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PPP9

The document describes English phonetics and phonology, including segments like vowels, consonants, and glides. It discusses models and techniques for teaching pronunciation, perception and production of sounds, as well as intonation, rhythm and stress. It also covers phonetic correction and differences between English and Spanish phonology.

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Jacob Gonzalez Barrios
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173 views

PPP9

The document describes English phonetics and phonology, including segments like vowels, consonants, and glides. It discusses models and techniques for teaching pronunciation, perception and production of sounds, as well as intonation, rhythm and stress. It also covers phonetic correction and differences between English and Spanish phonology.

Uploaded by

Jacob Gonzalez Barrios
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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TOPIC 9. ENGLISH PHONETICS AND PHONOLOGY. DESCRIPTION OF THE ENGLISH PHONOLOGICAL SYSTEM. MODELS AND TECHNIQUES.

PERCEPTON, DISCRIMINATION AND PRODUCTION OF SOUNDS, INTONATION, RHYTHM AND STRESS. PHONETIC CORRECTION.

PHONETICS AND PHONOLOGY


Phonetics studies physical properties, how the sounds are produced by the articulator organs (lips, tongue, jaw- tongue complex and vocal tract). Phonology studies how sounds alternate to form meaning. Phonology has two main branches: Segmental: Vowels and Consonants. Suprasegmental: especially Stress, Intonation and Rhythm.

VOWELS
Vowels can be defined as linguistic sounds produced with a relatively open vocal tract ad little impedance to airflow.

Quantity refers to the difference between long and short vowels.


Quality pays attention to: the place of articulation, tenseness and height of the tongue, nasalization, lip rounding and jaw opening.

Glide or Diphthong
Combinations of two vowels which form a single syllable. They have the same length as long than pure vowels. The stress in the glides appears on the first element. In English we can find eight glides:

Semivowels
We can find two consonants that share characteristics of vowels and consonants. They are /j/ and /w/. They are pronounced like vowels but we use them like consonants since they appear before vowels.

Consonants
A consonant is a speech sound that is articulated with complete or partial closure of the upper vocal tract. Each consonant can be distinguished by several features:

a) The manner of articulation describes how the consonant is articulated, such as nasal (through the nose), stop (complete obstruction of air), or approximant (vowel- like). b) The place of articulation is the spot in the vocal tract where the obstruction of the consonants occurs, and where speech organs are involved. Places include: bilabial (both lips), alveolar (tongue against the gum ridge), and velar (tongue against soft palate). c) Position of the soft palate. When it is lowered the sound is nasal and when is raised is oral. d) The phonation of a consonant is how the vocal cords vibrate during articulation. When the vocal cords vibrate fully, the consonant is called voiced. When they do not vibrate at all, its voiceless.

CONSONANTS

MODELS AND TECHNIQUES


Models:
The mother tongue affects L2 phonological acquisition and production; transfer is usually detected through errors in speech. English pronunciation has sounds Spanish doesnt have. We have to concentrate on the differences between the students L1 and L2 when working on pronunciation, especially the sounds we dont have in our language.

Techniques:
a) Sounds: Repetition of sounds after listening, students can sing songs with the lyrics (karaoke); distinguish between words that have similar sound or pronunciation. b) Stress: We can use the Phonetic bingo, in which the students cross out from a card the words that teacher says; clap on the stressed syllable of a word, etc. c) Rhythm: Jazz chants, tongue twisters, riddles, jokes, poems, nursery rhymes, clap on the stressed word of the sentence. d) Intonation: Role- plays, reading a text the students stand up when they hear a rising tone or duck when they hear a falling tone.

Phonetics
Phonetics is the study of the physical aspects of speech and it has three branches:

Articulator phonetics studies how the sounds are produced via the interaction of different physiological structures (position, shape and movement of the speech organs.). Acoustic phonetics investigates properties of sound waves (amplitude, duration, frequency). Auditory phonetics concerns with the learning of speech sounds and with speech perception by the brain.
Human beings follow a pattern when learning to produce a sound. First they have to listen to it and understand what they are hearing. Then, they have to discriminate it from other sounds. Once they do these two things, they will be able to produce the desired sound.

Suprasegmental phonology
Stress is defined as the auditory prominence of a vowel or syllable. From a production point of view, the speaker has to make a big muscular effort. From a perception point of view, stresses syllables are usually the longest, the most highpitched and the loudest. Rhythm is defined as the regular succession of strong and weak stress in utterances. Intonation is defined as the variation of pitch (tone) when speaking. Human beings change pitch movements rising and falling to convey different meaning in the sentence. For example: questions, to express emotions (greetings, surprise, doubt, etc.). Proper use of intonation is an essential part of fluency.

PHONETIC CORRECTION
Human learning is a process that involves the making of mistakes. They provide evidence of how language is learned or acquired. Its crucial to make distinction between errors and mistakes:

Mistakes refer to performance errors that arent the result of a deficiency in competence, but the result of lapses in the process of producing speech. All people make mistakes in their mother tongue or in the second language but speakers are capable of recognising and correcting them. Errors are those lapses that are the result of incompetence in the language. These can be pronunciation errors, grammatical errors, etc.
If we are practicing pronunciation we have to correct instantly, but if we are doing a speaking production activity (where the importance is fluency) we have to allow students to finish the sentence or the intervention. Errors in the most cases should be corrected in an indirect and subtle way.

Differences between English and Spanish


Phonologically, English is more difficult than Spanish due to the low correspondence between sounds and its graphic representation. Vowels, Spanish learners tend to equate the twelve English vowels with its five. We dont have long and short vowels. Consonants: Its difficult to differentiate between voiceless and voiced. Our Spanish /t/ is dental and the English one is alveolar. Stress: English has more variability with respect to the position of word stress than Spanish. Spanish prefers to stress in the penultimate syllable and English on the first syllable. Rhythm. Spanish is syllable- timed, whereas English is stressed- time. Intonation. Spanish has three intonation patterns (declarative, interrogative and exclamative) while English has more.

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