PHONETICS PORTFOLIO

Phonetic's Portfolio

2021

Table of Contents

INTRODUCTION

GLOSSARY

PHONEMES LIST AND EXAMPLES

CONCLUSION

INTRODUCTION

As students and future English teachers, we have to master the knowledge about the foreign language, specially about phonemes which is key in order to get the right pronunciation. That's why in the following work we will share some of the most important vocabulary as well as the classification of phonemes and graphemes with a variety of examples.

Next

Back

Glossary

A-d

e-h

Select the letter range that you want to review.

I-L

M-P

R-U

V-Z

Next

Back

A-D

ACCENTS

Glossary

e-h

An accent is the way a person speaks. Some people pronounce words differently. A lot of the time, different countries that speak the same language pronounce the same words in a different way. Usually they can understand each-other, but they will notice that they sound a little different. An accent is the way a person speaks. Some people pronounce words differently. A lot of the time, different countries that speak the same language pronounce the same words in a different way. Usually they can understand each-other, but they will notice that they sound a little different.

I-L

M-P

R-U

Further links: https://simple.wikipedia.org/wiki/Accent

V-Z

Next

Back

A-D

AFFRICATES

Glossary

e-h

Also called semiplosive, a consonant sound that begins as a stop (sound with complete obstruction of the breath stream) and concludes with a fricative (sound with incomplete closure and a sound of friction). A complete closure is made somewhere in the mouth, and the soft palate is raised. Air pressure increases behind the closure, and is then released more slowly than in plosives, e.g./t/ and/d3/

I-L

M-P

R-U

You can find more information through this link: https://www.britannica.com/topic/affricate

V-Z

Next

Back

A-D

ALLOPHONES

Glossary

e-h

Allophones are a kind of phoneme that changes its sound based on how a word is spelled. Pronunciations of /r/ are known as allophones. (Allophones are usually enclosed in square brackets.) Though there may be subtle differences in articulation, they don´t lead to a change of meaning. In phonemic transcription, each symbol is therefore used as a presentation of the 'principal' sound of a 'family' of similar sounds.

I-L

M-P

R-U

You can find more information through this link: https://www.thoughtco.com/allophone-word-sounds-1689078

V-Z

Next

Back

A-D

ALVEOLAR RIDGE

Glossary

e-h

The alveolar ridge is a small protuberance just behind the upper front teeth that can easily be felt with the tongue. We speak using the lips, tongue, teeth, hard and soft palates and alveolar ridge as it is shown if the image. The nasal cavity comes into play for certain sounds and the movement of the lower jaw is also important.

I-L

M-P

R-U

You can find more information through this link: https://www.britannica.com/science/alveolar-ridge

V-Z

Next

Back

ALVEOLAR SOUNDS

A-D

Glossary

e-h

Alveolar consonants are consonant sounds that are produced with the tongue close to or touching the ridge behind the teeth on the roof of the mouth. The name comes from alveoli - the sockets of the teeth. Alveolar consonants exist in many languages, including Spanish, Italian, French and German. Learners can practise these in minimal pairs such as ‘tent' and ‘dent'. Further links: https://youtu.be/G_OQjKLvt0E

I-L

M-P

R-U

You can find more information through this link: https://www.britannica.com/topic/affricate

V-Z

Next

Back

A-D

APPROXIMANTS

Glossary

e-h

Approximants occur when one articulator moves close to another, but not close enough to cause friction or to stop the airflow. Note that /w/ and /j/ are sometimes referred to as 'semi-vowels'. This is because they are made without a restriction to the airflow, unlike the other consonants. But they act in a consonant-like way; we say an apple, but we say a pear, a watermelon and a yam. All three approximants are important linking sounds in connected speech. Vocal organs come near to each other, but no so close as to cause audible friction, e.g. /r/ and /w/

I-L

M-P

R-U

You can find more information through this link: https://thesoundofenglish.org/approximants/

V-Z

Next

Back

- Articulations of consonants: Consonants, as mentioned earlier, can be voiced or unvoiced. The articulation of /p/ or /b/ is effectively the same, the only difference being that the latter is voiced and the former is unvoiced. As the relative force involved in producing /p/ is greater than that used to produce /b/, the terms fortis (strong and lenis (weak) are sometimes used. Try holding a small slip of paper in front of your mouth and making both sounds; the paper should flap for /p/ and hardly move for /b/. Essentially, in English at least, 'fortis' applies to unvoiced consonant sounds like /p/, whereas lenis' describes their counterparts like /b/. In addition to the presence or absence of voicing, consonants can be described in terms of the manner and place of articulation.

A-D

ARTICULATION

Glossary

e-h

Articulation happens when the airstream is interrupted, shaped, restricted or diverted. - Articulations of vowels: Vowels are produced when the airstream is voiced through the vibration of the vocal cords in the larynx, and then shaped using the tongue and the lips to modify the overall shape of the mouth. The position of the tongue is a useful reference point for describing the differences between vowel sounds, and these are summarised in the following diagram.

I-L

M-P

R-U

You can find more information through this link: https://youtu.be/j-27eVle65A https://youtu.be/sbNDFgWOrTQ

V-Z

Next

Back

A-D

Place and manner or articulation

Glossary

e-h

I-L

M-P

R-U

V-Z

Next

Back

Some rules for assimilation: 1 The phonemes /t/, /d/ and /n/ often become bilabial before bilabial consonants /p/, /b/ and /m/: He's a rather fat boy. (/t/ assimilates to /p/) 2 /t/ assimilates to /k/ before /k/ or /g/./d/ assimilates to /g/ before /k/ or /g/: Where has that cat been all night? (/t/ assimilates to /k/) The best description is that in readying our articulators for the next sound, certain sounds are cither absorbed, or modified into others. There is another possibility: the /t/ at the end of that could also become a glottal stop, where the glott is closes momentarily.

A-D

assimilation

Glossary

e-h

The term assimilation describes how sounds modify each other when they meet, usually across word boundaries, but within words too. If we consider the words that and book, and look at the phonemes involved, we get /ðæt/ and /buk/. If we then place the words into a sentence (for example, Could you pass me that book, please?), we notice that the /t/ phoneme at the end of that does not sound like it does in the word said on its own. The phoneme /t/ is an alveolar sound, which is formed when the tongue blade forms a temporary closure against the alveolar ridge. If you try saying the sentence a few times over, you will notice that the tongue doesn't actually get there at the end of the word. Rather than having our tongue make the unnecessarily long journey all the way to the alveolar ridge, we employ an economy of effort, and get our articulators (in this case the lips) ready for the next sound, /b/.

I-L

M-P

R-U

You can find more information through this link: https://youtu.be/IkzUgTT5byE

V-Z

Next

Back

A-D

ANTICIPATORY

Glossary

e-h

Anticipatory coarticulation occurs when the articulation of a particular sound is affected by that of a later-occurring sound. Accordingly, in anticipatory coarticulation the articulatory gesture related to a particular sound begins during the production of one or more articulatory gestures that precede it.The above examples are cases of anticipatory assimilation, where one sound changes to another because of the sound which follows. Here are some cases of coalescent assimilation, where two sounds combine to form a different one: 6 /t/ and /j/ coalesce to form /tſ/: You went to France last year, didn't you? 7 /d/ and /j/ coalesce to form /d3/: Would you like a cup of tea?

