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phonetics - how humans produce and perceive sounds.

- the physical properties of speech
- Areas: the way humans plan and execute movements to produce speech
(articulatory phonetics), the way such various movements influence the
resulting sound (acoustic phonetics), and the way humans convert sound
waves to linguistic information (auditory phonetics).
- The smallest unit of phonetics is the phone
- Concerns parole or performance
What is phonology? a) phonology is a study of rules of speech sounds in a language.
Phonology studies the ways phonemes function in language
c) phonology is concerned with the mental architect of speech sounds
(thus, language specific) whereas phonetics is concerned with physical
realizations of speech sounds (language general)
(3) What is phoneme? What is the a) phoneme is a mental and psychological representation of speech
critical property for a phoneme (in terms sounds and is usually written with two slashes (e.g., /b/).
of its contribution to (word) meaning). b) substituting one phoneme for another will make a change in the word
Which of the following sounds are meaning (see minimal pair)
phonemes in English?: [p], [pʰ], [b], and c) in the examples above, only [p] and [b] are phonemes in English.
[β] (voiced bilabial fricative as in a (e.g., in English, [pæn] and [pʰæn] are understood as the same word.)
Spanish word ’laba’ [laβa])
(2) What is phone? How is it different a) phone is a physical realization of speech sounds and it is usually
from phoneme? Which of the following written with two square brackets (e.g., [b]).
sounds are phones?: [p], [pʰ], [b], and b) phone does not contribute to the meaning of words (that is, it may or
[β] (voiced bilabial fricative as in a may not be perceived as different sounds) c) all the sounds listed above
Spanish word ’laba’ [laβa]) are different phones.
(4) What is allophones? Especially, what a) allophone is a set of phones that are associated with the same
is the main difference between phoneme. //
allophone and phoneme? When two or more sounds never occur in the same phonemic context or
environment they are said to be allophones of a phoneme
b) in the example above, [p] and [pʰ] are allophones of /p/ (both are
understood as /p/ to English speakers) and [b] and [β] are allophones
of /b/ (both are understood as /b/ to English speakers)
Phonetic transcription and Phonemic - Phonetic transcription: phones or sounds → how actual sounds are
pronounced → []
transcription
- Phonemic transcription: phonemes → change the meaning of the words
→ how people interpret the sounds → //
Main areas of phonetics 1. Articulatory phonetics
how the speech organs are used to produce (articulate) speech sounds.
2. Acoustic phonetics:
the way in which the air vibrates as sounds pass from speaker to listener
(physical properties of speech sounds)
3. Auditory phonetics:
how the sounds are transmitted from the ear to the brain, and how they
are processed (perception of speech sounds by the listeners)
system 1. Articulatory system - head
2. Phonatory system - throat
3. Respiratory System – chest
What is a vowel? Name two large - A vowel is a speech sound. When we produce it, there is no obstruction
groups of vowels, which are classified to the airstream as it passes from the larynx to the lips. ALWAYS with
on the basis of stability of articulation. the vibration of the vocal cords
Give examples of each of the two - Two large groups of vowels are Monothongs and Diphthongs.
- The monothongs are classified on the basis of stability of articulation
because the organs of speech remain unchanged during the process of
 pronunciation.
- Eg:
+ Monothongs: /i:/ meet, beat /u:/ food, tool
+ Diphthongs: /əʊ/ show, grow /eɪ/ they, may
Question 1: Can you, on phonetic -Consonants
The airstream is blocked before going out
ground, explain the differences between
With or without the vibration of the vocal cords
consonants and vowels? Clarify your -Vowels
No obstruction to the airstream
explanation with examples.
ALWAYS with the vibration of the vocal cords

Question 2: On what basis are vowels - The monothongs are classified on the basis of stability of articulation
- Monophthongs are pure vowel sounds. When we pronounce them, the
divided into monophthongs and
organs of speech remain unchanged during the process of pronunciation.
diphthongs? - Diphthongs are complex vowels sounds consisting of two vowel
What is the difference between elements. When we pronounce them, the organs of speech glide to the
Monothongs and Diphthongs second sound.
Classification of monophthongs Shape of the lips
The position of the tongue
The highest part of the tongue
The length of the sound
Shape of the lips + Rounded: corner of the lips are brought towards each other and the lips
pushed forward. (Roach, 2009:13)
/ʊ/; /u:/
/ɔ/; /ɑ:/; /ɒ/
+ Spread: corners of the lips stay the same or move away from each
other, as for a smile
/ɪ/; /i:/;
/e/; /æ/
+ Neutral (or unrounded): the lips are not noticeably rounded or spread.
/ə/; /ɜ:/;/ʌ/
The position of the tongue Refers to the relative distance between the tongue and the roof of the
mouth.
+ High: /i:/;/ɪ/;/u:/;/ʊ/
+ Middle: /e/; /ə/; /ɜ:/; /ɔ:/
+ Low: /æ/; /ʌ/; /ɒ/; /ɑ:/
The length of the sound + Short sound: (7)
/ɪ/; /e/; /ə/; /ʊ/; /ɒ/; /ʌ/; /æ/
+ Long sounds: (5)
/i:/; /u:/; /ɔ:/; /ɑ:/; /ɜ:/
Question 3: Give the classification of + Front:
/i/; /ɪ/; /e/; /æ/
monophthongs on the basis of the
+ Central:
highest part of the tongue. /ə/; /ɜ:/; /ʌ/
+ Back
/u:/; /ʊ/; /ɔ:/; /ɒ/; /ɑ:/
Question 4: Why are /i:/; /ɪ/; / e/; /æ/ corners of the lips stay the same or move away from each other, as for a
classified as spread vowels? smile
Question 5: How are high vowels The position of the tongue
different from low vowels. Give High vowels are produced with the tongue positioned closer to the roof
examples to prove your point of view.
 of the mouth.
Examples: /iː/ as in "see," /uː/ as in "blue," /ɪ/ as in "sit," /ʊ/ as in "book."
Low vowels are produced with the tongue positioned lower in the
mouth.
Examples: /æ/ as in "cat," /ɑː/ as in "father," /ɛ/ as in "bed," /ɔ/ as in
"thought."
Question 6: List all the short vowels in /æ/: cat bat sat
/e/: bed red pen
English. Give three examples for each
/ɪ/: sit bit fit
sound. /ɒ/: hot not dot
/ʌ/: cup sun fun
/ʊ/: book look took
/ ə/: under, teacher, player
Question 7: On what basis are vowels Vowels can be classified as front, central or back vowels on the highest
divided into front, central and back part of the tongue.
vowels. Give examples to clarify your + Front: the front of the tongue is the highest point.
answer. Eg: /i:/ (tea), /ɪ/ (pitch); /æ/(ant); /e/ (end)
+ Central: the middle of the tongue is the highest point
Eg: /ə/ (and); /ɜ:/ (firts);/ʌ/ (mother)
+ Back: the back of the tongue is the highest point.
Eg: /u:/ (bloom),/ʊ/ (book); /ɔ:/ (short); /ɒ/ (on, dog); /ɑ:/(father)
Question 8: Which vowel of English is The schwa is represented by the symbol /ə/ in phonetic transcription. It
referred to as the schwa. Can you give is called a weak vowel because it is the most neutral and unstressed
the phonetic description of the sound vowel sound in English. The schwa sound is often found in unstressed
and explain why it is called a weak syllables and is pronounced with a relaxed, central tongue position,
vowel? making it a very short and indistinct sound.
Question 9: What are centring Centring diphthongs in English are vowel combinations where the
second element is a schwa sound (/ə/). These diphthongs include /ɪə/ as
diphthongs in English? Why are they
in "here," /eə/ as in "care," and /ʊə/ as in "pure."
labeled centring diphthongs?
They are labeled "centring" diphthongs because the schwa sound is
considered a central vowel, produced with the tongue in a mid-central
position. The presence of the schwa in the second element of these
diphthongs gives them a distinctive quality, and the term "centring"
reflects the central tongue position of the schwa sound.
Question 10: Give three examples of
closing diphthongs in English. For what Three examples of closing diphthongs in English are:
reason(s) are they referred to as closing /aɪ/ as in "price"
diphthongs?
/ɔɪ/ as in "boy"

/ei/

/aʊ/ as in "house"
 /əʊ/

Closing diphthongs are called so because the second element of the

diphthong is a close vowel, meaning that the tongue moves towards a
more closed or restricted position during the articulation of the
diphthong.
triphthong - A triphthong is a glide from one vowel to another and then to a third
one, all produced rapidly without interruption.
- Triphthongs can be looked on a being composed of 5 closing
diphthongs with /ə/ added at the end.
Question 1: Can you give a general Assimilation is considered as a phonetic process in which one sound is
changed to become resemble or identical with the neighbouring sound.
definition of assimilation?
/nd/ + /b/ = /mb/ “handbag” becomes “ham-bag” /nd/ + /p/ = /mb/
“grandpa” becomes “gram-pa”
Question 2: Which type(s) of sounds CONSONANTS
is/are usually affected by assimilation?
Question 3: Under which circumstances FAST, CASUAL SPEECH
does assimilation often happen? Prove
your points with relevant examples.
Question 4: Can you explain the - Regressive assimilation: The following sound assimilates the
preceding sounds
distinction between regressive
e.g: good morning, good boy, that man, that person
assimilation and progressive card game, green paper, this year
a. Labialization (môi hóa)/ (/p/, /m/, /b/, /w/)
assimilation? Prove your points with
e.g.
relevant examples. Eg: that pen /δæt pen/ => [δæp pen]
/t/ followed by /p,b,m/ => [p]
/d/ followed by /p,b,m/ => [b]
/n/ followed by /p,b,m/ => [m]
b. Velarization
Eg: /t/ followed by /k,g/ => [k]
/d/ followed by /k,g/ => [g]
/n/ followed by /k,g/ => [ŋ]
c. Nasalization
/d/ followed by /m,n/ => [m,n]
/v/ followed by /m/ => [m]
- Progressive assimilation: The preceding sound assimilates the
following sound
have to leave -> /hæftə li:v/ regressive assimilation
e.g: would you, don’t you, nobody but you
The pronunciation of –s ending in English

3. Mutual assimilation/ Coalescence: Two sounds coalesce/ combine to

make another sound.
a. [t] + [j] makes [tʃ]
b. [d] + [j] makes [dʒ]
c. [s] + [j] makes [ʃ]
d. [z] + [j] makes [ʒ]
4. DENTALIZATION: alveolar [t, d, n, s, z, l, r] + dental [ð, θ] =>
dentalized
5. Voicing assimilation:
- Voiced liquids and glides are devoiced after voiceless stops and
 become voiceless.
6. Flapping: an alveolar stop /t,d/ is pronounced as a voiced flap /d/
between vowels, the first of which is generally stressed.
7. Assimilation of place/ of articulation:
Alveolar + palato-alveolar/ palatal => palato-alveolar /s/+ /∫/ or /j/ => /∫/
/z/ + /∫/ or /j/ => / /Ʒ/
Alveolar stops and a following /j/ may merge to form an affricate.
8. Assimilation of manner
only regressive assimilation of alveolar consonant.
a. Plosive + fricative -> fricative
/t/ +/s/ -> /s/
/t/ + /z/ -> /z/
/d/ + /s/ -> /s/
/d/ +/z/ -> /z/
b. Plosive + nasal => nasal
/t/ + /n/ -> /n/
/d/ + /n/ -> /n/
Question 5: How is complete Complete assimilation occurs when a sound changes to become identical
to a neighboring sound, while partial assimilation occurs when a sound
assimilation different from partial
changes to become more similar to a neighboring sound but does not
assimilation? Analyse some examples to become identical.
- Partial assimilation: Good morning
clarify your explanation.
- Complete assimilation: Good boy, Good girl, Cut cost, That pen
Question 6: Give and analyse three would you, don’t you
examples of intermediate assimilation in
English.
Question 7: Give and analyse two assimilation of manner of articulation
examples of assimilation of place of Plosive /t, d/ + fricative /s, z/=> fricative
articulation in consonants.
/s/ + /ʃ/ => /ʃ/
/t/ + /m/ => /p/
Question 8: Can assimilation of voicing final voiced consonants have no voicing when folllowed by initial
happen to English consonants? voiceless consonants
Examples are needed to clarify your has - has to /hæz / - /hæs tu/
argument. used – used to /ju:zd/ - /ju:st tu/

