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Phonology and Phonology and Phonological Process in Phonological Process in
ASL and EnglishASL and English
Phonology and Phonology and Phonological Process in Phonological Process in
ASL and EnglishASL and EnglishEDU 707.01EDU 707.01
Class 3 –Sept. 10Class 3 –Sept. 10
Today’s Agenda
• Housekeeping• Finish last week’s topic• Phonology
– The Stokoe System– The Movement-Hold Model
• Reading assignment for next week
Housekeeping• Teams for the group project
– I need a final list with all new members’ names and specialization.
• Please sit next to your team members you will be working together today
Homework!!Questions?
What did you learn from this practice?
What was easy?
What was difficult?
Phonology:• “Phonology is the study of the sound system
of language: the rules that govern pronunciation.” (P&R, pg. 105)
• “The study of the smallest contrastive units of language and how they are structured and organized.” (V&L, 2005)
• Since ASL does not use sounds as its building blocks, Stokoe initially suggested to use the term Cherology to refer to the study of the smallest contrastive units in a signed language.
Terminology• Phonemes: The smallest unit in a
language without meaning. • A.K.A: Segments, discrete units,
contrastive units. (ex. Consonants, vowels).
• Segments contain distinctive features.• In spoken languages, segments
correspond to speech sounds. • Speech sounds are spoken and heard as
continuous sounds but perceived (by your brain) as discrete segments.
blahblahblahblah
blahblahblahblah
/aɪ/kən/nat/bəliv//aɪ/hæv/tu/ tek//ðɪs/klæs/
Phonemes:
Mental or Psychological representation
Phonemes:
Mental or Psychological representation
Speech Speech
SpeechSpeech
Physical ProductionPhysical Production
Phonology Phonology
Cross-section of the vocal tract
Physical dimensions
Terminology• Phoneme: type of segment perceived
when we hear speech. The velar \k\ of cool and cop and the palatal \k\ of keel and keep .
• Phonemes are not easily represented by spelling. pea, key, me = /i/
• Variations of the same phonemes are called allophones. /t/ = [th], [t]
• Stokoe suggested the term Cheremes to refer to ASL parameters.
Consider the two lists oughSpelling
pronunciation
cough “off”Tough “uff”Bough “ow”Through “u”Though “o”Thoroughfare “a”
SeeSenileSea
SeizeSiege
CeilingCedarCeaseJuicy
GlossySexy
/si/
Terminology
• Phonemic Transcription System: Developed to capture phonemic distinctions by assigning one symbol to one phoneme. (International Phonetic Alphabet). – Phonemic description is enclosed
in slashes // to distinguish it from conventional orthography.
Distinctive Features• Vowels = described in terms of
4 physical dimensions: height, frontness, rounding & tenseness (R&L fig. 6.2)
• Consonant = described in terms of three physical dimensions. place, manner & voicing (R&L fig 6.3)
/b/ /i/
Place: bilabial Tongue: +high Frontness: +frontManner: stop Lip Rounding
+spread Tenseness: : +tense
Voice : +voice
– The segment or phoneme /b/ or /i/ are divisible units in themselves and contain distinctive features.
English Segment or Phoneme
The phoneme /b/ could be the first sound in the
words bat, boy, busy, baby, bear, etc.
Lets play! Use your charts pgs. 109 & 113 to describe the distinctive features in
each segment
• VOWELS/ε/
/æ/
/o/
• CONSONANTS/ Ĵ / / ŋ/
/ š/
Open your book (R&L) to page 115 exercise B section 1
Minimal Pair• Label for words (or signs) that are
contrastive in meaning but are identical in all segments except for one. Pat bat (initial consonant)Feet foot (vowel sound)Cat cap (final segment) Minimal pairs are helpful because they
show that units are made out of segments.
Simultaneous contrast• Dictates that distinctive features
combine simultaneously to form meaningless segments.
Place: bilabial
Manner: stop
Voice :
/b/
Distinctive features
Place: bilabial
Manner: stop
Voice :
/p/
Distinctive features
voicelessvoiced
Sequential Contrast• Dictates that segments can combine
with other segments and form words.
Phonemes: /r/, /p/, /o/, and /s/. pores, spores ropes *prso
When ordered, some combinations have meaning but not all combinations are allowed in English.
Sequential Contrast
p æ t b æ t
Place: bilabial alveolar bilabial alveolar
Manner: stop stop stop stop
Voice : Voiceless voiceless voiced voiceless
This kind of contrast demonstrates that pat and bat have different meanings and the different meaning is linked to p and b making them different words.