I-L

M-P

R-U

You can find more information through this link: https://youtu.be/1ZpGRUxjMIk

V-Z

Next

Back

BILABIAL SOUNDS

A-D

Glossary

e-h

The term ‘bilabial’ comes from bi- (twice, double), and labialis (having to do with the lips). In the pronunciation of English, the three consonant sounds that are made by bringing our lips together are /p/, /b/ and /m/ as in pat, bat and mat, respectively. Where things really get tricky, however, is with /p/ and /b/. Quite often the pedagocical focus with these two consonants is placed on voicing (the vibration of our vocal chords when we speak). /p/ is described as voiceless (i.e. there is no vibration of the vocal chords) and /b/ as voiced (i.e. the vocal chords vibrate as we pronounce the sound).

I-L

M-P

Using closing movement of both lips, e.g. /p/ and /m/

R-U

You can find more information through this link: https://englishglobalcom.wordpress.com/2020/04/15/the-bilabials-p-b-and-m/

V-Z

Next

Back

CENTRING DIPHTHONGS

A-D

Glossary

e-h

A centering diphthong is one that begins with a more peripheral vowel and ends with a more central one, such as [ɪə̯], [ɛə̯], and [ʊə̯] in Received Pronunciation or [iə̯] and [uə̯] in Irish. Many centering diphthongs are also opening diphthongs ([iə̯], [uə̯]). diphthongs may contrast in how far they open or close. For example, Samoan contrasts low-to-mid with low-to-high diphthongs: ’ai [ʔai̯] 'probably' ’ae [ʔae̯] 'but' ’auro [ʔau̯ɾo] 'gold' ao [ao̯] 'a cloud'

I-L

M-P

R-U

You can find more information through this link: https://youtu.be/1ZpGRUxjMIk

V-Z

Next

Back

Front chain:The sentence is drilled and built up from the start, gradually adding to its length. Certain parts may be drilled separately, if they present problems. Each part of the sentence is modelled by the teacher, and the students repeat. If I'd seen him... If I'd seen him, I would've... I would've. I would've told him. If I'd seen him, I would've told him.

A-D

CHAINING

Glossary

e-h

Chaining can be used for sentences which prove difficult for students to pronounce, either because they are long, or because they include difficult words and sounds. The following examples show how the teacher isolates parts of the sentence, modelling them separately for students to repeat, and gradually building the sentence up until it is complete. Back chain: The sentence is drilled and built up from the end, gradually adding to its length. Certain parts may be drilled separately, if they present problems. Each part of the sentence is modelled by the teacher, and the students repeat. ...told him. ...would've... ...would've told... etc...

I-L

M-P

R-U

You can find more information through this link: http://downloads.englishmyway.co.uk/topics/help-and-training/training/section-4--speaking-and-listening-development/integrating-pronunciation/drilling-techniques/drilling-pdfs/front-and-back-chaining.pdf

V-Z

Next

Back

Characteristics of approximants

A-D

Glossary

e-h

I-L

M-P

R-U

V-Z

Next

Back

Characteristics of bilabial sounds

Characteristics of affricates

A-D

Glossary

e-h

I-L

M-P

R-U

V-Z

Next

Back

Characteristics of fricatives

A-D

Glossary

e-h

I-L

M-P

R-U

V-Z

Next

Back

Characteristics of nasals

Characteristics of LATERal

A-D

Glossary

e-h

I-L

M-P

R-U

V-Z

Next

Back

‘U-Coalescence’ Also involves a combination of alveolar plosive/fricative and usually a <u> in spelling, but without a graphemic indication of an intervening semi-vowel, i.e. a <y>. It commonly occurs in words like tune, dune, fortune, pro-/de-/re-/induce, century, nature/natural, (un)usual, mixture, texture, picture, pressure, creature, opportunity, situation, actually, pleasure or treasure in the speech of many speakers of (British) English. Some other words or constructions, such as assume, stupid, student, substitute, opportunity, promised yesterday or as yet often exhibit this kind of coalescence, too, but seem to be somewhat more optional, especially the words beginning with <st>.

CLOSING DIPHTHONGS

A-D

Glossary

e-h

I-L

Closing diphthongs are those whose last vowel is near-high. Since both vowels have to be lax, the only two possibilities are [ɪ] and [ʊ]. Centering diphthongs ends in vowel [ə] (schwa). American English diphthongs can be explained from their British counterpart

M-P

R-U

You can find more information through this linkS: https://youtu.be/mXl7hEzjJQg http://martinweisser.org/courses/phonetics/connect/coalescence.html

V-Z

Next

Back

A-D

CLUSTERS

Glossary

e-h

A consonant cluster in a word is a group of consonants with no vowels between them. The longest possible cluster in English is three consonant sounds at the start, such as 'splash', and four at the end, as in 'twelfths'. Consonant clusters (consonant sounds which occur together, as in matchbox /'mætſboks/) can provide many difficulties for learners, particularly when the cluster in question is not possible in L1. English words can have up to three consonants together at the beginning (as in scratch /skrætſ/ and splash /splæſ/) and up to four at the end (as in sixths /siksós/ or glimpsed /glimpst/). Consonant clusters cause problems for learners whose first language does not allow so many consonants together without intervening vowel sounds. Examples of this are Spanish and Arabic.

I-L

M-P

R-U

You can find more information through this link: https://youtu.be/P73dwwm14fo

V-Z

Next

Back

‘U-Coalescence’ Also involves a combination of alveolar plosive/fricative and usually a <u> in spelling, but without a graphemic indication of an intervening semi-vowel, i.e. a <y>. It commonly occurs in words like tune, dune, fortune, pro-/de-/re-/induce, century, nature/natural, (un)usual, mixture, texture, picture, pressure, creature, opportunity, situation, actually, pleasure or treasure in the speech of many speakers of (British) English. Some other words or constructions, such as assume, stupid, student, substitute, opportunity, promised yesterday or as yet often exhibit this kind of coalescence, too, but seem to be somewhat more optional, especially the words beginning with <st>.

A-D

COALESCENT

Glossary

e-h

Coalescence is a special kind of assimilation. With all the other types of assimilation discussed before, it’s usually either the consonant on the left or the right that has a dominating influence on the other. In coalescence, both consonants influence each other and fuse together to form a new one, often an affricate. Yod-Coalescence This type of coalescence involves a fusion of an alveolar plosive or fricative, followed by a semi-vowel /j/ and a back vowel, either /uː/, /ʊ/ or /oː/. This is generally manifested in forms of the pronoun you, such as in would you, could you, should you, did you or he/she knows your name.