Question 9: How can you define elision/ The disappearance of sounds is known as elision; the sound is elided
Happens to CONSONANTS /t, /d/
deletion?
Landlady, facts
a. Typical cases of elisions
I don’(t) know
- Loss of weak vowels after /p/; /t/; /k/

e.g: potato, tomato, canary

- Loss of final /v/ in “of” before consonants

Lots of them
- Avoidance of complex consonant cluster

e.g: acts, look back, scripts

- Double consonants => a single sound:

e.g: hard disk, want to, kiss somebody

Question 10: Give and analyse Example: "probably"
examples of consonants disappearing in Original Pronunciation: /ˈprɒbəbli/
fast and casual speech. Casual Pronunciation: /ˈprɒbli/
Analysis: The unstressed vowel and the middle /əb/ cluster may elide,
resulting in the simplified pronunciation "ˈprɒbli."
Example: "government"
Original Pronunciation: /ˈɡʌvərmənt/
Casual Pronunciation: /ˈɡʌvmənt/ or /ˈɡʌvəmənt/
Analysis: The elision of the unstressed vowel and the /ər/ cluster occurs,
leading to a more streamlined pronunciation such as "ˈɡʌvmənt" or
"ˈɡʌvəmənt."
Question 11: Give and analyse
examples in which vowels are elided in
colloquial English speech.
Question 12: What is liaison - linking? The linking between the final sound of a word and the initial sound of
Illustrate your understanding with the following words for the convenience of speaking is called liaison
relevant examples Types of liaison:
1. Link consonants with vowels (liaison/juncture): When a word ends in
a consonant sound, we often move the consonant sound to the beginning
of the next word if it starts with a vowel sound
E.g.: kick off /kɪ.kɒf/
2. Link vowels with vowels: /w/, /j/, /r/
- Intrusive /r/: (happens after /ɑː ɔː ә/)
E.g.: far away /fɑː əweɪ/ => /fɑːrəweɪ/
- If the first word ends with /i:/ or /ɪ/, we can use /j/ to link it with the
initial vowel of the next word
E.g.: the end - /ði:jend/
-When the words end with /u:/ or /ʊ/ and the next word starts with a
vowel, /w/ is used to link.
E.g.: blue eyes - /blu:waɪz/
Question 13: How many ways are there
to link two vowels in an utterance when
they are next to each other? Give
examples to prove your point of view.
Question 14: Compare assimilation and Assimilation in English phonetics and phonology refers to the
liaison, then give relevant examples to modification of a sound to make it more similar to a neighboring sound.
illustrate your point of view. For example, in the word "impossible," the /n/ sound changes to /m/ to
 become identical to the following /p/ sound. Liaison, on the other hand,
refers to the pronunciation of a normally silent consonant at the
beginning of a word when it is followed by a vowel sound. An example
of liaison is in the phrase "an apple," where the normally silent "n" in
"an" is pronounced when followed by the vowel sound "a" in "apple."
Question 1: How can consonants be - Consonants are speech sounds
- When we pronounce them, the organs of speech always form the
defined? What criteria are applicable for
obstructions, the airstream is stopped before going out and the
the classification of English consonants? pronunciation is with or without the vibration of the vocal cords.
- Criteria:
+ voicing
+ manner
+ place
+ The state of the soft palate (nasal/ oral)
Question 2: What is the difference Place of articulation: Refers to how obstructions are made
between place of articulation and Refers to how the airstream is blocked and released
- Place of articulation refers to where in the vocal tract the
manner of articulation?
airflow is
constricted or obstructed to produce a particular consonant sound.
- Manner of articulation describes how the airflow is modified or
restricted at
the place of articulation to create different consonant sounds.
- Place of articulation refers to where in the vocal tract the
airflow isconstricted or obstructed to produce a particular consonant
sound.
- Manner of articulation describes how the airflow is modified or
restricted atthe place of articulation to create different consonant sounds.
Question 3: How is a voiced consonant Voicing: refers to the state of the vocal cords
different from an unvoiced consonant? Voiceless: vocal cords are not vibrated
Voiced: vocal cords are vibrated
Question 4: Can you give a possible /j/ and /w/ are known as SEMI VOWELS because they are phonetically
explanation why /w/ and /j/ are labelled like vowels but phonologically like consonants.
approximants or semi-vowels?
Question 5: Can you list the English 1. Nasal: the soft palate is lowered, closing the way to the mouth => the
airstream goes through the nose: /m/; /n/; /ŋ/
nasals? On what criterion English
2. Oral: the soft palate is raised, opening the way to the mouth => the
consonants are divided into oral and airstream goes through the mouth: all the other sounds.
nasal ones?
Question 6: Complete the following Affricates are rather complex consonants which begin as stops and end
sentence: as fricatives.
Affricates are rather …………………
consonants which begin as
……………… and end as
………………………… .
Question 7: Discuss whether
the Obstruents are a class of consonants that include stops,
fricatives, and
following statement is True or False:
affricates, and they can indeed be either voiced or voiceless.
Obstruents are the only English Obstruents are a class of consonants that include stops,
consonants that can be either voiced or fricatives, and affricates, and they can indeed be either voiced or
voiceless. voiceless. For example, the sounds /m/ and /n/ are nasals that can be
voiced or voiceless in certain contexts.
Question 8: This is the description of Stop the air with the back part of your tongue against the soft palate
how the consonant /k/ is actually made. (velum) and the back of the throat. Then move the back part of your
Find and correct the mistake(s) if there tongue down to release the air. If you hold a piece of paper in front of
is any: Stop the air with the back part of your mouth, the paper will move as soon as the air is released.
your tongue against the hard palate.
Then move the back part of your tongue
down to release the air. If you hold a
piece of paper in front of your mouth,
the paper will move as soon as the air is
released.
Question 9: Can you identify which /d/
English consonant is described below?
Stop the air with the tip of your tongue
touching the upper alveolar ridge. Then
move the tongue down to release the air
with vibration of the vocal cords.
2. What is the principle for the change flapping
of /t/ into /p/ in the word “football”
when uttered in casual fast speech?
3. Give some examples of regressive Singer [sɪŋ.ɡər]
assimilation in which the sound /n/ Bank [bæŋk]
becomes a nasal velar sound Length [lɛŋkθ]
Uncle [ʌŋ.kəl]
Angry [ˈæŋ.ɡri]
5. What is the difference between Assimilation in English refers to the process where a sound becomes
assimilation and liaison in English. Give more like a neighboring sound, such as "handbag" pronounced as
examples to prove your point "hambag." Liaison, on the other hand, is the pronunciation of a normally
silent consonant at the end of a word when the following word begins
with a vowel, as in "good afternoon"
6. The following sentences are given in a. /wʌn kɔ:z əv æsθmə ɪz səpəʊzd tə bi ælədʒiz/
a “slow, careful” phonemic Likely Assimilation: "səpəʊzd tə" may assimilate to "səpəʊz tə" to
transcription. Rewrite the phonemic facilitate smoother pronunciation.
transcription so as to show likely Elision: The unstressed vowel /ə/ in "æsθmə" may elide, resulting in
assimilations, elisions and linking "æsθmɪz."
a. /wʌn kɔ:z əv æsθmə ɪz səpəʊzd tə bi Revised Transcription: /wʌn kɔ:z əv æsθmɪz səpəʊz tə bi ælədʒiz/
ælədʒiz/
b. /wɒt ði ɜ:bən pɒpjəleɪʃn kʊd ju:z b. /wɒt ði ɜ:bən pɒpjəleɪʃn kʊd ju:z ɪz betə treɪnz/
ɪz betə treɪnz/ Likely Assimilation: "betə treɪnz" may assimilate to "betə treɪnz" for
c. /ʃi ækts pətɪkjələli wel ɪn ðə smoother articulation.
fɜ:st si:n/ Linking: "pɒpjəleɪʃn kʊd" may link with a liaison, creating a more
connected pronunciation.
Revised Transcription: /wɒt ði ɜ:bən pɒpjəleɪʃn kʊd ʤu:z ɪz betə treɪnz/
c. /ʃi ækts pətɪkjələli wel ɪn ðə fɜ:st si:n/
Elision: The unstressed vowel /ə/ in "pətɪkjələli" may elide, resulting in
"pətɪkjəli."
Likely Assimilation: "wel ɪn" may assimilate to "welɪn" for smoother
articulation.
Linking: "si:n" may link with the liaison, creating a more connected
pronunciation.
Revised Transcription: /ʃi ækts pətɪkjəli welɪn ðə fɜ:st si:n/
(5) What is minimal pair? Provide the a) the minimal pair is a pair of words with different meanings that are
minimal pairs for the following words: identical except for one sound segment.
dire [dɑɪr] (between [t] and [d]), b) dire - tire, said - set, mime - chime, mime - time, price - prize, keys -
said [sɛd] (between [t] and [d]), keep
mime [mɑɪm] (between [m] and [ʧ]),
mime (between [m] and [t]),
price [prɑɪs] (with any sound),
keys [kiz] (with any sound).
(6) What is meant by the phonotactics of a) phonotactics is a constraint on the sequence of speech sounds in a
a language? Provide an example of language b) for example, in English, the heavy consonant cluster (three
phonotactic constraint in English (cf. consonants at the syllable onset) must follow the following combination:
syllable structure). [s] - [p], [t], or [k] - [r], [l], or [w]
(7) What is a syllable? What do a a) syllable is a unit of speech sounds in a language
syllable consist of? b) syllable consists of onset (one or more consonants), nucleus (vowel),
and coda (one or more consonants) c) nucleus and coda form a rhyme
What is the difference between an open when there is a coda in a syllable, the syllable is called closed syllable
and closed syllable?
What is contrastive distribution? How is a) contrastive distribution is a distribution that involves a difference of
it related to phonemes? the meaning
b) minimal pair is a canonical example of contrastive distribution
What is complementary distribution? When we consider two related sounds in a relationship where one of
How is it related to allophones? them can only occur where the other cannot occur, we say that the
sounds are in complementary distribution

Allophones of the same phoneme occur in complementary distribution or

overlapping distribution.
What are sonorant sounds? Also, what a) singable sounds
are obstruent sounds and sibilant b) nasal, liquid, and glide
sounds?
Onset is made up of those segments that precede the rhyme in the same syllable
Rhyme is made up of the nucleus and coda.
Nucleus is the syllable’s only obligatory member; it is a vocalic segment that
forms the core of a syllable
Coda consists of those segments that follow the nucleus in the same syllable
Open syllables A syllable that ends with a vowel (or nucleus) and has no coda

Closed syllables A syllable that ends with a consonant.

Consonant cluster
Coarticulation effects The process of making one sound virtually at the same time as the next
sound.
What is assimilation? Provide a few a) assimilation is a phonological rule in which two neighboring sounds
specific examples using the following become similar due to the change in the phonological feature.
examples: b) For example, in English, can /cæn/ is pronounced as [kæm] in I can
play., [kæŋ] in I can climb., and [kæn] in I can dance. (the manner
changes from alveolar to bilabial/velar).
What is flapping? Provide a few specific What is flapping? Provide a few specific examples using the following
examples using the following examples: examples: writer and rider. a) flapping is a phonological rule in English
writer and rider in which [t] and [d] sounds change to [ɾ]. b) both writer and rider
undergo flapping and become the same pronunciation [waɪɾr]
What is deletion? Provide a few specific a) deletion is a phonological rule in English in which one sound segment
examples using the following examples: is deleted
pumpkin, postoffice, and friendship.
What is an aspirated sound and which of a) aspiration is a phonological rule in English in which one sound
the following words would normally be segment is strengthened b) in English, voiceless stop sounds (i.e., [p],
pronounced with one (aspiration): kill, [t], and [k]) are aspirated at the syllable onset
pool, skill, spool, stop, top?
Narrow transcription - Types of phonetic transcription
Broad transcription + Phonetic transcription proper
→ actual speech sounds
→ narrow transcription/impressionistic transcription → represents
spoken language at the level of phonetics, through a wide range of
phonetic symbols
[...]
+ Phonetic transcription proper
→ actual speech sounds
→ narrow transcription/impressionistic transcription → represents
spoken language at the level of phonetics, through a wide range of
phonetic symbols
[...]
+ Phonemic transcription
→ broadest sense → abstract speech sounds = idealised utterances
conforming to a speech community’s shared knowledge of the sound
system of a language
→ broad/phonological transcription/phonemic transcription
/…/
The system Phonatory System vs Respiratory System vs Articulatory System
Free variation If 2 or more allophones can replace one another (occur in the same
position) → free variants/in free variation
E.g.: /z/ zeal → voiceless/devoiced when whispered
Butter → glottalized or [t]
The two realizations of a phoneme are said to be in "free variation" when
one sound can be substituted for the other without changing the
meaning.
Overlapping distribution
Lenis Fortis
= more force, or higher tension → voiceless
= a relatively weak breath force, or little
muscular tension → voiced

