speech, phonemes are eliminated and/or completely altered when the words become strung together in an utterance. Generally, connected speech is characterized by variations in stress, intonation, and timing of phonemes. Transcribing words in continuous or connected speech requires a lot of focus.

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Coarticulation page 170 – overlapping of the production of various speech sounds to maintain the rapidity of connected speech. The utterance “Where did you go?” changes to /wɛrʤəgo/? Or the question “What in the world are you going to do?” changes to /wəʔnðəwɝldɚjugʊnədu/ (note: the /n/ in this transcription should be a syllabic /n/).
Coarticulation is a process that makes it more efficient for us to speak, otherwise our speech would be more deliberate and effortful.

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overlapping of the production of various speech sounds to maintain the rapidity of connected speech. The utterance “Where did you go?” changes to /wɛrʤəgo/? Or the question “What in the world are you going to do?” changes to /wəʔnðəwɝldɚjugʊnədu/ (note: the /n/ in this transcription should be a syllabic /n/).
Coarticulation is a process that makes it more efficient for us to speak, otherwise our speech would be more deliberate and effortful.

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Right-left coarticulation/anticipatory

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(regressive) ex. – “moo”

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Left-right/perseverative

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(progressive) coarticulation ex. – “wood”

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Elision page 172 –

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Omission of a phoneme during speech production. The word “exactly” /t/ omitted or elided during usual production /əgzæklɪ/ or /ɪgzæklɪ/ or /ɛgzæklɪ/. The word “camera.” Historically, elision results as languages develop or evolve over time. It occurs as a result of coarticulation.
Exercise 6.1, Table 6.1

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Epenthesis –

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The addition of phonemes. Epenthesis can occur due to coarticulation, variation in productions, or speech disorder. Refer to page 174 chapter six. Coarticulation of glides /j/ and /w/. Example: insertion of /j/ after a front vowel as in “Leo,” “Ohio,” or “we own.” Example of /w/ insertion: “cooing,” “going,” or “to each.”

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Epenthesis – sometimes occurs

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in words in which nasal consonants precede a voiceless fricative. Example: the words “tense,” “lengths,” and “Amsterdam.” Other forms of epenthesis include speaking style or dialectal differences in which a schwa is inserted or the insertion of /r/ at the end of words (East U.S. – instead of “idea” – “idear”). Finally, epenthesis may occur in children with phonological disorders or children who are deaf (schwas insertion).
Exercise 6.2

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Metathesis –

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The transposition of sounds in a word. “efuhlunt” instead of “elephant,” or /sɪmənən/ for “cinnamon,” /æks/ for “ask”. See page175 for more examples. Can result from a “slip of the tongue,” personal speaking style, dialectal, or speech disorder.

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Vowel Reduction Make notes – this slide not included on WebCT posting

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Page 175
Full weight of vowel becomes centralized. For example, /æ/ becoming /ə/
Example of “I can go” (citation form versus casual speech form)
Occurs because there isn’t time for articulators to get to their target.
See more examples page 175

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Vowel Changes Page 176

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Transform – Transformation
Concept – conception
Excrete – excretory
Impose – imposition
Sequence – sequential
Condemn – condemnation
Exercises 6.3, 6.4, 6.5

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Suprasegmental Aspects of Speech

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Segmental aspects of speech involve the phonemes.
Connected speech characterized by suprasegmental aspects of speech which include:
Stress
Timing/tempo – includes pausing and juncture
Intonation-it is part of prosody

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Review of stress

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Variations in intensity by which one syllable is produced with more intensity than others.
Word stress Exercise 6.6, 6.7, 6.8
Sentence Stress (pg182 and 183)

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Two types of info. provided during conversation

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Given Information
New Information – new information is usually stressed.
Statement: “I had a hamburger and french fries for lunch.”
Hamburger and french fries considered new information – and receives the stress.
I had and for lunch would be considered given information used as reference to previous event.
Reference page 185 mid page and Exercise 6.12

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Prosody

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Melody of speech
Pitch, Loudness, and Length are three aspects that control prosodic information produced by a speaker.
Fundamental frequency is perceived as pitch
Vocal Intensity is perceived as loudness
Duration (length of an audible sound – pauses between phrases or sentences – overall rate of speech) which is perceived as length

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Intonation

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not used interchangeably with prosody, but rather a feature of prosody.
Intonation is part of prosody that pertains to stress and pitch rise and fall patterns.
Prosody also includes tone, tempo (pause, lengthening, and speaking rate), and loudness

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Tempo (per Small text) page 192

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Describes the durational aspect of connected speech.
The IPA uses a colon /:/ to indicate that a phoneme has been lengthened (page 192)

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Pause and Juncture

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Pause – may indicate the following:
Taking in a breath to continue speaking.
Indicating hesitation on the part of the speaker
Alerts the listener to the speaker’s intent and meaning.

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Juncture

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The way in which syllables and words are linked/joined together in connected speech
Page 194 Diacritic Markers
/I/, /II/, and /+/
/l/ = indicates presence of a short pause
/II/ = Longer pauses
/+/ = marks the pause between words in a sentence or phrase.
Note: page 194 examples (Yes, I would like to go, but I can’t) – see transcribed utterance

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Citation form:

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when a word is pronounced carefully as a single item.

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Connected speech:

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joining of two or more words to create an utterance

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Coarticulation:

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the process of overlapping of the phonemes to maintain the rapidity of speech

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Assimilation:

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process of phonemes taking on the phonetic characteristics of neighboring sounds.

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Colon /:/

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used to represent to indicate the phoneme has been lengthened.
Ex: “rice soup”  /rɑɪs:up/
Other examples: bar room, calm morning, leaf fire.
(page 204 on textbook

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Double bar /||/

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used to represent punctuation marks in transcription of connected speech.
It replaces semicolons, periods, and question marks.

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Strong & weak syllable forms:

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Several English monosyllabic words change in the manner of pronunciation as they join with other words to form connected speech.
The change in pronunciation is caused by intonation and stress patterns of speech.
Vowels may become reduced
In this connected speech, monosyllabic words take on an unstressed form.
Transcription will be different due to this change in pronunciation

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Strong & weak syllable forms con’t

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Strong form = stressed form
Ex: “The” (produced in isolation) /ðʌ/
Weak form = unstressed form
Ex: “The boy”  /ðəbɔɪ/

/ðʌ/ becomes /ðə/ in connected speech

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end of set

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profeesor and lab