I-L

M-P

R-U

You can find more information through this linkS: https://youtu.be/mXl7hEzjJQg http://martinweisser.org/courses/phonetics/connect/coalescence.html

V-Z

Next

Back

CONNECTED SPEECH

A-D

Glossary

e-h

Connected speech, or connected discourse, in linguistics, is a continuous sequence of sounds forming utterances or conversations in spoken language. Analysis of connected speech shows sound changes affecting linguistic units traditionally described as phrases, words, lexemes, morphemes, syllables, phonemes or phones. Here are some of the more common features of connected speech: 1. Assimilation 2. Elision 3. Delayed Plosion 4. Catenation 5. Intrusion

I-L

M-P

R-U

You can find more information through this link: https://youtu.be/3RlZdJC1kXo

V-Z

Next

Back

A-D

CONSONANTS

Glossary

e-h

Consonant, any speech sound, such as that represented by t, g, f, or z, that is characterized by an articulation with a closure or narrowing of the vocal tract such that a complete or partial blockage of the flow of air is produced. Consonants are usually classified according to place of articulation (the location of the structure made in the vocal tract, such as dental, bilabial, or velar), the manner of articulation (the way in which the obstruction of the airflow is accomplished, as in stops, fricatives, approximants, trills, taps, and laterals), and the presence or absence of voicing, nasalization, aspiration, or other phonation. Pronunciation of consonants through this link: https://youtu.be/5t_CACR3J3I

I-L

M-P

R-U

You can find more information through this link: https://www.britannica.com/topic/affricate

V-Z

Next

Back

CONTENT WORDS

A-D

Glossary

e-h

Content words are words that have meaning. They can be compared to grammatical words, which are structural. Nouns, main verbs, adjectives and adverbs are usually content words. Auxiliary verbs, pronouns, articles, and prepositions are usually grammatical words. Example ‘We flew over the mountains at dawn'. In the classroom There is an important difference in pronunciation between content and grammatical words. Content words tend to be stressed and grammatical words are often pronounced in a reduced form or with a schwa sound. Practice of this can be provided in listening comprehension activities that require learners to reconstruct what they have heard.

I-L

M-P

R-U

You can find more information through this link: https://www.teachingenglish.org.uk/article/dictation-3-texts

V-Z

Next

Back

A-D

Contractions

Glossary

e-h

A contraction is a word made by shortening and combining two words. Words like can't (can + not), don't (do + not), and I've (I + have) are all contractions. A trigraph is a single sound that is made with three letters such as igh, ore, air, ear and so on. People use contractions in both speaking and writing. They're so common that movies and books often try to make characters seem old-fashioned or strange by having them never use contractions. This is a little silly because English speakers have been using contractions for centuries—although not always the same ones we use today.

I-L

M-P

R-U

You can find more information through this link: https://www.twinkl.com/teaching-wiki/digraph

V-Z

Next

Back

DENTAL SOUNDs

A-D

Glossary

e-h

Dental sounds involve the tongue tip (active articulator) making contact with the upper teeth to form a constriction. Examples of Dental sounds in English are / θ, ð/. If a sound is produced where the tongue is between the upper and lower teeth, it is attributed the term ‘interdental. Dental consonants occur when you block/constrict airflow by placing your slimy tongue against your upper teeth. English contains the following two labio-dental sounds: /θ/ as is “thick” and “bath“ /ð/ as in “the” and “rather”

I-L

M-P

R-U

V-Z

Next

Back

2. Not being able to correctly link the spoken sound with the written form of that sound – This means either not being able spell the correct sound using Pinyin (in a listening test) or not being able to recall which sound in the spoken language is associated with a certain Pinyin spelling (in a speaking test). Of course, never having learnt how Pinyin works would be an even bigger problems, since it’s impossible to recall something you haven’t learnt.

A-D

DIFFICULTIES WITH PRONUNTIATION

Glossary

e-h

Here are the two problems put briefly: 1. Not being able to produce the correct sound – This is the type of problem that most people will think of when they think of problems with pronunciation. You already know that this is not the only type because of the title and introduction of this article, but many people act as if they believe that this is the only type of pronunciation problem. An example would be the sound that in Pinyin is written ü, which is actually not that hard to pronounce, but causes some problems for native speakers of English since there is no similar sound in that language (but there is in French, German and Swedish, for example).

I-L

M-P

R-U

V-Z

Next

Back

A-D

DIGRAPHS

Glossary

e-h

Digraphs are two letters which represent one sound in a word. Some digraphs have more than one sound value. These shouldn't be confused with a blend of two letters in spoken English, where each letter makes a distinct sound rather than combining to make one sound. A trigraph is a single sound that is made with three letters such as igh, ore, air, ear and so on. Consonant digraphs are taught in EYFS up to the age of five during their study of Phonics and English. During Year 1, there are many vowel digraphs that children will learn. These can come at the beginning of a word, an 'initial' digraph, or at the end, a 'final' digraph.

I-L

M-P

R-U

You can find more information through this link: https://www.twinkl.com/teaching-wiki/digraph

V-Z

Next

Back

A-D

DIPHTHONGS

Glossary

e-h

A diphthong is a glide from one vowel sound to another within a single syllable (e.g., the phoneme /aɪ/ in the words I, my or try). This is different from a monophtong, where there is just one vowel sound (/æ/ in man or sand). Diphthongs are one of the greatest sources of mispronunciation for Spanish speakers. The main difficulty is that English letters can be pronounced in several ways, so sometimes it’s difficult to know which is the correct one. An i can be said as /ɪ/ or /aɪ/, an o as /ɒ/ or /əʊ/, etc. We must also remember that vowels are often pronounced /ə/ when they are unstressed. This uncertainty leads to very common mistakes. Let’s see some examples of words which are often mispronounced by Spanish speakers.

I-L

M-P

R-U

You can find more information through this link: https://www.twinkl.com/teaching-wiki/digraph

V-Z

Next

Back

A-D

DIscourse

Glossary

e-h

A discourse approach to intonation examines how the stresses we make, and intonation the tone we employ when speaking, relate our utterances to the surrounding language. The term discourse defines any meaningful stretch of language. Analysing intonation within discourse means that the wider context of a conversation, or monologue, is taken into account, and enables us to see how intonation conveys ideas and information. A simple example is seen in the idea of listing. If we say You need a pen, a pencil, and some paper the voice tends to rise on pen and pencil, indicating that there is something more to come. The voice may then fall on paper, to indicate that that is the end of the list.

I-L

M-P

R-U

You can find more information through this link: https://www.twinkl.com/teaching-wiki/digraph

V-Z

Next

Back

A-D

DOUBLE

Glossary

e-h

Double consonants appear when adding a suffix if the base word uses the so-called "short" sound of a vowel. See So-called “short” and “long” vowels. Double consonants are used also in the middle of words with no suffixes. For example in “follow” (/ɒ/ sound) and “solar” (/əʊ/ sound). However “solid” also has an /ɒ/ sound, and no double consonant. Based on this example we generalize as follows: the double consonant pattern shows that the vowel has its short sound (or schwa) but a single consonant cannot be used to determine the pronunciation. Most doubled consonants do not change from their single sound value (e.g. rub, rubber, fat, fatter, thin, thinner).

