Phonetics Exam 3

Front 1

why move beyond vowels and consonants?

Back 1

>transcription of segmental features (sounds) alone is not sufficent in all cases
a.)ex: inSULT(verb) vs. INsult (noun)
b.)you are going home (can be a statement or question)
c.)ESL do not sound like native speaker even after all vowels and consonants are acquired

Front 2

why else should we move beyond consonants and vowels?

Back 2

>childrens errors are not always at the sound level
can be at other levels example: syllable
child says pi for pig and goo goose (this indicates final placement/ closing syllable problems)

>understands at the word level but not at the conversational
-this is why we need to examine connected speech

Front 3

why do we examine beyond sounds?

Back 3

1.) suprasegmental features
-stress
-intonation (not covered in this class)

2.) syllable structure

3.) connected speech

Front 4

forms of speech

Back 4

citation form: words produced in isolation
deliberate speech

connected speech: words produced together as in conversation
casual speech

Front 5

stress in citation speech

Back 5

>increase in pitch, duration, and loudness

Front 6

physiological mechanism

Back 6

stretches across entire syllable, not individual vowels and or consonants.
3 degrees of stress
-primary
-secondary
-tertiary

Front 7

primary stress

Back 7

monosyllabic words
example 'apple ba'nana

Front 8

secondary stress

Back 8

e.g., ˈpiˌneapple, ˈapriˌcot

Front 9

tertiary

Back 9

pineapple (with apple underlined)

Front 10

diacritics for stress

Back 10

Diacritics for stress
IPA: Short vertical marks
Primary – mark is above, e.g., ˈapple, baˈnana
Secondary – mark is below, e.g., ˈpiˌneapple, ˈapriˌcot;
Tertiary stress - unmarked, e.g., ˈpiˌneapple

other systems may use numbers for stress example 1,2,3

Front 11

spondees

Back 11

words that have equal stress on both syllables
example: cowboy
-in these situations you would put two primary stress marks

Front 12

english stress

Back 12

it is stresed time language similar to other Germanic languages.
-stresses tend to reoccur at regular intervals and is the primary factor for rhythm

Many factors conspire to maintain this timing
• Too many stressed syllables are not allowed to come together, e.g., She wanted a pretty parrot but My aunt wanted ten pretty parrots – p. 118

Front 13

this statement can be misleading because

Back 13

• English sentence rhythm is influenced by many factors, not just stress
example: rhythm of the sentence influenced by many factors
• E.g., of unequal stress rhythm, The red bird flew speedily home (p. 118)
Now, English is described as having variable word stress rather than being stress-timed language

Front 14

reasons for variable word stress in language

Back 14

word stress varies according to:
-grammatical function ex: noun vs. verb
-suffix ex: pyschology vs. psychological
-function in the sentence ex: John should go vs. John and Mary should go(sentence level stress)

Front 15

stress in other languages

Back 15

>stress may be fixed
example: Czech (first syllable); Swahili, Polish (penultimate syllable)

>French: Syllable-timed language but again this is misleading; French has fixed phrase stress

>Other languages: Stress and syllable timing may vary

Front 16

syllables

Back 16

>Syllables are relatively easy to identify, e.g., “phonetics”
>In some cases, however, there are disagreements regarding syllabification
• E.g., dialectal differences (“lamp” in Southern dialects  )
• E.g., words with syllabic nasals, liquids are syllabified differently by different speakers (“prism”)

>Typically, number of vowels, diphthongs, and syllabic consonants in a word = # of syllables

Front 17

rules for syllabication

Back 17

>syllables maximize onset codas (same with children)
example: melon syllabified as me.lon rather mel.on.
put a consonant as the onset of the 2nd syllable rather than as the coda of the 1st

>syllables maximize simple rather than complex onsets (same with children)
example:
asking”: as.king rather than ask.ing

>Split consonants across the 2 syllables rather than having a cluster as the onset of the 2nd syllable

Front 18

syllable structure

Back 18

>vowels, dipthongs, and syllabic consonants form the nuclei of syllables

>non-syllabic form the margins of syllables (this parameter is optional-the coda/onset)

Front 19

consonants are

Back 19

onset

Front 20

syllables are

Back 20

nucleus

Front 21

syllable tree

Back 21

>top part is syllable
>onset (which is optional)
>rime (which mandatory bc has the nucleus)
>from the rime nucleus which is mandatory and the coda which is optional

Front 22

syllable types

Back 22

>open and closed
>monosyllabic,bisyllabic, and multisyllabic
>simple or complex

Front 23

open and closed syllable

Back 23

open syllables end in vowel (bee) where as closed syllables end in a consonant (bead)
-closed syllable is where difficulty tends to lie

Front 24

monosyllabic, bisyllabic, and multisyllabic

Back 24

deals with the number of syllables
-monosyllabic-one- ex=bee
-disyllabic-two ex= water
-multisyllabic- any number ex= banana

Front 25

simple or complex type

Back 25

>based on the presence of clusters
-simple example = sip
-complex example = skip

Front 26

why is this important?