Which never occur word initially in /ŋ/, /ʒ/, [ɾ], [ɫ], [n̪ ]
English?
12 monophthongs
8 diphthongs
5 triphthongs
What happens to a vowel when it stands
right before a voiced consonant? All vowels will be SHORTENED before fortis (voiceless) consonants
What happens when a vowel stands Vowels are NASALIZED in syllable closed by a nasal consonant /m, n,
before a voiceless consonant? ŋ/
What happens when a vowel stands vowels are LONGER in stressed syllables.
before a nasal sound? When a vowel stands right before a voiced consonant, it tends to be
pronounced with a longer duration and may also become slightly
nasalized.
difference between intrusive and linking
/r/ Intrusive /r/ occurs when an /r/ sound is inserted between two words that
end in a vowel sound and begin with a vowel sound, for example, "law
and order" pronounced as "lawr and order." Linking /r/ happens when a
word ending in /r/ is followed by a word beginning with a vowel sound,
and the /r/ sound is pronounced, for example, "the car is" pronounced as
"the car-ris.
Which never occur in a stressed open
syllable? /æ/, /ɛ/, /ə/, /ɪ/
Which diphthong may be “raised”
before voiceless consonants? /aʊ/
Which may be replaced by /ɑ/ by some
speakers? /ɔ/
Which is a “reduced” vowel?
/ə/
Which are falling diphthongs?
/ɔɪ/, /aʊ/, /eɪ/
Which is a rising diphthong?
/ɪu/
Which diphthong is often
monophthongized /ɪu/ to /u/
Which involve labialization?
/ɪu/, /ɔɪ/, /aʊ/, /u/, /ɔ/

+ Dissimilation A sound segment becomes less alike its neighbouring sound/ a

phonological process in which to segments become less similar to each
+ Eg: "suprise" for surprise, "paticular" other.
for particular, and "govenor" for
governor e.g.: fifths /fIfθs/ (all are fricative and voiceless sounds) (/θ/ , /f/,
/s/, //, /ʒ/, /ʃ/ /h/)

=> [fIfts] (the sound in the middle changes into stop sound [t])
/siteɪʃən/ citation /saɪteɪʃən/
/cɛntʃəri/ century /sɛntʃəri/
/sʊnflaʊər/ sunflower /sʌnflaʊər/
/tomkæt/ tomcat /tɑmkæt/
/ɔɪstərs/ oysters /ɔɪstərz/
/umbrɛla/ umbrella /əmbrɛlə/
/mæɡɪkəl/ magical /mædʒɪkəl/
/ɑɡsədʒən/ oxygen /ɑksədʒən/
/briθd/ breathed /briðd/
/strɛnkθ/ strength /strɛŋkθ/
/faɪntli/ faintly /feɪntli/
/neɪbərhəd/ neighborhood /neɪbərhʊd/
/ɔrðəpidɪk/ orthopedic /ɔrθəpidɪk/
/punətɪv/ punitive /pɪunətɪv/
/kwɛstən/ question /kwɛstʃən/
/kʊstəmɛri/ customary /kʌstəmɛri/
/pərplɛkzt/ perplexed /pərplɛkst/
/sfɪŋx/ sphinx /sfɪŋks/

rhetoric /rɛtərɪk/ toughen /tʌfən/

one /wʌn/ visage /vɪzədʒ/
know /noʊ/ alloy /ælɔɪ/
Thomas /tɑməs/ descent /dəsɛnt/
sure /ʃɝ/ azure /æʒər/
cereal /sɪriəl/ away /əweɪ/
jaguar /dʒæɡwɑr/ errand /ɛrənd/
unity /junəti/ ocean /oʊʃən/
pheasant /fɛzənt/ adjourn /ədʒɝn/
theme /θim/ aghast /əɡæst/
psalm /sɑm/ listen /lɪsən/
chorus /kɔrəs/ plumber /plʌmər/
chaste /tʃeɪst/ cupboard /kʌbərd/
charade /ʃəreɪd/ soften /sɑfən/
shave /ʃeɪv/ measure /mɛʒər/
gnat /næt/ author /ɑθər/
wrong /ræŋ/ lather /læðər/
zero /zɪroʊ/ psyche /saɪki/
ghost /ɡoʊst/ future /fɪutʃər/
science /saɪəns/ lawyer /lɔɪjər/
froth /frɑθ/ build /bɪld/
miss /mɪs/ gauge /geɪdʒ/
stomach /stʌmək/ threat /θrɛt/
d.indict d./ɪndaɪt/ d.plaid d./plæd/
e.ledge e./lɛdʒ/ e.earn e./ɝn/
f.itch f./ɪtʃ/ f.brought f./brɑt/
g.sign g./saɪn/ g.town g./taʊn/
h.niche h./nɪʃ//nɪtʃ/ h.young h./yʌŋ/
i.hiccough i./hɪkəp/ i.stop i./stɑp/ /stɒp/
j.ooze j./uz/ j.fruit j./frut/
k.phase k./feɪz/ k.wolf k./wʊlf/
l.lathe l./leɪð/ l.feud l./fɪud/
m.tongue m./tʌŋ/ m.vein m./veɪn/
n.comb n./koʊm/ n.flax n./flæks/
o.brogue o./broʊɡ/ o.mourn o./mɔrn/
p.mall p./mɑl/ p.style p./staɪl/
q.rough q./rʌf/ q.heart q./hɑrt/
r.beige r./beɪʒ/ r.war r./wɔr/
s.hopped s./hɑpt/ s.proud s./praʊd/
t.solemn t./sɑləm/ t.break t./breɪk/
u.cute u./kɪut/
v.throw v./θroʊ/
w.slim w./slɪm/
x.weigh x./weɪ/
y.through y./θru/
z.their z./ðɛr/
aa.peace aa./pis/ Injured
bb.face bb./feɪs/ Measure
cc.burn cc./bɝn/ Caution
dd.hook dd./hʊk/ Telephone
ee.goose ee./gus/ Gelatin
ff.blood ff./blʌd/ Inches
gg.die gg./daɪ/ Topical
hh.toe hh./toʊ/ syllable
ii.shoe ii./ʃu/
a. a. a. a.
click /klɪk/ parochial /pəroʊkiəl/
clique /klik/ b. b.
b. b. ineligible /ɪnɛlɪdʒəbəl/
candid /kændɪd/ c. c.
candied /kændid/ quintessential /kwɪntɪsɛntʃəl/
c. c. d. d.
tired /taɪərd/ habitual /həbɪtʃu(ə)l/
tarred /tɑrd/ e. e.
tirade /taɪreɪd/ squelched /skwɛltʃt/
d. d. f. f.
sweat /swɛt/ parliamentary /pɑrlɪmɛntəri/
sweet /swit/ g. g.
e. e. hallucination /həlusəneɪʃən/
bade /beɪd/ h. h.
bad /bæd/ infuriating /ɪnfɪurieɪtɪŋ/
i. i.
embarrassment /ɪmbærəsmənt/
j. j.
relaxation /rɪlækseɪʃən/
k. k.
exploratory /ɛksplɔrətɔri/
l. l.
kaleidoscope /kəlaɪdəskoʊp/
m. m.
 exhaustion /ɪɡzɑstʃən/
n. n.
museums /mɪuzɪəmz/
o. o.
masculine /mæskjəlɪn/
p. p.
debauchery /dɪbɑtʃəri/
q. q.
sacrilegious /sækrɪlɪdʒəs/
r. r.
deciduous /dɪsɪdʒuəs/
s. s.
authoritarian /əθɔrɪtɛriən/
t. t.
literature [lɪtərətʃər]
u. u.
delinquent /dɪlɪŋkwənt/
v. v.
cucumber /kɪukʌmbər/
w. w.
questionnaire /kwɛstʃənɛr/
x. x.
psychological /saɪkəlɑdʒɪkəl/
y. y.
thankfully /θæŋkfəli/
z. z.
awkwardness /ɑkwərdnəs/
aa. aa.
rectangular /rɛktæŋɡjələr/
bb. bb.
athletic /æθlɛtɪk/
cc. cc.
moisturize /mɔɪstʃəraɪz/
dd. dd.
accumulate /əkɪumjəleɪt/
ee. ee.
gigantic /dʒaɪɡæntɪk/
ff. ff.
jewelry /dʒuləri/
gg. gg.
masochism /mæsəkɪzəm/
hh. hh.
orthographic /ɔrθəɡræfɪk/
ii. ii.
sanctuary /sæŋktʃuɛri/
jj. jj.
molecular /məlɛkɪulər/
kk. kk.
suggestion /sə(ɡ)dʒɛstʃən/
ll. ll.
differentiate /dɪfərɛnʃieɪt/
mm. mm.
calculation /kælkjəleɪʃən/
nn. nn.
therapeutic /θɛrəpɪutɪk/

a. a. a.
a. toothbrush labialization
again /əɡeɪn/ [twuθbrʌʃ]
b. /əɡɛn/ b.
b. symphony nasalization
Tuesday b. [sĩmfəni]
c. /tuzdeɪ/ c. c. curly velarization
progress /tɪuzdeɪ/ [kɝɫi] d. appointment aspiration
d. c. d.
schedule /prɑɡrɛs/ (N) [əphɔɪntmənt] e. rapture unreleased/palatalization
e. /proʊɡrɛs/ (N) e. f. prairie devoicing
tomato /prəgrɛs/ (V) [ræp̚ tʃər]
f. d. f. g. totter flapping
data /skɛdʒəl/ [pr̥ ɛri] h. octopus unreleased
g. /ʃɛdʒul/ g.
aunt e. [tɑɾər] i. pancake velarization
h. [təmeɪɾoʊ] h. j. belittle syllabic consonant
resources /təmɑtoʊ/ [ɑk̚ təpʊs]
i. [təmæɾoʊ] i. k. kitchen fronting
sorry f. [pæŋkeɪk] l. healthy dentalization
j. [dæɾə] j.
m. Tuesday monophthongization
placate [deɪɾə] [bɪlɪtḷ]
k. g. k. n. laundry nasalization
catch /ɑnt/ [k̟ ɪtʃən]
o. lightning nasal release
l. /ænt/ l.
tomorrow h. [hɛl̪ θi] p. cutlass lateral release
m. /rɪsɔrsəz/ m. q. plural devoicing
capsule /risɔrsəz/ [tuzdeɪ]
n. /rɪzɔrsəz/ n. r. bellow velarization
route i. [lɑ̃ndri] s. panther dentalization
o. /sɔri/ o.
nuclear /sɑri/ [laɪtnnɪŋ] t. digestion palatalization
p. j. p. u. might flapping
been /pleɪkeɪt/ [kʌtləs]
q. /plækeɪt/ q. v. loiter labialization
process k. [pl̥ ʊrəl] w. optimal unreleased
r. /kætʃ/ r.
lever /kɛtʃ/ [bɛɫoʊ] x. guitar fronting
s. l. s. y. harden syllabic consonant
genuine /təmɑroʊ/ [pæn̪ θər] aa.
t. /təmɔroʊ/ t. aa.
/əfɛns/
almond m. [daɪdʒɛstʃən] offense
u. /kæpsəl/ u. /oʊfɛns/
interesting /kæpsɪul/ [maɪɾi] bb. bb.
v. n. v. student /st(ɪ)udənt/l
bury /rʊt/ [lwɔɪtər] cc.
cc.
w. /raʊt/ w. /wɪðaʊt/
species o. [ɑp̚ tɪməl] without
/wɪθaʊt/
x. /n(ɪ)ukliər/ x. dd. dd.
longitude /nukulər/ [g̟ ɪtɑr]
y. p. y. calm /kɑ(l)m/
prestige /nukulər/ [hɑrdņ] ee. ee.
z. /bɪn/ /stɛrioʊ/
garage q. stereo
/stɪrioʊ/
/prɑsɛs/ ff. ff.
/proʊsɛs/ /proʊd(ɪ)us/ (N)
produce
r.
/lɛvər/ gg. /prɑd(ɪ)us/ (N)
/livər/ /prəd(ɪ)us/ (V)
vase
s. gg.
/dʒɛnɪuɪn/ hh. /veɪs/
/dʒɛnɪuaɪn/
 t. /vɑz/
blouses
/ɑmən(d)/ /veɪz/
/ɑlmən(d)/ ii.
hh.
/æmən(d)/ missile /blaʊsəz/
u.
/ɪnt(ə)rɛstɪŋ/ jj. /blaʊzəz/
/ɪnərɛstɪŋ/ asphalt ii.
v. /mɪsɪl/
/bɛri/ kk.
/mɪsaɪl/
/bɝi/ arctic jj.
w. ll. /æsfɑlt/
/spiʃiz/
vehicle /æsfælt/
/spisiz/
x. /æʃfɑlt/
mm.
/lɑndʒət(ɪ)ud kk.
/lɑŋɡətud/ luxury /ɑrtɪk/
y. nn. /ɑrktɪk/
/prɛstiʒ/ ll.
battery
/prɛstɪdʒ/ /viɪkəl/
z. oo.
/vihɪkəl/
/gərɑʒ/ brooch
/gərɑdʒ/ mm.
/gərædʒ/ pp. /lʌkʃəri/
bilingual /lʌɡʒəri/
nn.
qq.
[bæɾəri]
apricot /bætri/
rr. oo.
coupon /brutʃ/
/broʊtʃ/
ss.
pp.
leisure /baɪlɪŋɡwəl/
/baɪlɪŋɡuəl/
qq.
/eɪprɪkɑt/
/æprɪkɑt/
rr.
/k(ɪ)upɑn/
ss.
/lɛʒər/
/liʒər/