I-L

M-P

R-U

You can find more information through this link: https://youtu.be/jneDqE7cEJg

V-Z

Next

Back

A-D

Drilling

Glossary

e-h

One of the main ways in which pronunciation is practised in the classroom is through drilling. In its most basic form, drilling simply involves the teacher saying a word or structure, and getting the class to repeat it. Being able to drill properly is a basic and fundamental language teaching skill. Drilling often follows on from the process, known as eliciting, of encouraging students to bring up a previously studied word, phrase or structure. The teacher generally uses prompts, pictures, mime etc, to help the process along, and can give the relevant item to the students if none of them is able to offer it. Given the complex relationships between English spelling and pronunciation, drilling is best done before students see the written form of the language.

I-L

M-P

R-U

You can find more information through this link: https://youtu.be/jneDqE7cEJg

V-Z

Next

Back

A-d

Glossary

ELICITING

e-h

Drilling often follows on from the process, known as eliciting, of encouraging students to bring up a previously studied word, phrase or structure. The teacher generally uses prompts, pictures, mime etc, to help the process along, and can give the relevant item to the students if none of them is able to offer it. Given the complex relationships between English spelling and pronunciation, drilling is best done before students see the written form of the language. Once the item in question has arisen, teachers can then drill it in order to work on pronunciation.

I-L

M-P

R-U

INSERT TEXT AND LINK IF APPLIES

V-Z

Next

Back

ELISION

(/t/ elided between /tf/ and /p/, and between /p/ and /f/) We bought a lovely caryed_statuette. (/d/ elided between /v/ and /st/) 2 Complex consonant clusters are simplified. She acts like she owns the place! (/ækts/ can be simplified to /æks/) Teachers use authentic texts to teach from. (/teksts/ can be simplified to /teks/) George the Sixth's throne (/S1k0s Or/ simplified to (/S1ks Or/) 3 /o/ can disappear in unstressed syllables. I think we should call the police. (/o/ can disappear in the first syllable ofpolice) I'll love you forever, promise. Well, perhaps. (/o/ can disappear) It's a question of collective responsibility. (/o/ can disappear) Are you coming out tonight? (/o/ can disappear) That's an interesting idea. (/o/ is not pronounced by many speakers, reducing the number of syllables in the word) Have we got any vegetables? (/o/ is not pronounced by most speakers, reducing the number of syllables in the word) 4 /v/ can disappear in of, before consonants. My birthday's on the 1 Ith of November. It's a complete waste of time! That's the least of my worries!

A-d

Glossary

e-h

The term elision describes the disappearance of a sound. For example, in the utterance He leaves next week speakers would generally elide (leave out) the /t/ in next saying /neks wi:k/. Again here, the reason is an economy of effort, and in some instances the difficulty of putting certain consonant sounds together while maintaining a regular speech rhythm and speed.Some rules for elision 1 The most common elisions in English are /t/ and /d/, when they appear a consonant élÜßter. We arrived the next_day. (/t/ elided between /ks/ and /d/) When we reached Paris, we stopped for lunch.

I-L

M-P

R-U

V-Z

Next

Back

A-d

Fall

Glossary

e-h

According to dictionary.cambridge.org intonation describes how the voice rises and falls in speech. The three main parts of intonation in English are: falling intonationFalling intonation describes how the voice falls on the final stressed syllable of a phrase or a group of words. A falling intonation is very common in wh-questions.

I-L

M-P

R-U

INSERT TEXT AND LINK IF APPLIES

V-Z

Next

Back

A-d

fall-rise

Glossary

e-h

Fall-rise intonation describes how the voice falls and then rises. We use fall-rise intonation at the end of statements when we want to say that we are not sure, or when we may have more to add emphazise

I-L

M-P

R-U

V-Z

Next

Back

FORTIS

A-d

Glossary

e-h

The fortis-lenis distinction is usually thought of as the voiced/voiceless distinction in consonants. This is the distinction between the initial sounds in pit- bit, to-do, few-view, sue-zoo, etc. In English, there are eight fortis-lenis pairs:

I-L

M-P

R-U

INSERT TEXT AND LINK IF APPLIES

V-Z

Next

Back

FRICATIVES

A-d

Glossary

e-h

Fricative, in phonetics, a consonant sound, such as English f or v, produced by bringing the mouth into position to block the passage of the airstream, but not making complete closure, so that air moving through the mouth generates audible friction. Fricatives (also sometimes called “spirants”) can be produced with the same positions of the vocal organs as stops; bilabial, labiodental, dental, alveolar, palatal, velar, and uvular consonants. In addition to the f and v sounds, examples of fricatives in English are s as in “sitter,” z as in “zebra,” and the two th sounds as in “think” and “this.”

I-L

M-P

R-U

INSERT TEXT AND LINK IF APPLIES

V-Z

Next

Back

function of an utterance

A-d

Glossary

e-h

Intonation and stress can also indicate the function of an utterance. The function of an utterance is what it is being used for. For example, the following sentence has the function of a 'request': Can you help me, please? Now consider this sentence: Why don't you come to my PARty? As a first 'suggestion' or 'invitation', we might expect the first syllable of party to be stressed, as indicated with capitals, and we might expect the voice to go down at the end, as shown by the arrow.

I-L

M-P

R-U

INSERT TEXT AND LINK IF APPLIES

V-Z

Next

Back

function words

A-d

Glossary

e-h

Function words include determiners, conjunctions, prepositions, pronouns, auxiliary verbs, modals, qualifiers, and question words. For example:In the sentence, "The sly brown fox jumped gracefully over the lazy dog and cat," Function words include: The (determiner) over (preposition) and (conjunction) Even though the function words don't have concrete meanings, sentences would make a lot less sense without them.

I-L

M-P

R-U

INSERT TEXT AND LINK IF APPLIES

V-Z

Next

Back

A-d

GLIDE

Semivowels immediately follow a vowel in the syllable. These too are less sonorous than a vowel. Glides tend to be 'stronger' than semivowels. There are two basic glides/semivowels: palatal, high unrounded: "y" as in yes and in boy labial, high rounded: "w" as in win and cow

Glossary

e-h

A glide (or movement of the tongue, lips and jaw) from one pure vowel sound to another.Glides include speech sounds where the airstream is frictionless and is modified by the position of the tongue and the lips. Glides and semivowels are very similar to vowels. The difference between vowels and glides and semivowels lies in the structure of the syllable. Vowels occur at the peak of the syllable--the most sonorous part of the syllable. Glides immediately precede a vowel; they are less sonorous than the vowel they precede.

I-L

M-P

R-U

INSERT TEXT AND LINK IF APPLIES

V-Z

Next

Back

GLottal sounds

A-d

Glossary

e-h

I-L

Relating to or produced by the glottis; an opening in the throat that is closed when you swallow or make particular sounds. The only thing to stop the glottal spasms is a muscle relaxant. This glottal plosive is formed by closing the glottis completely (bringing the vocal cords into contact) then suddenly opening it.

M-P

R-U

You can find more information through this link: https://www.youtube.com/watch?v=vZ6rf3ADRso&vl=es

V-Z

Next

Back

GLOTTAL STOP

A-d

Glossary

e-h

Glottal stop, in phonetics, a momentary check on the airstream caused by closing the glottis (the space between the vocal cords) and thereby stopping the vibration of the vocal cords. Upon release, there is a slight choke, or coughlike explosive sound. The glottal stop is not a separate phoneme (or distinctive sound) in English, though it is one of the allophones of the t phoneme in some dialects.