Back 26

Children often make errors at the syllabic or suprasegmental rather than segmental levels
1. Closed syllables (Final Consonant Deletion), e.g., ____________
2. Clusters or Complex Onsets/Codas (Cluster Reduction), e.g., __pie for spy_______________
3. Unstressed syllables in multisyllabic words (interaction of stress and syllable structures)
o Weak or Unstressed Syllable Deletion, e.g., ______teto__________ for “potato”
o Reduplication, e.g., baba for “blanket”
*all errors at syllable level not the sound level

Front 27

connected speech

Back 27

Speech is dynamic: Phonemes are abstract entities; we need to show how they are produced in actual use in order for our transcriptions to reflect everyday speech

Front 28

4 phenomenon that occur in connected speech

Back 28

1. elision
2. reduced vowels
3. sentence-level stress
4.assimilation'

Front 29

elision

Back 29

1. Elision
Deletion of speech sounds in connected speech
E.g., camera /kæmrə/ (citation)
as opposed to /kæmɚə/. (connected)

Front 30

reduced vowels

Back 30

Full form vowels become schwas or reduced
>Vowel reduction changes word stress as well
e.g., “I can go” becomes /aIkəngoʊ/ as opposed to /aIkængoʊ/

Front 31

sentence level stress

Back 31

>Each phonological phrase (i.e., phrases that end with pauses) has 1 primary stress
>Phonological phrases are often marked with commas in written speech
>Typically, primary stress in phonological phrases is on semantically important words from the speaker’s perspective. E.g.,
• Content words (nouns, verbs, adjectives, adverbs)
• Wh- question words
• Words that contain new information, e.g., What do you want? I want ˈ tea.
Other words in phrase receive secondary or no stress

Front 32

assimilation

Back 32

This is similar to coarticulation (that was discussed before), i.e., The influence that one sound has on another in connected speech
Examples: “key” (spreading), “coo” (rounding), “input” (mp), “at this” (t̪)

Front 33

clinical implications of assimilation

Back 33

Clinical Implications: Frequently seen in young children’s speech and in children with speech sound disorders

Front 34

two types assimilation

Back 34

1. progressive
2. regressive

Front 35

regressive assimilation

Back 35

Change propagates backward
Sound 1 is different because of sound 2, e.g., “quick” (labial /k/), “dog” - /gɔg/
We start doing something early
More common than progressive assimilation(also known anticipatory)

Front 36

progressive assimilation

Back 36

>Change propagates forward
>Sound 2 is different because of Sound 1, e.g., “missed” /mIst/ vs “loved” /lʌvd/ (past tense, plurals, etc. - morphophonemics)
We continue doing something
Occurs less frequently than regressive assimilation

Front 37

job as slp

Back 37

>Children with Speech Sound Disorders (SSD) and ESL speakers often make errors that are beyond the segmental level
>As SLPs, our task is to identify these errors (e.g., syllable-level errors) as distinct from segmental errors and provide appropriate remediation, as needed

Front 38

do you speak with a dialect?

Back 38

yes everyone has some form of dialect

Front 39

why is it important for slp's to learn about dialects?

Back 39

• Ax – We need to distinguish between ‘differences’ and ‘disorders’
• Tx – Treat a ‘disorder’, not a ‘difference’

Front 40

dialect

Back 40

“Dialect is defined as a neutral label to refer to any variety of a language which is shared by a group of speakers” (Wolfram, ‘91, as cited in ASHA, 2003)

Front 41

accent

Back 41

Accent
• Refers to more surface characteristics, e.g., phonological, idiomatic, suprasegmental.
Focus in our class is on phonological characteristics of dialects

Front 42

factors that influence dialect

Back 42

-age
-gender
-geographical region
-social class

Front 43

dialect vs. idolect

Back 43

dialect= what characterizes others speech

idolect= own unique way of speaking

Front 44

spoken standard english

Back 44

Spoken Standard American English (SAE)
• Form that is devoid of regional characteristics
• English spoken by ___________________
• This is used to teach English as a second language to foreign language learners

Front 45

nonstandard american english or venacular

Back 45

• E.g., Southern, Eastern, African American
• Regional and social variations of SAE
• Not “deviant” or “wrong” or “substandard”, just “different”

Front 46

three main variations for georgia

Back 46

1. Southern American English
2. African American English (AAE)
Preferred term
3. Spanish-Influenced English

Front 47

within each dialect...

Back 47

Within each dialect, there are variations. Although primary dialects spoken in GA are the focus of this class, obviously, other dialects also exist in the US, e.g., Northeast

Front 48

southern american english

Back 48

Includes all or part of Southern and South Midland states
• AL, AR, FL, GA, KY, LA, MS, NC, OK, SC, TN, TX, VA, WV
Most differences are in vowel and diphthong production; there are some differences in consonant production too

-derhotization
-deletion of postvocalic r

Front 49

african american english

Back 49

Many variations of AAE exist, e.g., AAE spoken in Cleveland is different from AAE spoken in Louisiana

-vocalization
-backing

Front 50

spanish-influenced english

Back 50

12.6% of the total US population is foreign-born
20% of the US population (age 5 or older) speaks a non-English language at home
Limited English Proficient (LEP) speakers
• Bilingual children with little familiarity of English when they start school
The language spoken in the US most after English is spanish
The Hispanic population makes up 15% of the total US population
Majority of Hispanic population is from Mexico (also, Central and South America, Puerto Rico, Cuba, …)

-stopping
-epenthesis