/t/ -> /p/ /t/ + /m/ => /p/ thaT Man /ðæp mæn/

/t/ + /b/ => /p/ greaT Britain /ɡreɪp brɪtʔn/

/t/ + /p/ => /p/ sweeT Potato / swiːp pəˈteɪtəʊ/

/d/ -> /b/ /d/ + /m/ => /b/ gooD Morning /ɡʊb ˈmɔːrnɪŋ/

/d/ + /b/ => /b/ gooD Bye /ɡʊb baɪ/

/d/ + /p/ => /b/ blooD Pressure /blʌb 'preʃər/

/n/ -> /m/ /n/ + /m/ => /m/ commoN Market /ˈkɒməm ˈmɑːrkɪt/

/n/ + /b/ => /m/ suNBathe /ˈsʌm beɪð/

/n/ + /p/ => /m/ peN Pal /pem pæl/

/t/ + /k/ or /g/ => /k/ crediT Card /ˈkredɪk kɑːrd/

/d/ + /k/ or /g/ => /g/ harD Copy /hɑːrg ˈkɒpi/

/n/ + /k / or /g/ => /ŋ/ humaN Capital /ˈhjuːməŋ ˈkæpɪtl/

/n/ + /k/ => /ŋ/ monkey /ˈmʌŋki /

Alveolar /t, d, n / + dental /ð,
θ/=> dentalized geT THere /geðeə/

teNTH /teθ/

baD THing / bæθɪŋ/

4. Alveolar /t, d,
n / + palato- dreSS Shop /dreʃ ʃɒp/
/s/ + /ʃ/ => /ʃ/
alveolar or
palatal /ʃ, ʒ, j/=> siX-Shooter /sɪkʃ ˈʃuːtər/
palato-alveolar or /z/ + /ʃ/ => /ʃ/ cheeSE SHop /tʃiʃ ʃɒp/
palatal

/s/ + /j/ => /ʃ/

thiS Year /ðɪʃɪə/

niCE Yacht /naɪʃɑːt/

/t/ + /j/ => /tʃ/
hiT You /hɪtʃuː/
/d/ + /j/ => /dʒ/ neeD You /niːdʒuː/

woulD You /wʊdʒuː/

/dz/ + /j/ => /dʒ/

/z/ + /j/ => /ʒ/ TheSE Years /ðiːʒɪə/

She'S Young /ʃiː ʒʌŋ/

/t/ + /s/ => /s/ ThaT Side /ðæs saɪd/
/t/ + /z/ => /z/ thaT Zoo /ðæz zuː/
/d/ + s/ => /s/ gooD Song /ɡʊs sɒŋ/
/d/ + /z/ => /z/ baD Zone /bæz zəʊn/
Plosive /d/ + nasal /n/=> nasal
gooD News /ɡʊn njuːz/
baD News /bæn nju:z/
Mutual a) /t/ + /j/ = /ʧ/
assimilation/
b) /s/ + /j/ = /ʃ/
Coalescence
c) /d/ + /j/ = /ʤ/
(đồng hóa lẫn
nhau)

can [kʰ], [tʰ], [pʰ] ASPIRATED Voiceless stops (/p/; /t/; /k/) are
pick Voiceless stops ASPIRATED when they are SYLLABLE
INITIAL/ onset
spy, sky, star, [p] UNASPIRATED Voiceless stops (/p/; /t/; /k/) are
express, explain Voiceless stops UNASPIRATED after /s/.
e.g: apt [æp̚ t], [p̚ ] UNEXPLODED STOPS are UNEXPLODED when they
rubbed [rʌb̚ d] (stops) occur before another stop.
act [æk┐t] OR when they occur at the end of a word
map [mæp̚ ], hot [hɒt̚ preceded by a vowel (trước là vowel)
]
e.g: play [pl̥ eɪ], twin [w̥ ] [tw̥ ɪn] DEVOICED
The APPROXIMANTS /w/, /r/, /j/ and
cue [kj̥ u:] [l̥ ] (approximant)
The LATERAL /l/ are DEVOICED (or at
Plenty DEVOICED
least PARTIALLY VOICELESS) when
(lateral)
they occur after initial /p/; /t/; /k/
dog [d.] DEVOICED When VOICED STOPS /b/, /d/, /g/ are at
And (voiced stops) the final position of a syllable and not
followed by a vowel, they are DEVOICED
-> thường đứng cuối cùng của âm tiết
hoặc đứng trước phụ âm
voiced stops /b, d, g/ voiced obstruents /b, d, g, v, ð, z, ʒ/ >
partially voiced partially voiced when at the end of an
when syllable initial utterance or before a voiceless sound (/v/ in
after a voiceless ‘prove this’; /d/ in ‘add two’)
sound

Spend [ɛ ̃] NASALIZED occurs before a nasal consonant

(vowel)
Before [fw] LABIALIZED occurs before a rounded vowel
Admire
Let me do it
Cranberry
tip [tɪʔp] reinforced by a voiceless stops /p, t, k/ > reinforced by a
pit [pɪʔt] glottal stop glottal stop when syllable final after a vowel
kick [kɪʔk]
Eat [ˀt] GLOTTALIZED /t/; /d/ are usually replaced by a GLOTTAL
beaten [biʔn], garden (/t/, /d/) STOP when they occur before an alveolar
[ga:ʔn] nasal /n/ in the same word or when in
syllable-final position.

choose /u/ SHORTENED occurs before a fortis consonant

film [ɫ] VELARIZED The LATERAL /l/ is VELARIZED/
DARK when after a vowel or before a
consonant at the end of a word
[ɫ]
fat girl VELARIZED [ t ] may be velarized before the velar [ g ]
Get [g ̟] Advanced Occurs before a front vowel
Cook retracted Occurs before a back vowel
Chasm 6. NASALS /m, n, ŋ/ are SYLLABIC at the
kitten e.g: [‘kæzm̩ ], [‘kɪtn̩ ], end of a word when IMMEDIATELY after a
SYLLABIC
madden [‘mædn̩ ] plosive or fricative
garden
Channel paddle ['pædl̩ ] SYLLABIC The LATERAL /l/ is SYLLABIC at the
ankle whistle ['wɪsl̩ ] end of a word when immediately after a
castle consonant

Tenth e.g: health [hel̪ θ] DENTALIZED ALVEOLAR CONSONANTS /t, d, n, l /

tenth [ten̪ θ] are DENTALIZED before dental
at this [æt̪ ðɪs] consonants /ð, θ/
kitchen FRONTED velar VELAR STOPS become MORE FRONT
oral stop before front vowels.
eight years [eɪtjɪəz] PALATALIZED [ t ] is palatalized before palatal [ j ]
that year consonant
clothed Voiced alveolar ->
dental before a
voiced dental
consonant
key Voiceless velar ->
more front before a
front vowel

backpack Bilabial approximant

-> devoiced after a
voiceless velar
plosive
consonants can be voiceless sounds can
lengthened when become longer when
they are at the end of they are at the end of
a phrase a syllable

NASALIZED vowel Vowels are NASALIZED in syllable closed

man [mæ̃ n] by a nasal consonant /m, n, ŋ/
dream [drĩ:m]
many [mɛ̃ni]
longest in an open syllable,
see – seed – seat next longest in a syllable closed by a voiced
consonant
sigh – side – site the shortest in a syllable closed by a
voiceless consonant.
vowels are longest in monosyllabic words,
speed – speedy – next longest in words with two syllables and
speedily shortest in words with more than two
syllables
beauty – beautiful –
beautifully
Shorten vowel A vowel is followed by a voiceless sound =>
it is SHORTENED
Vowels/ diphthongs are longer before voiced
stops

+ Dissimilation A sound segment becomes less alike its neighbouring sound/

a phonological process in which to segments become less
+ Eg: "suprise" for surprise, "paticular" for similar to each other.
particular, and "govenor" for governor
e.g.: fifths /fIfθs/ (all are fricative and voiceless sounds) (/θ/ ,
/f/, /s/, //, /ʒ/, /ʃ/ /h/)

=> [fIfts] (the sound in the middle changes into stop sound
[t])
 + Insertion: extra sound added + Deletion: stressless syllable/weak consonant

Eg: handbag, apartment

Connected speech
Regressive Might be /mait bi/ [maip bi] /t/ + /b/ = /t/ => /p/
assimilation
elision Plenty of things /ˈplentiəv θɪŋz/ [ˈplenti əθɪŋz] /v/ + /θ/ => delete /v/
Elision and Liaison See and do /siː ənd du:/ [siː jən duː] - /d/ in /ənd/ is
deleted because:
+ It stands between
the two
consonants /n/and /d/
+ /n/ and /d/ are in
the same syllable
+ intrusive /j/
is added between the
two vowels: final
sound /i:/ and initial
sound /ə/
Elision (nuốt âm) Tourist sites /ˈtʊərɪstsaɪt/ [ˈtʊərɪs saɪt] /t/ is deleted
because :
- It stands between
the two consonants
/s/and /s/.
- The preceding
consonant /s/ is
voiceless.
- /t/ and /s/ belong to
the same syllable.
Regressive Can be /kən bi/ /kəm bi/ /n/ + /b/ => /mb/
assimilation
Regressive Make sure im-place /n/ + /p/ = /mp/ /n/
assimilation everything's in ing-case + /k/ = /ŋk/
place, in case they
arrive early.
Regressive Instead of taking the Greem-park /n/ + /p/ = /mp/
assimilation bus, let's walk
through Green Park
and Hyde Park
Regressive Would you prefer wu-jew /d/ + /j/ = /ʤ/
assimilation eggs and bacon or
sausages and
mashed potatoes?
Regressive The only thing I Im my /n/ +/m/ = /m/
assimilation keep in my handbag ham-bag /d/ + /k/ =/g/
is a purse and a hangkerchief /n// +
handkerchief.
Regressive That's the third => /d/ in "third"
assimilation person I've seen becomes [b] because
wearing a red coat it is followed by the
this morning. bilabial sound /p/.
=> /d/ in "red"
becomes [g] because
it is followed by the
velar sound /g/
assimilation I spend half the year im-Paris /n/ + /p/ = /mp/ /n/
in Paris and the rest im-Berlin + /b/ = /ŋk/
in Berlin.
Linking /r/ "When I was born I
was so surprised that
I didn’t talk for a
year and a half." –
Gracie Alle
regressive have to leave /hæftə li:v/
assimilation

2. (Elision) "An unexamined life - Loss of weak

is not worth living" – vowels after /p/;
Socrate /t/; /k/

e.g: potato, tomato,

canary

- Loss of final /v/ in

“of” before
consonants

Lots of them
- Avoidance of
complex consonant
cluster

e.g: acts, look back,

scripts

- Double consonants
=> a single sound:

e.g: hard disk, want

to, kiss somebody

3. (Coalescent "I've learned that

assimilation) people will forget
what you said,
people will forget
what you did, but
people will never
forget how you made
them feel." – Maya
Angelo
4. (Regressive "I never really mind
assimilation) bad service in a
restaurant. It makes
me feel better about
not leaving a tip." –
Bill Bryson
5. (Elision) "Always remember
that you’re
absolutely unique.
Just like everyone
else." – Margaret
Mead
 Linking and elision One of them / wʌn ə[v] ðəm /
As far as it goes
and some
sandwiches on the
table
things couldn’t have
been any better
cry over spilt milk