I-L

M-P

R-U

You can find more information through this link: https://www.youtube.com/watch?v=_4MJUi03GHM

V-Z

Next

Back

Grammar and intonation

A-d

Glossary

Information questions with Who, what , where, etc: Falling intonation (if being asked for the first time), e.g. What's your name? What's the time?

e-h

Many attempts have been made to show connections between intonation patterns and particular types of grammatical structure, and the following list shows-some-of-these.n-hexeader-willfmd-itæasy to-saythese examples in other ways; it should be remembered that these are generalisations rather than rules. They can, however, help in giving students guidance in making appropriate choices with regard to intonation:

I-L

M-P

R-U

V-Z

Next

Back

A-d

homographs

Glossary

e-h

Homographs are two or more words that are spelt the same but have different meanings and origins. They can also have different pronunciations.

I-L

M-P

R-U

Saw - a sharp tool used for cutting hard materials or past tense for the word “see”. Bat - a type of sports equipment or an animal.

V-Z

Next

Back

homophones

A-d

Glossary

e-h

text

Homophones are words that have different meaning and spelling, but the same pronunciation. They usually are difficult words for students of English and English speakers as well. Some examples: 1. brake/break: When teaching my daughter how to drive, I told her if she didn't hit the brake in time she would break the car's side mirror. 2. cell/sell: If you sell drugs, you will get arrested and end up in a prison cell.

I-L

M-P

R-U

You can find more information through this link: https://www.youtube.com/watch?v=vR-QqujzKMQ

V-Z

Next

Back

Integrated lessons

A-d

Glossary

e-h

Integrated lessons are defined as the process of combining two or more things into one. Within education, integrated lessons take on a similar meaning in that they combine two or more concepts into one lesson. This is a good general idea of what integrated lessons can be, but more specifically these lessons need to cross over subject areas while addressing a specific learning objective.

I-L

M-P

R-U

INSERT TEXT AND LINK IF APPLIES

V-Z

Next

Back

INTRUSION

Glossary

A-d

e-h

Where two vowel sounds meet and there is no written letter r, speakers with non-rhotic accents will still often introduce the Jr/ phoneme in order to ease the transltlon. IS appens w en the fIrst word ulds in To/, /a:/ or /0'./. Speakers with rhotic accents tend not to do this: Princess Diana was a victim of media_exploitation. /ore/

I-L

M-P

R-U

V-Z

Next

Back

ISOCHRONICITY

Glossary

A-d

e-h

sochronicity might be shown as-in fthe following eXample. We start with a simple sentence; we add syllables to it on each line, but the time it takes to say the utterance remains the same. The occurrence of stresses remains regular, and unstressed syllables are squashed in between the stressed ones, being shorter and losing some purity of the vowel sound.

I-L

M-P

R-U

V-Z

Next

Back

juncture

Glossary

A-d

e-h

Try saying the sentence I scream you scream, we all scream for ice-cream. Although the phonemes involved in the underlined words are the same, subtle differences help us tell the deed from the dessert. The same subtle differences in the use of phonemes are also found in the underlined words in the following two sentences: The clock keeps ticking. /ki:ps tlkll]/ The kids keep sticking things on the wall. /ki:p stlkll]/ The differences in the pronunciation of the underlined words, despite the fact that the phonemes are the same, are differences of juncture.

I-L

M-P

R-U

V-Z

Next

Back

Key

A-d

Glossary

e-h

The key on a map or diagram or in a technical book is a list of the symbols or abbreviations used and their meanings. You will find a key at the front of the book. Synonyms: guide, explanation, interpretation, indicator More Synonyms of key.

I-L

M-P

R-U

V-Z

Next

Back

l.1

Glossary

A-d

e-h

The difficulties that individual learners have may stem from one or more of the following: • The learner's first language (referred to as Ll) may have a one-to-one relationship between sounds and spelling. The concept of there not being such a relationship may be new. • Even if such a concept is not new for the learner, they will have to become familiar with new sound—spelling relationships. • There may be sounds, and combinations of sounds in Ll, which do not occur in English. • There may be sounds, and combinations of sounds, used in English which do not occur in Ll. • English may use stress and intonation patterns which feel strange to the learner.

I-L

M-P

R-U

https://www.youtube.com/watch?v=t6xzEwIul0I

V-Z

Next

Back

labio dental sounds

Glossary

A-d

e-h

I-L

M-P

using the lower lip and the upper teeth, e.g. [f/ and [v/

Next

Back

larinx

Glossary

A-d

e-h

I-L

The definition of larynx is the structure at the upper part of the human trachea that contains the vocal cords or a similar structure in other creatures. An example of the larynx is the combination of muscle and cartilage which is used for speech.

M-P

R-U

V-Z

Next

Back

lateral sounds

Glossary

A-d

e-h

I-L

a partial closure is made by the blade of the tongue against the alveolar ridge. Air is able to flow around the sides of the tongue, e.g. /l/

M-P

R-U

V-Z

Next

Back

learners reference chart

A-d

e-h

I-L

M-P

R-U

V-Z

Next

Back

lenis

Glossary

A-d

e-h

I-L

lenis (weak) are sometimes used. Try holding a small slip of paper in front of your mouth and making both sounds; the paper should flap for /p/ and hardly move for 1b/. Essentially, in English at least, 'fortis' applies to unvoiced consonant sounds like /p/, whereas 'lenis' describes their voiced counterparts like /b/. In addition to the presence or absence of voicing, consonants can be described in terms of the manner and place of articulation.

M-P

R-U

https://www.youtube.com/watch?v=stpD8EPkwdA

V-Z

Next

Back

lexical pHRASES AND INTONATION

Glossary

A-d

e-h

. Lexical phrases are phrases which we use in ordinary, everyday communication, but which have the characteristic that they lose their meaning if broken down and analysed. They may be seen to occupy the middle ground between vocabulary and grammar. Some examples are as follows: How do you do? How are you? See you later. See you soon. At last! Look on the bright side. Don't get me wrong... As for me...

I-L

M-P

R-U

V-Z

Next

Back

linking

Glossary

A-d

e-h

When a word ends in /u:/, or a diphthong which finishes with /u/, speakers often introduce a /w/ to ease the transition to a following vowel sound: 91 Go on! GQ_in! /gouwon/ /goowln/ Are you inside, or are you outside? /ju:wln/ /ju:waut/ Who is? /hu:wu/ Youare. This happens because in order to form /uv' and /u/, the mouth is in more or less the same position as it is for the start of the semi-vowel /w/.

I-L

M-P

R-U

https://www.youtube.com/watch?v=iuh6_d_pBaE

V-Z

Next

Back

minimal pairs

A-d

Glossary

e-h

, the examples rat /ræt/ and rot /rDt/ were used to show the phonemic principle in action; changing just one sound leads to a change in meaning. The same applies to words like soap /soop/ and soup /su:p/, and paper /lpelpo/ and pepper /lpepo/. These are all examples of minimal pairs — words or utterances which differ by only one phoneme. Teachers can use minimal pairs to good advantage in the classroom as a way of focusing on sounds which have been causing difficulties for students. Here is an example for Spanish and Italian speakers:

I-L

M-P

R-U

V-Z

Next

Back

modifiers

A-d

Glossary

e-h

I-L

M-P

R-U

V-Z

Next

Back

A-d

NAMING

Glossary

e-h

A naming system is a connected set of contexts of the same type (they have the same naming convention) and provides a common set of operations. Always aim to be consistent with your students in how you refer to the sounds. Using the 'naming' system described above will help to raise your students' awareness of how the sounds actually function within words.

