Phonetics And Acoustics 2

Front 1

labialization

Back 1

Secondary articulation involving rounding of the lips

Front 2

obstruents, types and phonological patterns

Back 2

Stops, fricatives and affricates.

Obstruents classified as voiced are voiced through only a small part of the articulation when they occur at the end of an utterance or before a voiceless sound.

Voiced are voiceless when syllable initial, except when immediately preceded by a voiced sound.

Voiceless stops are aspirated when they are syllable initial.

Voiceless stops are unaspirated after s

Voiceless obstruents are longer than the corresponding voiced obstruents when at the end of a syllable.
V

Front 3

How and when nasals become syllabic, diacritic

Back 3

Nasals are syllabic at the end of a word when immediately after an obstruent (leaden)

Front 4

Approximants: what, how they occur in consonant clusters/blends, initial voiceless stops in blend (and diacritic)

Back 4

At least partially voiceless when they occur after initial p,t,k (play, twin, cue)

Front 5

"Dark /l/" why not always example of secondary articulation

Back 5

Velarized.

the primary place of articulation is the alveolar ridge. Secondary is back of tongue toward the velum

Front 6

types of coarticulation

Back 6

anticipatory and perseverative

Front 7

monophthongs, diphthongs, and rhotic vowels

Back 7

aɪ
aʊ
ɔɪ
ju
oʊ
eɪ
r-colored vowel, Technically not vowel followed by consonant /ɹ/, but vowel with /ɹ/ quality
mono: ɝ
dipth: ɚ

Front 8

Know which vowels are followed by [ɹ] and how to handle vowels + [ŋ] in transcription

Back 8

ɪ, ɛ, ɑ, ɔ, u, aɪ, aʊ, ɔɪ, ju

Front 9

Know the concept of tense versus lax vowels from articulatory and phonological perspectives; be able to give examples; know where tense and lax vowels can and cannot occur based on phonological rules

Back 9

.○ Tense: CVC, CV
○ Lax: CVC

Duration

Front 10

Know the relationship between acoustic and articulatory descriptions of vowels

Back 10

.Articulatory – general guideline
Auditory – Formant structures

Front 11

Know the phonological rules that were assigned in the textbook (1-6)

Back 11

.

Front 12

Know the rules for vowel reduction and coarticulation, review Table 4.1 for relationship between stress and vowel reduction

Back 12

.

Front 13

Know when to use [ə] and when to use [ʌ]; when to use [ɜ˞] and when to use [ə˞]

Back 13

.

Front 14

Know concepts of strong and weak forms of words; be able to identify and provide examples

Back 14

.Strong forms
Usually content words that carry some degree of stress Weak forms
Whole words that become reduced (and sometimes omitted)

Front 15

Understand how casual and citation forms of speech are different, and how to represent each in transcription; be able to identify and provide examples

Back 15

citation: when you say the word by itself. At lease one syllable is fully stressed and there is no reduction of the vowel quality.

Front 16

Know the basic characteristics of intonational groups, tonic syllables & tonic accents, and how these concepts interact

Back 16

.Syllable at the intonation peak is said to carry a “tonic accent”

Front 17

Know what sentence types correspond to rising and falling intonation patterns

Back 17

Rising
Typical in yes/no questions
Lists
Falling
Statements
Wh-questions (questions that aren’t yes/no)
Rising and Falling
Conveys doubt; polite questions
Lists

Front 18

Be able to explain how a stressed syllable is perceived from listener’s point of view and is produced by the speaker

Back 18

.What Speaker Does (Production Factors)
More air from lungs
More laryngeal tension
What Listener Focuses On (Perceptual Cues)
Louder
Higher Pitch
Longer Duration

Front 19

Know different functions of stress in English

Back 19

Contrastive, Lexical, Morphological, Syntactic, Semantic

Front 20

Know all the airstream mechanisms in terms of what they are, descriptions of how they work, the direction of the airflow

Back 20

• Pulmonic
• Glottalic
• Velaric

Front 21

Know different airstream states for different sound productions and how they are produced.

Back 21

Glottalic (Obstruents), Velaric (clicks)

Eggressive:
1.Closure of some articulator (bilabial, alveolar,
velar, etc..) and closure of the glottis
2. Upward raising of larynx, like a pump
3. Raising of the glottis causes the body of air in
pharynx to compress; air pressure increases
4. Oral articulation is released; air flows out of the
mouth
5. Glottal closure is released

Ingressive
1. Closure of some oral articulator and closure of the glottis
2. Downward movement of the larynx
3. Lowering of the glottis causes the column of air to
stretch; air pressure decreases
4. Oral articulation is released; air moves inward to equalize pressure
5. Glottal closure is released

Front 22

Know concept of voice onset time and the ways it can be contrasted; be able to provide examples and read waveforms

Back 22

.40 ms?

Front 23

Know, in terms of anatomy, where each place is produced

Back 23

retroflex: apical post alveolar, curling the tip of the tongue up and back so that the underside touches or approaches the back part of the alveolar ridge.

Front 24

Know the different types of stops (1-13) shown in Table 7.5

Back 24

murmured - xʱ
implosive - ɓ
laryngealized - ̰
ejective - x'
nasal release - dn
prenasalized - nd
lateral release - ɬ
ejective lateral release - ɬ'
affricate -xs
ejective affricate - xs'

Front 25

Understand the ways to describe a consonant and be able to apply those to consonants in American English and from the IPA chart (with the chart provided for non-English sounds) – this is summarized on 182 (our differences from the book: Manner includes affricate, we include “postalveolar” or “alveopalatal” sounds)

Back 25

Airstream, direction, glottis, tongue, place, centrality, nasality, manner

Front 26

Reading spectograms

Back 26

stops (white gaps), fricatives (dark patches near top), vowels, approximants, nasals (2-5 roughly parallel lines, generally one line below 100