1. ...................deals with how speech sounds are produced, transmitted, and perceived.
A. Grammar B. Phonotactics C. Phonetics D. Text linguistics
2........................ phonetics deals with how speech sounds are perceived by the listeners.
A. Articulatory B. Acoustics C. Auditory D. Experimental
3. .......................phonetics deals with transmission of speech sound through the air.
A. Articulatory B. Acoustic C. Experimental D. Auditory
4. Which of the following is not considered as (an) articulator(s)?
A. The tongue B. The lips C. The velum D. The ears
5. .............................is the study or description of the distinctive sound units of a languageand their relationship to one
another.
A. Phonetics B. Phonology C. Semantics D. Pragmatics
6. The production of different speech sounds through the use of organs of speech is known
as.....................................................
A. assimilation B. dissimilation C. articulation D. syllabification
7. Which of the following is not an aspect of the speech sounds as a physical event?
A. Physiological B. Acoustic C. Articulatory D. Comprehensive
8. Besides having the physical properties, the speech sounds also have ...........................when they are distinctive units
of sounds in a language.
A. thematic function B. stylistic functionC. affective function D. distinctive function
9. The term.........................is applied for the study of the more abstract, the more functional,or the more psychological
aspects of speech.
A. phonetics B. phonology C. grammar D. semantics
10. Since.......................... is easily understood in all English speaking countries, it is adaptedas the norm in the schools
and higher educational institutions.
A. Received pronunciation B. Broad Australian C. Narrow American D. New Zealand
11. Which of the following is not a stage of the speech chain?
A. psychological B. articulatory C. acoustic D. synthetic
12. The..........................provide the most usual source of energy.
A. lungs B. ears C. eyes D. lips
13. The larynx is situated in the upper part of the................................
A. mouth B. windpipe C. eyes D. ears
14. When the vocal cords are touching or nearly touching, the sounds they produced might be
A. /p, t and k/ B. /s, k and t/ C. /p, s and k/ D. /a:, i and i:/
15. The oral, nasal and pharyngeal cavities function as....................of the note produced in thelarynx.
A. vibrators B. resonators C. joiner D. filler
16. Which of the following is/are the articulators above the larynx?
A. The lungs B. The stomach C. The tongue D. The eyes
17. The..............................is between the teeth ridge and the soft palate.
A. hard palate B. tongue C. nose D. lungs
18. We use the word glottis to refer to the opening between..................................
A. the eyes B. the ears C. the vocal cords D. the mouth
19. The...............can be rounded or unrounded.
A. vibrators B. resonators C. joiners D. fillers
20. Which of the following states of the vocal cords is important in the production ofvibration?
A. wide apart B. touching or nearly touching each other C. narrow glottis D. half apart
21. Which of the following is not true?
A. The phoneme is the smallest distinctive unit of sound in a language.
B. The morpheme is the smallest unit of sound in a language which can distinguish twomorphemes or two words.
C. The allophones of the same phoneme must show phonetic similarity to one another.
D. The allophones of the same phoneme must occur in the same phonetic context.
22. ...........................regards the phoneme as the minimal sound unit by which meanings maybe differentiated
vowel?
A. seen B. hat C. hot D. not
38. According to the.................., vowels can be rounded or unrounded
A. height of the raised part of the tongue.B. raised part of the tongue.C. length of the vowels D. shape of the lips.
39. ...................vowels are the ones in the production of which the lips are drawn together so that the opening between
them is more or less round.
A. Rounded B. Unrounded C. Long D. Short
40. ..................vowels are the ones in the production of which the lips may be spread out so as to leave long narrow
opening between them.
A. Long B. Spread C. Rounded D. Short
41. .................is a combination of two vowels pronounced within one syllable.
A. A diphthong B. A consonant C. A front vowel D. An open vowel.
42. Which of the following words contains a closing diphthong?A. hear B. sure C. day D. very
43. Which of the following criteria cannot be used as a classifying criterion for consonant classification?
A. The position of the soft palate. B. The manner of articulation.C. The place of articulation. D. The shape of the lips.
44. /a:/ is a/an.....................vowel.
A. open front short B. open central long C. close front long D. open back long.
45. / i: / is a ...................
A. diphthong B. consonant C. pure vowel D. syllable
46. / ai / is a ..................................
A. diphthong B. consonant C. pure vowel D. syllable.
47. Which of the following is true?
A. Vowels are produced with complete closure in the vocal tract.B. Consonants are produced with no obstruction in the
vocal tract.C. Consonants are more sonorous than vowels.D. All vowels are syllabic.
48. Which of the following is not used as a criterion in vowel classification.
A. The height to which the tongue is raised.B. The part of the tongue which is raised.C. The windpipe.D. The vowel
length.
49. .............................are sounds articulated by the lower lip against the upper teeth.
A. Labio-dental B. Alveolars C. Velars D. Glottals.
50. The cardinal vowel diagram is a ....................based on a combination of the articulatoryand auditory judgments.
A. system of guessing B. system of stress patternsC. system of letter D. set of standard reference points.
51. ...................may be defined as one or more speech sounds forming a word or part of aword, containing one vowel
sound, with or without a consonant or consonants, and uttered at asingle effort.
A. The syllable B. The phoneme C. The intonation D. The morpheme
52. Which syllable is formed by a vowel?
A. sky B. seem C. or D. hit
53. Which syllable is formed by a vowel + a consonant?
A. she B. eat C. sit D. or
54. Which syllable is formed by a consonant + a vowel?
A. she B. eat C. it D. eye
55. Which syllable is formed by a consonant + a vowel + a consonant?
A. he B. eat C. sit D. eye
56. Which word contains a syllabic consonant?
A. meat B. seat C. run D. little
57. In English a syllable is not generally formed by..................................
A. a vowel B. one consonant + one vowelC. one vowel + one consonant D. two stops
58. How many syllables are there in the word uncomfortable?
A. 2 B. 3 C. 4 D. 5
59. Which of the following syllables is an open syllable?
A. she B. it C. at D. eat
60. Which of the following syllables has the full structure of onset - nucleus - coda?
A. sit B. are C. or D. I
61. Which consonant cluster is the onset in the word streets?
A. / sr / B. / tr / C. / str / D. / ts /
62. .....................is defined as the prominence given to certain syllable in a word by the use of greater breath force.
A. Rhythm B. Word-stress C. Timbre D. Assimilation
1. Phonetics and Phonology belongs to MICROLINGUISTICS
2. When we describe the precise utterances and use of langue in everyday life, it is called PAROLE
3. The study of phonological units that span more than one speech sound, known as segments. SUPRASEGMENTAL
PHONETICS
4. Phonetics seeks to make policy recommendations. WRONG
5. Each person’s individual accent is called a dialect. WRONG
6. When we describe the individual speaker’s knowledge of the language, it is called COMPETENCE
7. The focus of phonology is the connection between sound and MEANING
8. The focus in linguistics is typically less on the rules of the English language, and more on the use of language in
different contexts and among diverse communities DESCRIPTIVISM
9. A line on a dialect map marking the boundary between linguistic features is called ISOGLOSS
10. PRESCRIPTIVISM is the policy of describing languages as we would like them to be, rather than as we find
them
11. The branch of phonetics that studies how the speech organs are used to produce (articulate) speech sounds is called
ARTICULATORY PHONETICS
12. Dialects vary based on where you live, who you hang out with as a kid, what schools you attended, what TV shows
you watched, your personality, and your family. RIGHT
13. Which subject works with physical and physiological aspects of sounds? PHONETICS
14. Speaker of a language frequently make judgments of language prestige (which language is preferred or sounds the
best) preference, with positive preference tilting toward the upper classes and negative preference against the lower
classes. RIGHT
15. The study of speech sounds that are made up of one or more distinctive features. SEGMENTAL PHONETICS
16. SUPRASEGMENTAL phonology seeks to understand how vowels and consonants are distinguished by phonetic
features that influence how their sounds sound
17. The study of anything that falls outside of the domain of segmental and suprasegmental phonetics, such as
intonation and stress. EXTRASEGMENTAL PHONETICS
Ex. 6: Are these statements true or false?
a. Speech organs in the head belong to the articulatory system. T
b. The glottis is wide open when a voiced sound is made. F
The glottis is partially closed when producing voiced sounds. Voiced sounds involve vibrating the vocal cords,
and the degree of glottal opening varies.
c. In English orthography, one letter may represent more than one phoneme. T
d. If two sounds occur in different phonetic environments, they are said to be in overlapping distribution. F .
If two sounds occur in different phonetic environments, they are said to be in complementary distribution, not
overlapping distribution.
e. Allophones of one phoneme always occur in complementary distribution. F
Allophones of one phoneme may occur in complementary distribution, where each occurs in specific
environments, but they may also occur in overlapping distribution in some cases.
(a) Tensing the vocal cords makes them vibrate faster / slower, so that the pitch increases / decreases.
(b) In the production of stops / fricatives / glides / affricates, the air is blocked from going out through the nose and the
mouth.
(c) In the production of stops / liquids / fricatives / nasals, the constriction of the vocal tract is such that a noisy
airstream is formed.
(d) In the production of palato-alveolar sounds, the tip / front / blade / back of the tongue goes to the forward part of
the hard palate /
soft palate / uvula.
(e) In the production of labio-dental / bilabial / labio-velar / velar sounds, the two lips approach one another, and the
back of the tongue is raised toward the soft palate.
(a) if two languages have the same sounds, then they (sometimes / always / often / never) have different phonologies.
(b) If the phonetic difference between two sounds serves as the basis for distinguishing words, then the difference is
(distinctive / phonemic / non-predictable / allophonic / predictable).
(c) Occurrences of the allophones of a single phoneme are ( always / sometimes / often / never) predictable.
(d) Allophones of a single phoneme are (sometimes / often / always / never) phonetically similar.
(e) If two phonetically similar sounds are in complementary distribution, then they are (sometimes / often / always /
never) allophones of the same phoneme.
(f ) If two sounds are in free variation, then they are ( sometimes / always / never) allophones of the same phoneme.
(g) Speakers of a language tend to be (more / less / equally) consciously aware of phonemes than of allophones.
(h) Two sounds that appear in a minimal pair (sometimes / always / never) belong to distinct phonemes.
(i) If two sounds are not phonemically distinct, their distribution overlaps / does not overlap.
If two similar sounds do not beling to separate phonemes, they are called allophones of the same underlying phoneme
=> F
ELISION happens when a phoneme is realised as zero, or has zero realisation or is deleted.
CLIPPING is the effect of shortening a preceding vowel
/p/, /b/, and /m/ feature the same place of articulation and are all bilabials, so they are HOMORGANIC.
The study concerned with the possible combinations of phonemes within a language is
called __________
The study concerned with the possible combinations of phonemes within a language is called PHONOTACTICS.
The PHARYNX is a tube, at the top of which it is separated into two parts: one being the back of the oral cavity and
the other through the nasal cavity.
CONTRACTIONS refer to words that are severely shortened, most often employed in informal writing style.
SUPRASEGMENTAL PHONOLOGY includes stress and intonation as its two principal aspects
/j/ and /w/ are known as SEMI VOWELS because they are phonetically like vowels but phonologically like
consonants.
PARALINGUISTIC factors with regard to intonation are connected with the use of facial expressions, gestures, vocal
effects, or body movements, rather than the use of words.
Theoretically, PHONETIC TRANSCRIPTION involves the use of diacritics and the symbols put between two
square brackets.
RHYTHM is related to some detectable event occurring at regular intervals of time and in the regular presence of
stressed syllables.
I/ TRUE/FALSE: Decide whether each of the following statements is TRUE or FALSE.Write the letter (T) or (F) right
in front of the number of each sentence.
T 1. Phonetics is the study of human speech sounds.
F 2. Three aspects of a speech sound as a physical event are: a- structure, b- arranging and c-auditory.
arrangement
T 3. Articulatory phonetics studies the ways in which speech sounds are produced.
T 4. In describing articulation, we should know which articulators are involved in sound production.
F - active 5. The tongue is a passive articulator.
T 6. Sounds produced are influenced by the shapes of the cavities.
F 7. Acoustics phonetics deal with how the speech sounds are produced by the listener.
T 8. Auditory phonetics studies the speech waves.
T 9. The main aim of phonetics is the study and identification of the distinctive sound unit.
10. It is said that there are four stages in the speech chain: a- psychological, b- articulatory, c-
acoustic and d- interpretive.
11. The larynx, which is situated in the upper part of the windpipe, contains the so-calledvocal cords.
12. The action of the vocal cords consists in their role as a vibrator set in motion by lung air.
13. When the edges of the vocal cords are touching or nearly touching, the air passing through the
glottis will usually cause vibration, which produces voiced sounds.
14. When the vocal cords are wide apart, the sound produced are voiced sounds.
15. A vowel is a sound in the production of which there is a complete closure in the vocaltract.
16. The most important parts of the tongue for producing vowel sounds are front, central andback.
17. Nasal, oral and pharyngeal cavities function as the principle resonators.
18. The lip shape is important in producing either rounded or unrounded vowels.
19. The main division of the roof of the mouth are dental, alveolar, hard palate and soft palate
20. Phonology studies the phonemic system of a language.
21. The approaches to the phoneme have seen it as a psychological entity, as a family ofsounds and
as a functional unit.
22. The functional view regards the phoneme as a family of sounds.
23. The phoneme is a distinctive unit of sounds in a language.
24. The allophones of a phoneme are concrete realizations of that phoneme.
25. All phonemes can be regarded as being made up of a number of distinctive features.
26. Allophones are made up of only non-distinctive features.
27. The allophones of a phoneme are predictable phonetic variants of that phoneme.
28. Phonemic transcription is based on the principle "one symbol per phoneme".
29. RP is the standard New Zealand accent. It is the only accent studied. Other accents arenot
important and, therefore, should not be taken into consideration.
 30. Speech sounds are divided into pure vowels and diphthongs.
31. All vowels are voiced.
32. A pure vowel is an unchanging sound in the pronunciation of which the organs of speechdo not
perceptibly change the position throughout the duration of the vowel.
33. The front vowel is the one in the production of which the front of the tongue is raised inthe
direction of the hard palate.
34. According to the height to which a part of the tongue is raised, vowels can be classified into
closed and open vowels.
35. A close vowel is the one in the production of which the tongue is as low as possible.
36. A rounded vowel is the one in the production of which the tongue is as low as possible.
37. Vowels can be long or short.38. /i:/ is a long vowel.
F 39. /e/ is a long vowel.
F 40. A diphthong is a pure vowel.
41. Diphthongs can be divided into centring and closing according to the second element of the
diphthong.
42. The word learn contains a diphthong.
43. A consonant is a sound in the production of which no obstruction is formed in the mouthby the
active organs of speech.
44. Consonants may be classified according to a- the organs of speech, and b- the manners
ofarticulation.
45. If we classify the consonants according to the state of vibration of the vocal cords, they can be
voiced or voiceless.
46. Labials consist of bi-labials and labial-dental.
47. Palatals are sounds articulated in the glottis.
T 48. A plosive is a stop consonant.
49. A nasal is a sound formed by the tip of the tongue firmly pressed against the teeth ridgeor the
teeth so that the air can escape at one or both sides of the tongue.
50. The syllable may be defined as one or more speech sounds, forming a word or part of aword,
containing one vowel sound, with or without a consonant or consonants, anduttered at a single
effort.
51. The full internal structure of a syllable consists of onset and coda.
52. In the word spring, /i:/ is the nucleus.
53. Sun is a word of two syllables.
54. The syllable structure of arm is CVC.
55. Voiceless is a word with the point of syllable division after the sound /s/.
56. A weak syllable is the one which might end in a syllabic consonant.
57. Or is a syllable made up of one phoneme.
58. A syllable which ends in a vowel is called a closed syllable.
59. Correct syllable division is very important in communication.
60. Word-stress can be defined as the tendency to pronounce the stressed syllable at more orless
regular intervals of time.
61. The prominence in the word stress can be produced by the following factors: a- loudness,b-
length, c- pitch and d- quality.
62. There is a strong tendency in the English language to stress the initial syllable in a word.
63. English is a language which has fixed stress in the sense that the stress always falls on thelast
syllable in a word.
64. If the second syllable of a two-syllable word contains a long vowel or diphthong, or if itends in
more than one consonant, that second syllable is stressed.
65. Three syllable simple nouns usually have the stress placed on the first syllable.
66. In three-syllable verbs, if the last syllable contains a short vowel and end in not more thanone
consonant, stress will be placed on the preceding syllable.
67. Suffixes such as -able, -age, -erg.......... change the place of stress in a word.
68. The difference between a compound and a phrase is that a compound usually has thesingle-stress
pattern.
69. The stress falls on the initial syllable in the word family.
70. Lexical words are not normally stressed in communication.
71. Words which serve to express certain grammatical relations or categories in the sentenceare
either stressed or unstressed.
72. The normal tendency in English speech is for the primary stress to occur on the lastsyllable of
the tone group.
73. English speech has the tendency of syllable-timed rhythm.
74. When horse shoes is pronounced as / h : u: /, assimilation takes place.
75. Assimilation is said to be completed when the articulation of the assimilated consonantfully
coincides with that of the assimilating consonant.
76. Assimilation is said to be regressive when the preceding consonant influences thearticulation of
the following consonant.
77. In accommodation, the pronunciation of two consonants influences each other.
78. Elision is the case of a sound realized as zero in casual, rapid speech.
79. Grammatical words can have either strong forms or weak forms in speech.
80. When speaking, people generally raise and lower their voice, forming pitch patterns.
Thisphenomenon is called intonation.
90. Elision is quite common in formal speech.
 91. Assimilation occurs when two consonants are close to each other.
92. When two sounds never contrast but occur under different phonological conditions, theyare said
to be in complementary distribution.
93. Pitch patterns are what happens when speakers raise and lower the pitch of their voicewhen
speaking.
94. Intonation never occurs in formal communication activities such as speech making,
jobinterview...
95. A phoneme can be represented by many letters and sounds.
96. Some human sounds are phonemes.
97. Aspirated is one of the distinctive properties of Vietnamese phonemes whereas long orshort is
one of the distinctive properties of English phonemes.
98. The first element of a diphthong is called the nucleus, the second element is called glide.
99. The underlined consonant in the word TOOTH is rounded under the influence of the rounded
vowel / u /.