I-L

M-P

R-U

V-Z

Next

Back

A-d

nasals

Glossary

e-h

I-L

a closure is made by the lips, or by the tongue against the palate, the soft palate is lowered, and air escapes through the nose, e.g. /m/ and /n/

M-P

R-U

https://www.youtube.com/watch?v=1-Jpwt3K-Xo

V-Z

Next

Back

open pair drilling

A-d

Glossary

e-h

Another common variation is 'open pair' drilling, where, for example, question and answer drills might be set up across the class, with one student (S) asking, another responding, and so on. Having drilled a question and answer chorally and individually, the teacher (T) uses prompts (for example a big letter 'Q' and a big letter 'A' written on cards) and invites students to question each other and respond in turn across the class, as shown in the following diagram.

I-L

M-P

R-U

The resulting question and answer routine might then sound like •this: Student 1: Have you ever been to Paris? Student 4: Yes, I have. Student 5: Have you ever been to New York? Student 2: No, I haven't. etc.

V-Z

Next

Back

palatal sounds

A-d

Glossary

e-h

the front of the tongue is raised close to the palate, e.g. /j/ palatoalveolar the blade (or tip) of the tongue is used just behind the alveolar ridge, e.g. /tJ/ and /d3/

I-L

M-P

R-U

https://www.youtube.com/watch?v=H-W327PH5Ns

V-Z

Next

Back

A-d

palate (HARD)

Glossary

e-h

The hard palate provides space for the tongue to move freely and supplies a rigid floor to the nasal cavity so that pressures within the mouth do not close off the nasal passage. In many lower vertebrates the hard palate bears teeth.

I-L

M-P

R-U

V-Z

Next

Back

soft palate

A-d

Glossary

e-h

The soft palate and hard palate form the roof of the mouth. The soft palate is at the back of the roof, and the hard palate is the bony part of the roof closer to the teeth. The main functions of the soft palate are to aid speech, swallowing, and breathing.

I-L

M-P

R-U

V-Z

Next

Back

palato alveolar sounds

A-d

Glossary

e-h

I-L

the blade (or tip) of the tongue is used just behind the alveolar ridge, e.g. /tJ/ and /d3/

M-P

R-U

https://www.youtube.com/watch?v=SDrRxJymEng

V-Z

Next

Back

A-d

pharynx

Glossary

e-h

The pharynx, commonly called the throat, is a passageway that extends from the base of the skull to the level of the sixth cervical vertebra. It serves both the respiratory and digestive systems by receiving air from the nasal cavity and air, food, and water from the oral cavity.

I-L

M-P

R-U

V-Z

Next

Back

A-d

phonemes

Glossary

e-h

Phonemes are the different sounds within a language. Although there are slight differences in how individuals articulate sounds, we can still describe reasonably accurately how each sound is produced. When considering meaning, we see how using one sound rather than another can change the meaning of the word. It is this principle which gives us the total number of phonemes in a particular language.

I-L

M-P

R-U

www.youtube.com/watch?v=wBuA589kfMg

V-Z

Next

Back

The lack of a one-to-one relationship between spelling and pronunciation in English, while by no means being unique, presents learners with many problems. A typically cited example is the pronunciation of ough, which has at least eight distinct sound patterns attached to it:

phonemic transcription

A-d

Glossary

e-h

When writing in English, we use 5 vowel and 21 consonant letters. When speaking English we typically use 20 different vowel sounds (including 12 diphthongs), and 24 consonant sounds. In some languages, there is essentially a one-to-one relationship between spelling and pronunciation, and there will be (with the occasional exception) the same number of phonemes used in the language as there are letters in the alphabet.

I-L

M-P

R-U

Ihttps://www.youtube.com/watch?v=ctOtJlUMBaw

V-Z

Next

Back

A-d

phonetics

Glossary

e-h

Phonetics is a wide-ranging field, and it does not necessarily have a direct connection with the study of language itself. While the phonetic disciplines listed above can be studied independently of one another, they are clearly connected: speech organs move to produce sounds, which travel in sound waves, which are receiyed by the&ars and transmitted to thebrain.

I-L

M-P

R-U

https://www.youtube.com/watch?v=5EWrcsK3q7g

V-Z

Next

Back

A-d

Phonology

Glossary

e-h

I-L

The branch of linguistics that deals with systems of sounds within a language or between different languages. The branch of linguistics that deals with systems of sounds within a language or between different languages.

M-P

R-U

V-Z

Next

Back

PHYSIOLOGY OF PRONUNCIATION

A-d

Glossary

e-h

Refers to the organs we use to produce the sounds. The set of sounds we acquire may vary: A child brought up in an English-speaking environment will develop the phonemes of English, a French-speaking child will develop a different set, and so on. We speak using the lips, tongue, teeth, hard and soft palates and alveolar ridge (see diagram on the right) The nasal cavity comes into play for certain sounds, and the movement of the lower jaw is also important. Articulation happens when the airstream is interrupted, shaped, restricted or diverted.

I-L

M-P

R-U

V-Z

Next

Back

A-d

PITCH

Glossary

e-h

Pitch is the rise and fall of our voice when we speak, sometimes called "highness" or "lowness." We use pitch to gives subtle meaning to sentences. The use of pitch is called intonation, but the words "pitch" and "intonation" are often used interchangeably. Pitch is directly related to word and syllable stress.Pitch is the rise and fall of our voice when we speak, sometimes called "highness" or "lowness." We use pitch to gives subtle meaning to sentences. The use of pitch is called intonation, but the words "pitch" and "intonation" are often used interchangeably. Pitch is directly related to word and syllable stress.

I-L

M-P

R-U

Visit the following link for more information: https://pronuncian.com/pitch-lessons#:~:text=Pitch%20is%20the%20rise%20and,to%20word%20and%20syllable%20stress.

V-Z

Next

Back

A-d

PLANNING

Glossary

e-h

Planning is the process of thinking about the activities required to achieve a desired goal. It is the first and foremost activity to achieve desired results. It involves the creation and maintenance of a plan, such as psychological aspects that require conceptual skills. There are even a couple of tests to measure someone’s capability of planning well. As such, planning is a fundamental property of intelligent behavior. An important further meaning, often just called "planning", is the legal context of permitted building developments.

I-L

M-P

R-U

You can find more information through this link: https://venngage.com/blog/lesson-plan-examples/

V-Z

Next

Back

A-d

plosives

Glossary

e-h

In phonetics, a plosive, also known as an occlusive or simply a stop, is a pulmonic consonant in which the vocal tract is blocked so that all airflow ceases. The occlusion may be made with the tongue tip or blade ([t], [d]), tongue body ([k], [ɡ]), lips ([p], [b]), or glottis ([ʔ]). Plosives contrast with nasals, where the vocal tract is blocked but airflow continues through the nose, as in /m/ and /n/, and with fricatives, where partial occlusion impedes but does not block airflow in the vocal tract. The following phonemes are plosives: P, b, t, d, k, g.