Terminology• ASL Parameters include:
– Handshape– Location– Movements– Orientation– Nonmanual signals
• Stokoe called each parameter cheremes believing that each parameter was equivalent to a phoneme.
Stokoe’s Transcription System
• He aimed to create a phonemic system to analyze and transcribe ASL signs.
• In order to begin describing signs, he proposed that signs had three parts: TAB (place), DEZ (handshape) and SIG (movement).
See chart in V,L&M pgs. 25,26.
Practice Using Stokoe’s System
Now go to V,L&M pg. 27 transcribe a-d
Think about this…• All languages known to linguists
exhibit both sequential and simultaneous contrast. In Stokoe’s System contrast is seen as simultaneous contrast and sequential contrast is not discussed.
• Any problems here?
In addition, is this comparison equivalent?
• English
Place: bilabial
Manner: nasal
Voice : +voice
• ASL
Place: forehead
Hdshp: B
Mvt: T
/m/ FATHER
Liddell and Johnson (1984)Questions about Stokoe’s
model
• Signs seem to have sequential movement.
• NMS match only certain manual sequences.
• Some signs have internal movement.
Sequentially in ASL signs
• Handshape: RUN-OUT, GET, GUESS
• Location: PARENTS, CHRIST BODY
• Orientation: DIE, DON’T-KNOW,
REVOLT, BAD
The Movement-Hold Model
Liddell and Johnson (1989).
• It is a notation system that aims to represent both the sequential and simultaneous contrast in ASL.
• Consists of:– Holds (H)- times when all features of the
articulation bundle are in a steady state. (likely to occur when there is a contact during the segment)
– Movements (M)- times when some aspects of the articulation are in transition.
– “X” segments- Much like Hold segments but with a shorter duration. (less likely to include a contact)
Can you see a beginning, middle and an end to this
signs?
GOOD
Hold - H Movement - M Hold - H
THINK
X- segment Movement- M Hold - H
Unit 1 Unit 2 Unit 3
Timing Unit H M H
Contour
Contact + - +
L. Mvt.
Strong Hand HS B BArticulatory Bundle
Placement(Location)
Focal site At mouth Palm of weak hand
Rotation(Orien)
Palm faces face
Palm faces up
Articulatory Bundle
Weak Hand HS B B
Placement Focal site In front of torso
In front of torso
Rotation Palm up Palm up
NMS Pursed lips Pursed lips Pursed lips
GOOD
THINK Unit 1 Unit 2 Unit 3
Timing Unit
X M H
Contour
Contact - - +
L. Mvt.
HS 1 1Articula-tory Bundle
Placement(Location)
F. site Ipsi fore-head
At fore-head
Rotation(Orien)
Palm face
down
Palm face down
NMS _ _ _
Let’s try these in small groups.
FALSE
INTERESTING
EAT
TREE
SO what has this model accomplished?
• This model shows sequential contrasts exists in ASL just like in any other language.
• Provides a more complete way to transcribe ASL signs and solves the problems that Stokoe’s System had.
• Claims that the 5 ASL parameter are distinctive features within articulation bundles and not segments themselves.
Unit 1
Timing Unit
H
Contour
Contact +
L. Mvt.
HS B
Placement(Location)
Focal site At mouth
Rotation(Orien)
Palm faces face
Place Bilabial
Manner
Stop /b/
Voice +voice
This comparison provides a closer equivalency.
This segment could be the first sound in the words bat, boy, busy, baby, bear etc
This segment could be the first position for the sign GOOD, BAD, GOOD-MORNING, etc.
•Each segment is a bundle of features (simultaneous opposition) . Alone they are meaningless, but if you combine them in sequence with other segments, they form meaningful words and signs (sequential contrast).
As future teachers, why should any of this matter to you?
• The number one concern in the education of deaf children is the development of language and literacy skills.
• The written systems of spoken languages are broadly based on a sound-symbol association.
• As we saw earlier, in English this graphophonemic relationship is not always consistent nor predictable.
• The field of deaf education has long debated the issue of whether or not deaf children should be exposed to phonemic awareness and phonics instruction.
• The field of bilingual education for deaf children argues in favor of transference of skills from the child’s first language to their second language. Therefore understanding that words are made out of segments should come after or in conjunction with understanding that signs are made out of parts.
Reading assignment for next week
• Phonological processes in ASL and English
• Valli, Lucas & Mulrooney (VL&M) pgs 40-45
• Parker and Riley (P&R) pgs 118-127. • Trask and Mayblin (T&M) pgs 14-25