Bài tập
The study concerned with the possible combinations of phonemes within a language is
called __________
Exercise 1: Choose the words that begin with a bilabial consonant:
1 met 3 Set 5 Let
/mɛt/ /sɛt/ /lɛt/
2 net 4 bet 6 Pet
/nɛt/ /bɛt/ /pɛt/
Exercise 2: Choose the words that begin with a velar consonant:
1 Knot 3 Lot 5 Hot
/nɑt/ /lɑt/ /hɑt/
2 Got 4 Cot 6 Pot
/gɑt/ /kɑt/ /pɑt/
Exercise 3: Choose the words that contain a mid-distributed fricative:
1 rose 3 eyes 5 Scissors
/roʊz/ /aɪz/ /sɪzərz/
2 exam 4 teacher 6 Hello
/ɪgzæm/ /titʃər/ /hɛloʊ/
Exercise 4: Choose the words that contain voiced bilabial plosive:
1 Beard 3 Climb 5 Comb
/bɪrd/ /klaɪm/ /koʊm/
2 Tomb 4 Pub 6 Lamb
/tum/ /pʌb/ /læm/
Exercise 5: Choose the words that contain a voiceless plosive:
1 Mechanic 3 Pneumonia 5 Archive
/məˈkænɪk/ /nʊˈmoʊniə/ /ˈɑrkɪv/
2 Cupboard 4 Thames 6 Thief
/ˈkʌbərd/ /tɛmz/ /θif/
Exercise 6: Choose the words that end with a voiced fricative:
1 massage 3 Hash 5 With
/məˈsɑʒ/ /hæʃ/ /wɪð/
2 Whale 4 Clothes 6 Books
/weɪl/ /kloʊðz/ /bʊks/
(a) start with a fricative
foreign, theater, tidings, hospital, cassette, shroud
(b) end in a sibilant
wishes, twelfth, clutch, indicates, admonish, furtive
(c) have an approximant
winter, university, captive, ripe, little, mute
(d) contain a back vowel
putter, boost, roast, fraud, matter, hospital
(e) start with a voiced obstruent
government, pottery, taxonomy, jury, phonograph, sister
(f ) contain a lax vowel
auction, redeem, ledger, cram, boat, loom
(g) end in an alveolar
went, atom, rigor, column, multiple, garnish
Exercise 7: Indentify and describe the consonants sounds in the underlined part of each of the following words:
Words
exaggerate /ɪɡˈzædʒəreɪt/
vague /veɪɡ/
wasp /wɒsp/
cliché /klɪˈʃeɪ/
refuse (noun) /rɪˈfjuːz/
bouquet /buːˈkeɪ/
Exercise 8: Classify all consonants in each of the following words:
Tradition /trəˈdɪʃən/ Ink /ɪŋk/ Greenwich /ˈɡrɛnɪtʃ/ Statue /ˈstætʃu/
Warwick /ˈwɒrɪk/ Sword /sɔrd/ Massage /məˈsɑʒ/ receipt /rɪˈsipt/
Exercise 9: Complete the transcriptions of the following words with the missing consonants:
Word Transcription
1 husband /ˈhʌz bənd/
2 doubt /daʊt/
3 asthma /ˈæzmə/
4 exotic /ɪgˈzɒtɪk/
5 bronchitis /brɒŋˈkaɪtɪs/
 6 gigantic /dʒaɪˈɡæntɪk/
7 mustache /məˈstɑːʃ/
8 basic /ˈbeɪsɪk/
9 schedule /ˈskedjuːl/
10 language /ˈlæŋɡwɪdʒ /
Exercise 11: What is/are the distinctive feature(s) that make(s) these sounds different from each other:
1 t – s: Plosive – fricative
2 p – b: Voiceless – voiced
3 g – ŋ: Plosive – nasal
4 f–h: Labio-dental - glottal
Exercise 12: Can you identify the common feature(s) in each of the following set of segments:
Set of segments Common feature(s)
1 t d n l tʃ ʒ
2 b f v k h obstruent
3 f θ s tʃ voiceless
4 ð z v h fricative
5 w r j Voiced approximant
Ex. 1: Answer the following questions
a. List the phonetic symbols for consonants that are usually pronounced essentially the same as they are in
orthography (spelling).
b. What English alphabetic symbol(s) for consonants are used in the phonetic alphabet but are used differently in
the English alphabet?
Ex. 2: Provide two words to demonstrate the varied use of each grapheme (orthographic symbol)
E.g.: s → sugar /ʃ/, salt /s/
e → "pet" /pɛt/ "he" /hi/
u → "cup" /kʌp/ "sure" /ʃʊər/
d → "dog" /dɔɡ/ "edge" /ɛdʒ/
i → "sit" /sɪt/ "machine" /məˈʃin/
f → "fun" /fʌn/ "photo" /ˈfoʊtoʊ/
Ex. 4: How many phonemes are there in the following words (General British) ?
a) NEIGHBOUR /ˈneɪ.bər/ -
b) CROCODILE /ˈkrɒk.ə.daɪl/
c) SPILLED /spɪld/ -
d) STRAWBERRY /ˈstrɔˌbɛri/ -
e) CORONAVIRUS /kəˈroʊ.nəˌvaɪ.rəs/ -
Ex. 5: Make minimal pairs by changing:
a. the initial consonant in these words:
hate, mate, date, gate, late
pen, ten, ven, men, hen,
kick, sick, lick, tick, pick,
sea, pea, tea
down, cown, town
lane, rain
feet, meet
 b. the final consonant in these words:
peak, peel
man, map
book, boot
take, tame
pot, pop
write, ride
comb, cones
Initial Medial Final
Example:
/t/ tea: pea, sea charter: charmer, charger seat: seed, seal
/p/ pack: back, tack mapping: matting, mashing ape: ate, aim
/m/ mate: bait, hate slimming: slipping, slitting room: root, rouge
/s/ seek: leak, beak leasing: leashing, leaping class: clap, clam
/S/ sheet: feet, beat mashed: mapped, mast bash: bat, bass
[fish]
/l/ lash: sash, gash rolling: roping, roaming coal: comb, cope
/f/ feel: peel, real refined: remind, rewind staff: stack, stab
/n/ knee: bee, fee sneak: speak, sleek bone: boat, bowl
/d/ dash: bash, cash budding: butting, bumming bed: bet, beg
/g/ gain: rain, pain plugging: plucking, plumbing wig: win, wit
/ei/ rain: mane, cane roaring: roaming, rolling four: fall, fog
/z/ zip: tip, sip buzzing: budding, bugging seize: seek, seen