I-L

M-P

R-U

V-Z

Next

Back

PReservative sound

A-d

ProNUNCIATION

Glossary

Glossary

e-h

"Pronunciation" refers to the way in which we make the sound of words. ... As well as creating correct vowel and consonant sounds using the muscles of our mouth, tongue and lips, there are other important aspects of pronunciation, including: word stress - emphasis on certain syllables in a word.

I-L

It occurs when at the end of a one-syllable word, a final e can make the preceding vowel sound.

M-P

R-U

V-Z

Next

Back

A-d

pure

Glossary

e-h

The word pure here is used to differentiate single vowel sounds from diphthongs. The sounds have been divided up into categories, according to the characteristics of their articulation

I-L

M-P

R-U

V-Z

Next

Back

refering

A-d

Glossary

e-h

Referring is the process of directing someone to someone else for help or information, or directing attention to something specific.

+info

I-L

M-P

R-U

V-Z

Next

Back

The main aim of the lesson is to teach or revise some basic 'personal information' questions. As part of the language work, the pronunciation of these questions is also being taught. The activity can also be used perfectly adequately with a class who do know each other, but are using role-play for the purposes of practising the language. The lesson focuses on various examples of assimilation and the weak forms which can be used in these questions. Lesson 2: 'Going to' Weak Form (Elementary to Pre-Intermediate) Lesson type: Remedial The teacher has been practising going to with a class, using a context of talking about plans for a holiday or trip. The students have been working in groups, planning an itinerary for a trip to the UK, and then in new groups each student has outlined their plans to their fellow students. While monitoring this activity, the teacher notices a range of different pronunciations of going to. This had not been worked on at the start of the lesson.

SAMPLE LESSONS

A-d

Glossary

Below are some examples of how features of connected speech can be worked on in the classroom for both receptive and productive purposes. The examples show certain features being Integrated with the teaching of a language point, being dealt with Remedially, and being Practised in their own right. They also cover a range of different levels. Lesson 1: 'Getting to know you': Assimilation and weak forms (Beginner to Elementary) Lesson type: Integrated Here the teacher utilises the real context of the classroom with a new class, who don't la-now each other very well.

e-h

+info

I-L

M-P

R-U

V-Z

Next

Back

Lesson 3: Phrasal verbs: Linking (Intermediate) Lesson type: Practice Materials: A picture of a messy bedroom The teacher wants to do some work with the class on the linking sounds /r/, /w/ and /j/. The class has recently been working on phrasal verbs, and the teacher decides to use these as a basis for pronunciation work. He initially uses a context of housework, and chooses a selection of phrasal verbs which are deliberately similar in meaning, so that work on the meaning of these is minimal and does not take time away from the main pronunciation focus of the lesson. Lesson 4: Superlative adjectives: Elision (Pre-Intermediate to Intermediate) Lesson type: Integrated Materials: Pictures of tall buildings, or a relevant article from a magazine or from the Guinness Book of Records The teacher shows or draws pictures of three buildings of different sizes.

The class have recently worked on comparative adjectives, and so the teacher elicits the fact that building A (for example) is taller than B. She then elicits the fact that C is taller than A. She then gestures to indicate all three buildings together, and says Tell me about C. She elicits the word tallest /to:llst/. She drills the word to work on the sounds (particularly the /1/ sound in the second syllable). Lesson 5: Elision and other features of connected speech (Intermediate to Advanced) Lesson type: Practice Materials: Sound or video recording of natural speech The teacher uses a cassette or video recording where one or two people are talking. The source of the recording is not very important; the teacher could even use a coursebook tape recording which has previously been used for another classroom purpose. However, the more relevant and interesting the tape is to the students, the more useful it will be in helping them to work on the features the teacher wants to investigate.

A-d

e-h

+info

I-L

M-P

R-U

V-Z

Next

Back

A-d

Silent

Glossary

e-h

The following letters appear in spellings where they are not actually pronounced.

+info

I-L

M-P

R-U

You can find more information through this link:

V-Z

Next

Back

Substitution drilling

A-d

Glossary

e-h

+info

Substitution drilling is another important and useful variation. This involves drilling a structure, but substituting items of vocabulary into the sentence being dealt with, as follows: Teacher: It's in the corner. Student 1: It's in the corner. Teacher: It's on the table. Student 2: It's on the table. Teacher: etc. It's under the chair.

I-L

M-P

R-U

You can find more information through this link:

V-Z

Next

Back

Task file

A-d

Glossary

e-h

The task definition is a text file, in JSON format, that describes one or more containers, up to a maximum of ten, that form your application.

+info

I-L

M-P

R-U

V-Z

Next

Back

TEACHABILITY

A-d

Glossary

e-h

Suitability for use in teaching illustrations increase the teachability of a textbook. Ability to learn by instruction : teachableness. There are two sides to how teachable an item is; on the one hand there is the likelihood of students being able to perceive the sound contrasts highlighted and put into practice the teaching they receive, and on the other there is the question of how confident the teacher is about being able to explain the issue under study, and deal with unexpected problems that may crop up.

+info

I-L

M-P

R-U

You can find more information through this link: https://youtu.be/wybAc_cePw4

V-Z

Next

Back

teaching

A-d

Glossary

e-h

The phonetic approach is a method of teaching and learning reading based on the letters of the alphabet and their associated sounds. Children learn the shapes of the letters and the sounds they make to decode words that appear in text

+info

I-L

M-P

R-U

V-Z

Next

Back

timing

A-d

Glossary

e-h

it is the skill or action of judging the right moment in a situation or activity at which to do something.

+info

I-L

M-P

R-U

V-Z

Next

Back

Tone

A-d

Glossary

e-h

vocal sound with reference to its pitch, quality, and strength.the main movements of pitch, within a tone unit are called tones.

+info

I-L

M-P

R-U

V-Z

Next

Back

Tone lenguage

A-d

Glossary

e-h

a language in which the same series of sounds can represent different meanings, depending on how high or low they are spoken.

+info

I-L

M-P

R-U

V-Z

Next

Back

Tone units

A-d

Glossary

e-h

A tone unit is the minimal unit which can carry intonation. It can be one syllable long, but usually extends over a few syllables. ... A tone unit can be defined as follows: [A tone unit] is a stretch of speech uttered under a single coherent intonation contour.

+info

I-L

M-P

R-U

V-Z

Next

Back

tonic sillables

A-d

Glossary

e-h

A tonic syllable is the most important syllable in a tone unit; it is the syllable that is the main stress of that unit. That being said, an important distinction to understand here is that the tonic syllable, while being the most important stress, is not necessarily the most prominent stress.

+info

I-L

M-P

R-U

V-Z

Next

Back

trypthongs

A-d

Glossary

e-h

A triphthong is a glide from one vowel to another and the to a third, all produced rapidly and without interruption. For example, a careful pronunciation of the word 'hour' begins with a vowel quality similar to 'ɑ:', goes on to 'ʊ' then ends in 'ə'. ... – aʊ + ə = auə, as in power, hour.