Ex.1: Answer the questions

1. What do the initial consonants of these words have in common?
wash /wɒʃ/ let/lɛt/ right/raɪt/ yet/jɛt/ wish/wɪʃ/ rough/rʌf/
=> voiced sonorant
2. What do the final consonants of these words have in common?
hop/hɒp/ hot/hɒt/ pass/pæs/ wish/wɪʃ/ roug/rʌf/h scratch /skrætʃ/
=> voicless obstruent
3. What do the initial consonants of these words have in common?
fish /fɪʃ/ship /ʃɪp/ zip/zɪp/ sigh/saɪ/ house/haʊs/ view/vjuː/
=> fricative
4. Which of the following words begin with a voiceless fricative?
hang/hæŋ/ dogs/dɒɡz/ cut/kʌt/ ship/ʃɪp/ chip/ʧɪp/ foot/fʊt/ zip/zɪp/ sit /sɪt/

5. Which of the following words end with a plosive?

nap/næp/ hang/hæŋ/ jug/dʒʌɡ/ bet/bɛt/ lamb/læm/ lots/lɒts/ knock/nɒk/ hen /hɛn/
6. Which of the following words end with an alveolar sound?
pot /pɒt/ boss /bɒs/ size /saɪz/ men/mɛn/ half /hæf/ myth /mɪθ/ call /kɔːl/ stem /stɛm/
7. Which of the following words contain an approximant?
wash/wɒʃ/ sigh/saɪ/ yes/jɛs/ sing/sɪŋ/ one/wʌn/ map/mæp/ try/traɪ/ judge /dʒʌdʒ/
Ex.2. State whether the place of articulation is the same or different in the initial consonants of each pair. In
each case, state the place of articulation.
Examples: now – pneumonia /naʊ/ – /njuːˈmoʊniə/→ Same; alveolar
sun – sugar /sʌn/ – /ˈʃʊɡər/→ Different; alveolar vs. palato-alveolar
1. curious – cereal /ˈkjʊriəs/ – /ˈsɪriəl/ -> different; velar vs alveolar
2. neuron – market /ˈnjʊrɒn/ – /ˈmɑːrkɪt/ -> different; bilabial vs alveolar
3. painting – broccoli /ˈpeɪntɪŋ/ – /ˈbrɒkəli/ -> same; bilabial
4. wander – yesterday /ˈwɒndər/ – /ˈjɛstərdeɪ/ -> different; bilabial vs palatal
5. phonetic – fictional /fəˈnɛtɪk/ – /ˈfɪkʃənl̩ / -> same; labio-dental
6. those – Thursday /ðoʊz/ – /ˈθɜːrzdeɪ/ -> same; dental
7. happened – chestnut /ˈhæpənd/ – /ˈʧɛsnʌt/ -> different; glottal vs palato-alveolar
8. goose – usual /ɡuːs/ – /ˈjuːʒʊəl/ -> different; velar vs palatal
(a) goose – gerrymander /ɡuːs/ /ˈdʒɛr.iˌmæn.dər/ Different; velar vs. palato-alveolar
(b) simple – shackle /ˈsɪm.pəl/ /ˈʃæk.əl/ Different; alveolar vs. palato-alveolar
(c) curious – cereal /ˈkjʊə.ri.əs/ /ˈsɪər.i.əl/ Different; velar vs. alveolar
(d) phonetic – fictional /fəˈnɛt.ɪk/ /ˈfɪk.ʃən.əl/ Same; labio-dental
(e) manners – wicker /ˈmæn.ərz/ /ˈwɪk.ər/ Different; bilabial vs. labio-velar
(f) normal – location /ˈnɔː.məl/ /loʊˈkeɪ.ʃən/ Same; alveolar
(g) wander – yesterday /ˈwɒn.dər/ /ˈjɛs.tər.deɪ/ Different; labio-velar vs. palatal
(h) those – Thursday /ðəʊz/ /ˈθɜrs.deɪ/ Same; interdental
(i) scissors – zipper /ˈsɪz.əz/ /ˈzɪp.ər/ Same; alveolar
(j) temperate – chestnut /ˈtɛm.pər.ət/ /ˈtʃɛs.nʌt/ Different; alveolar vs. palato-alveolar
(k) chromosome – chief /ˈkroʊ.mə.soʊm/ /tʃiːf/ Different; velar vs. palato-alveolar
(l) baker – delegate /ˈbeɪ.kər/ /ˈdɛl.ɪ.ɡət/ Different; bilabial vs. alveolar
(m) happened – usual /ˈhæp.ənd/ /ˈjuː.ʒu.əl/ Different; glottal vs. palatal
(n) neuron – market /ˈnjʊər.ɒn/ /ˈmɑːr.kɪt/ Different; alveolar vs. bilabial
(o) painting – broccoli /ˈpeɪn.tɪŋ/ /ˈbrɒk.ə.li/ Same; bilabial
Ex. 3. State whether the manner of articulation is the same or different in the final consonants of each pair. In
either case, state the manner of articulation.
Examples: bomb – ten /bɑːm/ - /ten/ → Same; nasal
rough – zip /rʌf/-/zɪp/ → Different; fricative vs. plosive
1. ideal – bake /aɪˈdiəl/ – /beɪk/ -> Different; lateral vs plosive
2. inch – judge /ɪntʃ/ – /dʒʌdʒ/ -> Same; affricate
3. waste – top /weɪst/ – /tɒp/ -> same; plosive
4. alive – fiftieth /əˈlaɪv/ – /ˈfɪftiːθ/ -> same; fricative
5. afford – fine /əˈfɔrd/ – /faɪn/ -> different; plosive vs nasal
6. tape – pick /teɪp/ – /pɪk/ -> same; plosive
7. outrage – pitch /aʊtˈreɪdʒ/ – /pɪtʃ/ -> same; affricate
8. finish – garage /ˈfɪnɪʃ/ – /ˈɡærɑːʒ/ -> same; fricative
(a) album – broken /ˈæl.bəm/ /ˈbrəʊkən/ Same; nasal
(b) ideal – keepsake /aɪˈdiːəl/ /ˈkiːp.seɪk/ Different; liquid vs. stop
(c) prologue – confine /ˈprəʊ.lɒɡ/ /kənˈfaɪn/ Different; stop vs. nasal
(d) aqueous – sociable /ˈeɪ.kwi.əs//ˈsəʊ.ʃə.bəl/ Different; fricative vs. liquid
(e) variable – watch /ˈvɛə.ri.əbl//wɒtʃ/ Different; liquid vs. affricate
(f ) waste – adage /weɪst//ˈæd.ɪdʒ/ Different; stop vs. affricate
(g) barometer – finish /bəˈrɒm.ɪ.tər//ˈfɪn.ɪʃ/ Different; liquid vs. fricative
(h) inch – gauge /ɪntʃ//ɡeɪdʒ/ Same; affricate
(i) fiord – equip /fjɔːd//ɪˈkwɪp/ Same; stop
(j) barb – relief /bɑːb//rɪˈliːf/ Different; stop vs. fricative
(k) alive – fiftieth /əˈlaɪv//ˈfɪf.ti.θ/ Same; fricative
(l) laughing – hydraulic /ˈlæf.ɪŋ//haɪˈdrɒl.ɪk/ Different; nasal vs. stop
(m) opulence – paramedic /ˈɒp.jə.ləns//ˌpær.əˈmɛd.ɪk/ Different; fricative vs. stop
(n) outrage – swivel /aʊtˈreɪdʒ//ˈswɪv.əl/ Different; affricate vs. lateral
(o) dominion – eminent /dəˈmɪn.jən//ˈɛm.ɪ.nənt/ Different; nasal vs. stop
State whether the vowels in the underlined portions are the same or different in the following words. In either case,
state the phonetic description of the vowels, together with the phonetic symbols.
Example: keel – city Same; /i:/ high, front, tense
mess – mass Different; /e/ mid, front – /æ/ low, front
(a) primary – nutrition Different; /ə/ mid, front, lax – /u/ high, back, round,
tense
(b) heal – electricity Different; /i/ high, front, tense – /I/ high, front, lax
(c) beau – aperture Different; /o/ mid, back, round, tense – /æ/ low,
front, lax
 (d) anywhere – phantasm Different; /i/ high, front, tense – /æ/ low, front, lax
(e) exposure – coaster Same; /o/ mid, back, round, tense
(f ) explicable – explicate Same; /ɪ/ high, front, lax
(g) wave – irrigate Same; /e/ mid, front, tense
(h) measure – finger different; / ɛ/ mid, front, lax – /ɪ/ high, front, lax
(i) butter – tough Same; /ʌ/ low central
( j) cholesterol – bottom Different; /ə/ mid central – /ɒ/ low back
(k) nymph – jump Different; /ɪ/ high, front, lax – /ʌ/ low central
(l) abate – caught Different; /e/ mid, front, tense – /ɔː/ mid, back, round
(m) hydrogen – hydrolysis /ˈhaɪ.drə.dʒən/ - /haɪˈdrɒl.ɪ.sɪs/ Different; /ə/ mid central – /ɒ/ low back
(n) pawn – harsh /pɔːn/ - /hɑːrʃ/ Different; /ɔː/ mid back round – /ɑː/ low back
[p] “park” – “phone” [f] Shared: voiceless, obstruent
Difference(s): [p] bilabial, stop [f] labio-dental,
fricative
(a) telephone – television Shared: labio-dental fricative (f ) wait – root Shared: tense
Different: [f] voiceless, [v] voiced Different: [e] mid front unrounded, [u] high back
round
(b) atop – wiser Shared: alveolar (g) lime – window Shared: voiced
Different: [t] voiceless stop, [z] voiced fricative Different: [m] bilabial nasal, [w] labio-velar glide
(c) bitter – easy Shared: high front, unrounded (h) alone – elevate Shared: voiced alveolar
Different: [I] lax, [i] tense Different: [n] nasal, [l] liquid
(d) mister – enemy Shared: nasal (i) feather – fought Shared: mid
Different: [m] bilabial, [n] alveolar Different: [e] front lax unrounded, [ɔː] back round
(e) shipment – justice Shared: palato-alveolar ( j) limp – soccer Shared: voiceless stop
Different: [ʃ] voiceless fricative, [dʒ] voiced affricate Different: [p] bilabial, [k] velar

Exercise 1: Consider the following phrases and anticipate how assimilation will probably happen. Provide
transcriptions to clarify your argument:
meatball, /t/ +/b/ => /p/ => /mi:pbɑːl/
good guy, /d/ + /g/ => /k/ =>
green grass /n/ + /g/ => /ŋ/
Exercise 2: The phrase “that picture” is often pronounced as /ðæp pɪktʃə/ in fast and casual speech. Explain the
principle for the change from /t/ into /p/ in the word “that”.

/t/ -> /p/ /t/ + /m/ => /p/ thaT Man /ðæp mæn/

/t/ + /b/ => /p/ greaT Britain /ɡreɪp brɪtʔn/

/t/ + /p/ => /p/ sweeT Potato / swiːp pəˈteɪtəʊ/

Exercise 3: The letter “s” is added to verbs in the case of third person singular or to nouns in the case of plural form.
Please clarify when it should be pronounced as /s/ and when it should be pronounced as /z/. Give relevant examples to
clarify your point. How do you account for such different ways of pronouncing the “s” based on assimilation?
/z/ before voiced sounds (e.g., "dogs") and /s/ before voiceless sounds (e.g., "rocks")
"dogs" has /z/ because of the voiced preceding sound /g/, while "cats" has /s/ due to the voiceless preceding sound /t/.
Exercise 7: Consider the pronunciation of the “-ed” ending in past tense regular verbs. When is it pronounced as /t/,
and when is it realized as /d/? Is this, in your opinion, a case of assimilation? Why or why not?
The "ed" ending in past tense regular verbs is pronounced as /t/ when the preceding sound is voiceless, as in
"walked" /wɔkt/, and it is realized as /d/ when the preceding sound is voiced, as in "played" /pleɪd/. This alternation is a
case of assimilation, specifically regressive assimilation, where the final consonant sound of the verb is influenced by
the voicing of the preceding sound. This is because the voicing of the preceding sound affects the voicing of the "ed"
ending, leading to the alternation between /t/ and /d/
Exercise 4: Give two examples of regressive assimilation in which an alveolar nasal is turned into a bilabial nasal.

/n/ -> /m/ /n/ + /m/ => /m/ commoN Market /ˈkɒməm ˈmɑːrkɪt/

/n/ + /b/ => /m/ suNBathe /ˈsʌm beɪð/

/n/ + /p/ => /m/ peN Pal /pem pæl/

Exercise 5: Give two examples of regressive assimilation in which a voiced alveolar stop is turned into a voiced velar
stop.

/d/ + /k/ or /g/ => /g/ harD Copy /hɑːrg ˈkɒpi/

Exercise 6: Give two examples of progressive assimilation and explain the change(s) of sound(s) in each example.

books /buks/ => Voiceless alveolar /z/ is devoiced by preceding voiceless /k/ and becomes voiceless /s/

Exercise 8: In fast and casual speech, “police” is often pronounced as /p’li:s/, and “correct” as /k’rekt/. Can you
explain the phenomenon?

Exercise 9: Consider the following utterances and clarify how liaison /linking can happen in each utterance.
“They are so in love with each other.”

“A rose by any name would smell as sweet.”

“Does he like it?”

Exercise 10: Listen carefully to the following text and write a transcription that reflects actual assimilation, elision
and liaison.
“Once upon a time in winter, when the snowflakes were falling like feathers from heaven, a beautiful queen sat sewing
at her window which had a frame of black ebony wood. As she sewed, she looked up at the snow and pricked her
fingers with the needle. Three ruby red drops of blood fell into the soft white snow...”
“Wʌns əˈpɒn ə taim ɪn ˈwɪn.tər, wɛn ðə ˈsnəʊˌfleɪks wər ˈfɔːlɪŋ laɪk ˈfɛðəz frəm ˈhɛvən, ə ˈbjuːtəfəl kwin sæt ˈsəʊɪŋ ət
ər ˈwɪndoʊ wɪʧ həd ə freɪm əv ˈblæk ˈɛbəni wʊd. əz ʃi ˈsoʊd, ʃi lʊkt ʌp ət ðə snoʊ ənd prɪkt hər ˈfɪŋgəz wɪð ðə ˈniːdəl.
θri ˈrubi rɛd drɒps əv blʌd fɛl ˈɪntu ðə sɒft ˈwaɪt snoʊ...”
Exercise 1: Choose the word(s) that begin(s) with a high vowel:
1 Expensive /ɪk 3 apple- 5 Entrepreneur
ˈspɛnsɪv/ /ˈæpl̩ / /ˌɑːntrəprəˈnɜːr/
2 Excellent 4 Isolate 6 Uncle
/ˈɛksələnt/ /ˈaɪsəleɪt/ /ˈʌŋkl̩ /
Exercise 2: Choose the word(s) that contain(s) a closing diphthong:
1 child 3 Development 5 Tour
 /tʃaɪld/ /dɪˈvɛləpmənt/ /tʊər/
2 buffet 4 Entertainment 6 Determine
/bəˈfeɪ/ /ˌɛntərˈteɪnmənt/ /dɪˈtɜrmɪn/
Exercise 3: Choose the word(s) that contain(s) a back vowel:
1 Flood 3 Charm 5 Chocolate
/flʌd/ /ʧɑrm/ /ˈtʃɒklɪt/
2 Tomb 4 Family 6 Afraid
/tuːm/ /ˈfæməli/ /əˈfreɪd/
Exercise 4: Choose the word(s) that contain(s) a centring diphthong:
1 Either 3 Pour 5 Musketeer
/ˈaɪðər/ /pɔːr/ /ˌmʌskɪˈtɪər/
2 Tear 4 Shoulder 6 Potato
/tɪər/ /ˈʃoʊldər/ /pəˈteɪtoʊ/
Exercise 5: Choose the word(s) that DO NOT contain a closing diphthong
1 Slave 3 Advantageous 5 Temperature
/sleɪv/ /ˌædvənˈteɪdʒəs/ /ˈtemprətʃər/
2 Bravery 4 Stationary 6 Cheer
/ˈbreɪvəri/ /ˈsteɪʃəˌnɛri/ /ʧɪər/
Exercise 6: Choose the words that DO NOT contain a high, front, long vowel /i:/
1 Phoenix 3 Oedipus 5 Metre
/ˈfiːnɪks/ /ˈiːdɪpəs/ /miːtər/
2 Feature 4 Steak 6 Pizza
/ˈfiːtʃər/ /steɪk/ /ˈpiːtsə/
Exercise 7: Fill in the following transcriptions with the missing vowels:
quay /k i: / leopard /l e p ər d/
flour /fl aʊə / lettuce /l e t i s/
preface /pr e f ɪ s/ water /w ɔː t ə /
courageous / k ə r eɪ dʒ ə s/ purpose /p ɜː pə s/
Christ /kr aɪ st/ mosquito /m ə sk i t oʊ /

Tomb /tu:m/
preface /prefɪs/
hue /hju:/
chaotic /keɪ'ɒtɪk/
flour /’flɑʊə/
quay /ki:/
procedure /prə'si:dʒə/
Bury /’beri/
gauge /geɪdʒ/
drought /draʊt/
Exercise 8: Find two words that
a. contain a high, back, long vowel /u:/: goose, moon
b. begin with a low, front, short vowel /æ/: apple
c. end with a mid, central, short vowel /ə/: sofa
d. begin with a low, back, short vowel /ɒ/: hot
e. contain a centring diphthong /iə/: fear
Exercise 9: Fill in the following table
Words The number of vowels The vowels
Secretary 3 vowels - /ˈsekrətri/ /e/, /ə/, /i/
Choir /ˈkwaɪər/
Alumni /əˈlʌmnaɪ/
archive /ˈɑːrkaɪv/
colonel /ˈkɜːrnl/
1, Make a chain of at least six words, starting with the first given word. Always change only one sound
(phoneme) so that the meaning of the new word is always different. Do not change the number of phonemes.
You can change the number of letters:
Example:
meet – feet – feel – peel – peace – seas – sauce – force – fierce – pierce – pears – fairs – furs, etc
pet - bet - met yes net let - vet
play clay clam slam slap clap flap
house- mouse moose nose rose rows - low
make bake cake cane came - game
bull- bell sell cell fell hell - well
2. Write the number of letters and the number of sounds (phonemes) in these words:
• black 5 /blæk/ 4
• tall 4 /tɔːl/ 3
• right 5 /raɪt/ 4
• should 6 /ʃʊd/ 3
• knives 6 /naɪvz/ 5
• queen 5 /Kwi:n/ 4
• thing 5 /θɪŋ/ 3
• where 5 /wɛər/ 4
• subtle 6 /ˈsʌtəl/ 5
• pneumonia 8 /njuːˈmoʊniə/ 9
• psychology 9 /saɪˈkɑːlədʒi/ 8
3. Read the transcription and rewrite down words in letters of alphabet:
/tɪn/ ..........tin..........
/ˈteɪbl̩ / ...........table........
/hæt/ .....hat..............
/ˈsɪksti/ ......sixty.............
/waɪf/ ........wife...........
/ˈevri/ ...............every....
/teɪk/ ........take...........
/wɒt/ .........what..........
/ɪnˈtelɪdʒənt/ ........intelligent...........
/θɪŋ/ .....thing..............
/tʃiːz/ .....cheese..............
/ˈweðə/ ...........weather........
/ˈbɜːθdeɪ/ ....birthday...............
/əʊld/ .....old..............
/aʊə/ .......hour............
/fəˈnetɪks/ ....phonetics...............
4. The transcribed words have two possible spelling forms. Rewrite the words in both forms by using the
standard letters of alphabet and explain their different meanings or use them in your own sentences so that their
meaning is clear.
• /miːt/ .......meet............. ........meat.............
• /seɪl/ ......sail.............. .....sale................
• /siː/ ..........see.......... ......sea...............
• /sʌn/ ............sun........ .........son............
• /steər/ ......steer.............. ...stare..................
• /stiːl/ ........steal............ ...steel..................
• /teɪl/ .......tail............. ....tale.................
• /wiːk/ ......weak.............. .......week..............
• /red/ ..........red.......... ....read.................
• /pleɪn/ ......plain.............. ........plane.............
• /piːs/ .........peace........... ....piece.................
• /wʌn/ ........one............ .....won................
labial-velar approximant + close front short vowel /win/ Win
+ alveolar nasal
1. voiceless alveolar oral stop + open front short /taeg/ tag
vowel + voiced velar oral stop
2. voiced palato-alveolar affricate + open back short /dʒɒb/ job
vowel + voiced bilabial oral stop
3. voiceless labio-dental fricative + close back long /fu:l/ ful
vowel + lateral approximant
4. voiceless velar plosive + post-alveolar /kri:m/ cream
approximant + close front long vowel + bilabial
nasal
5. palatal approximant + open central short vowel + /jʌŋ/ young
velar nasal

1. contains a voiced dental fricative:

thorough passage feather chance
2. contains a closing diphthong:
steam tear found love
3. contains a voiceless bilabial plosive:
station psychology pneumonia peculiar
4. contains a back, unrounded vowel
food good Greek short
5. contains a voiced palato-alveolar fricative
assume shopping usually adjust
1. contains a voiced dental fricative: /ð/
thorough passage feather chance
2. contains a closing diphthong: /
steam tear found love
3. contains a voiceless bilabial plosive: /p/
station psychology pneumonia peculiar
4. contains a back, unrounded vowel /
food good Greek short
5. contains a voiced palato-alveolar fricative
 assume shopping usually adjust

For each of the following allophonic variants, give one word that contains the sound, then provide
the phonetic transcription of the word with diacritics
For each of the following allophonic variants, give one word that contains the sound, then provide
the phonetic transcription of the word with diacritics
1. Give a definition of assimilation. What are the two most popular types of assimilation? Provide some
examples.
Regressive
Progressive
2. Transcribe the following sentence in a possible narrow version.
Vietnam today is a major world’s rive-exporting country.
[ˌviˈɛtnæm təˈdeɪ ɪz ə ˈmeɪdʒər wɜrldz ˈraɪs ɪksˈpɔrtɪŋ ˈkʌntri]
3. Point out one wrong word in the following statement. What word can be used to replace it?
When a fricative consonant is being produced, the air goes out through a narrow passage causing an
audible explosion.
The word "explosion" is incorrect in the given statement. It should be replaced with "friction" to accurately
describe the sound produced by a fricative consonant.
4. What are the differences between phoneme /i:/ and phoneme /i/?
The main difference between the phoneme /i:/ and /i/ is the length of the vowel sound. /i:/ is a long vowel
sound, while /i/ is a short vowel sound. Additionally, /i:/ is typically pronounced with the tongue high and front
in the mouth, while /i/ is pronounced with the tongue slightly lower and more central.
5. What is the difference between explosives and auditory affricatives?
Exercise 1: State the differences in the underlined sounds in the following words
can - sky /æ/ - /ai/ act - can train – rain star – hot learn – milk stopped – population

Exercise 2:
2. Select one of these sayings, and give it the narrow transcription:
“You can’t make an omelette without breaking the egg”
“All that glitters is not gold”
“Dream as if you’ll live forever, live as if you die today”
“A bird in hand is worth two in the bush”
“Beauty is in the eye of the beholder”
“All work and no play makes Jack a dull boy”
Exercise 1:
1. Give the narrow transcription for the following sentences:
“English language is very difficult to learn.” [ˈɪŋɡlɪʃ ˈlæŋɡwɪdʒ ɪz ˈvɛri ˈdɪfɪkəlt tə lɜrn]
“ People often complain about the quality of television in their country.”
“Developing nations are now facing many economic problems.”

Use tree diagrams to analyze the syllable structures of the following words: station, applaud, strengths

bilabial Labio- dental alveolar Post- Palato- palatal velar glott

dental alveoalr alveolar al

Plosive/ /p/- /t/- /k/-

stops /b/+ /d/+ /g/+

fricative /f/- /θ/- /s/- /ʃ/- /h/-

/v/+ /ð/+ /z/+ /ʒ/+
affricate /tʃ/-
/dʒ/+

nasal /m/+ /n/+ /ŋ/+

lateral /l/+

Approxim /w/+ /r/+ /j/+

ant