+info

I-L

M-P

R-U

V-Z

Next

Back

sample lesson and activities

A-d

Glossary

e-h

There are three sample lessons using a range of activities and techniques, and exemplifying the three types of pronunciation lessons discussed earlier: integrated remedial and practice.

+info

I-L

M-P

R-U

You can find more information through this link: https://youtu.be/JQSDFERcOcU

V-Z

Next

Back

received pronunciation (rp)

A-d

Glossary

e-h

+info

Is an accent of Standard English in the United Kingdom and is defined in the Concise Oxford English Dictionary as "the standard accent of English as spoken in the south of England".

I-L

M-P

R-U

V-Z

Next

Back

REmedial lessons

reception

Glossary

A-d

Glossary

e-h

+info

I-L

Where a pronunciation difficulty which arises in class is dealt with there and then, in order to facilitate the successful achievement of classroom tasks.

Is the student's comprehension of the meaning or function of an utterance.

M-P

R-U

V-Z

Next

Back

ROTHIC AND NON RHOTIC

A-d

Glossary

e-h

More specifically, linguists commonly make distinctions between rhotic and non-rhotic dialects or accents. Simply put, rhotic speakers pronounce the /r/ in words like large and park, while non-rhotic speakers generally don't pronounce the /r/ in these words. Non-rhotic is also known as "r"-dropping.

+info

I-L

M-P

R-U

V-Z

Next

Back

SCHWA

A-d

Glossary

e-h

+info

Is the mid central vowel sound (rounded or unrounded) in the middle of the vowel chart, denoted by the IPA symbol 〈ə〉, or another vowel sound close to that position. An example in English is the vowel sound of the 〈a〉 in the word about. Schwa in English is mainly found in unstressed positions, but in some other languages it occurs more frequently as a stressed vowel.

I-L

M-P

R-U

V-Z

Next

Back

SEGMENTS

A-d

Glossary

e-h

It’s any discrete unit that can be identified, either physically or auditory, in the stream of the speech. The term is most used in phonetics and phonology to refers to phones and phonemes, but can be applied for any minimum unit of analysis. Segments are called discrete because they are separate and individual such as consonant and vowels, and occur in an distinct temporal order.It’s any discrete unit that can be identified, either physically or auditory, in the stream of the speech. The term is most used in phonetics and phonology to refers to phones and phonemes, but can be applied for any minimum unit of analysis. Segments are called discrete because they are separate and individual such as consonant and vowels, and occur in an distinct temporal order.

+info

I-L

M-P

R-U

V-Z

Next

Back

STRESS

SPELLING

A-d

Glossary

Glossary

Stress is the relative emphasis that may be given to certain syllables in a word, or to certain words in a phrase or sentence. In English, stressed syllables are louder than non-stressed syllables.Stress is the relative emphasis that may be given to certain syllables in a word, or to certain words in a phrase or sentence. In English, stressed syllables are louder than non-stressed syllables.Stress is the relative emphasis that may be given to certain syllables in a word, or to certain words in a phrase or sentence. In English, stressed syllables are louder than non-stressed syllables.

e-h

Spelling is a set of conventions that regulate the way of using graphemes (writing system) to represent a language in its written form.[1] In other words,Spelling is a set of conventions that regulate the way of using graphemes (writing system) to represent a language in its written form.[1] In other words,

+info

I-L

M-P

R-U

V-Z

Next

Back

uvula

A-d

Glossary

e-h

the pendent fleshy lobe in the middle of the posterior border of the soft palate

I-L

M-P

R-U

V-Z

Next

Back

utterance

A-d

Glossary

e-h

an utterance is a unit of speech. In phonetic terms, an utterance is a stretch of spoken language that is preceded by silence and followed by silence or a change of speaker.

I-L

M-P

R-U

V-Z

Next

Back

unstress

A-d

Glossary

e-h

an unstressed syllable is a part of a word that you say with less emphasis than the stressed syllable(s). However, you don't emphasize or deemphasize syllables using volume; instead, you use pitch.

I-L

M-P

R-U

V-Z

Next

Back

velar

A-d

Glossary

Glossary

e-h

he back of the tongue is used against the soft palate.

TEXT

I-L

M-P

R-U

V-Z

Next

Back

vowels

A-d

Glossary

e-h

a speech sound which is produced by comparatively open configuration of the vocal tract, with vibration of the vocal cords but without audible friction, and which is a unit of the sound system of a language that forms the nucleus of a syllable. a letter representing a vowel sound, such as a, e, i, o, u.

I-L

M-P

R-U

V-Z

Next

Back

voicing

A-d

Glossary

e-h

voicing is a term used in phonetics and phonology to characterize speech sounds (usually consonants). Speech sounds can be described as either voiceless

I-L

M-P

R-U

V-Z

Next

Back

VOICED OR UNVOICED

A-d

Glossary

e-h

Voiced sound occurs when the vocal cords in the larynx are vibrated and Invoiced sound Occurs when the vocal cords in the larynx are not vibrated.

I-L

M-P

R-U

V-Z

Next

Back

unstress

A-d

Glossary

e-h

an unstressed syllable is a part of a word that you say with less emphasis than the stressed syllable(s). However, you don't emphasize or deemphasize syllables using volume; instead, you use pitch.

I-L

M-P

R-U

You can find more information through this link:

V-Z

Next

Back

PHONEMES LIST AND EXAMPLES

PHONEMES LIST AND EXAMPLES

Next

Back

PHONEMES LIST AND EXAMPLES

Next

Back

PHONEMES LIST AND EXAMPLES

Next

Back

PHONEMES LIST AND EXAMPLES

Next

Back

PHONEMES LIST AND EXAMPLES

Next

Back

PHONEMES LIST AND EXAMPLES

Next

Back

PHONEMES LIST AND EXAMPLES

Next

Back

PHONEMES LIST AND EXAMPLES

Next

Back

PHONEMES LIST AND EXAMPLES

Next

Back

PHONEMES LIST AND EXAMPLES

Next

Back

PHONEMES LIST AND EXAMPLES

Next

Back

PHONEMES LIST AND EXAMPLES

Next

Back

PHONEMES LIST AND EXAMPLES

Next

Back

PHONEMES LIST AND EXAMPLES

Next

Back

CONCLUSIONS

• Phonetics as the study of the sounds of a language; is not sufficient in modern linguistics. Nowadays phonetics is a science or branch of linguistics studying articulatory- acoustic features of a language. As a linguistic science phonetics is of great theoretical and practical value. Theoretically it is important to study the formation of speech sounds, their combinations, syllables, stress and intonation

• Phonetics allows teachers and students to examine the differences between the source of sounds and the target language that is being learned. The study of phonetics enables students to better understand and speak at a level close to fluent.

• Students must explore and discover new ways of manipulating their speech organs to make the necessary sounds. By training these muscles, ideally, in conjunction with learning the proper anatomical terms, they open the door to yet another linguistic tool (mouth diagrams, anatomical explanations of sound, etc.) that English teachers can then employ to further clarify and advance the complexities of English pronunciation, dynamics, and rhythm.

Next

Back