Session 3 english phonology
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Transcript of Session 3 english phonology
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How do people understand and produce language?
What is phonology and what are the phonemes of English?
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Express and receive ideas Sound travels Sound is functional in the dark
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The brain sends messages (signals) to tighten and relax the muscles that control speech (lungs, vocal cords, tongue, lips)
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Phonology-the study of speech sounds Phonemes-meaningful sounds of
language Linguistic-scientific study of language Phonetics-study of sounds across
languages
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Air not constricted in pharynx; air flows freely for all vowel sounds
Movement of the tongue and lips change the shape of the oral cavity to produce different vowel sounds
Linguist may refer to vowels as syllabics-each syllable contains vowels
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English consist of short (lax), long (tense), reduced vowels
All vowels are voiced 6 short vowels 7 long vowels (called diphthongs-2
sounds) 2 reduced vowels Other factors effecting vowels
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Say the following words paying attention the position of the tongue. Pit, pet, pat, putt, put, pot
What did you notice? Now say the words again using the mirror
to see the position of the tongue. What did you notice?
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• Air is constricted as it moves towards the lips (slowing down or stopping)
• Different consonant sounds depend on how and where air is slowed or stopped (voiced, voiceless)
• Air maybe constricted at lips, teeth, alveolar ridge, hard palate, soft palate or velum
• Generally appear in matched pairs one voiced and the other voiceless
• 24 consonant phonemes
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Bilabial
Labio-dental
Inter-dental
Alveolar
Alveo-palatal
Velar
Glottal
Stops VoicelessVoiced
pb
td
kg
fricatives
VoicelessVoiced
fv
θð
sz
Šž
h
affricates
VoicelessVoiced
čј̆�
nasals Voiced m n ŋ
liquids Voiced r, l
glides Voiced y w
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Formed by completely blocking the air for an instant and then releasing it
3 pairs of stops /p/,/b/ (bilabial) /t/, /d/ /k/, /g/
3 pairs of stops set apart in the vocal tract (front of mouth, middle of mouth, and back of mouth)
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Constricting airflow through the vocal tract which causes friction; friction sets air molecules in motion as they pass through the narrow opening; this action produces sound
9 fricatives; in pairs except /h/
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Briefly stopping air flow then releasing it with some friction
Combination of a stop and a fricative 2 affricates in English language /č/, /ј̆�/
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3 nasal consonants /m/; mom /n/; Nan /ŋ/; ring
voiced
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Smooth sound 2 phonemes called liquids
/l/, lull /r/, roar
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2 consonant phonemes Sometimes called semivowels
/y/, yes /w/, wet
Only occur at the beginning of a syllable in English or as part of a blend (swing)
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Try to say “Peggy Babcock” 5 times as fast as you can.
What did you notice? What did you notice when you said the
name the second time? Why might this occur?
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Word Recognition view: sounds plays a central role Identifying words involves
recoding written marks into the sounds of oral language. To convert written marks into sounds, readers need to understand that words in oral language are made up of individual sounds this knowledge is referred to as phonemic awareness. In addition, readers need to learn how sounds correspond to the marks used in writing. Phonics rules attempt to capture these correspondences.
Sociopsycholinguistic view: sounds play a lesser role Readers use graphophonic
cues, a combination of visual and sound information, as they sample texts and make and confirm predictions. Graphophonics is just one of the three language cueing systems readers use to make meaning from written text. Graphophonic knowledge develops as children, who already can distinguish among sounds to make sense of oral language, combine their knowledge of sounds with their emerging understanding of written language to construct meaning from written text.
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Phonemic Awareness: A Key to Word Recognition Stanovich (1986)
“Matthew Effect in Reading” Identified phonemic awareness as the key factor
that differentiated good readers from poor readers
Phonemic awareness appears to help children learn to read and reading helps build phonemic awareness
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Adams (1990) identified 5 levels of phonemic awareness:1. rhymes and alliterations in nursery rhymes2. Do oddity task (picking out a word that starts with
a different phoneme from others in a series)3. Blend or split syllables4. Perform phonemic segmentation (count the
number of phonemes in a word like cat)5. Perform phoneme manipulation task (adding,
deleting, substituting phonemes) Items 1 and 3 appear to be phonological because they
involve working with units bigger than phonemes
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The National Reading Panel Report (2000) Phonemic awareness and phonics important
Put Reading First (Armbruster and Osborn, 2001) Phonemic awareness can be taught and learned
Phoneme isolation (What is the first sound in van?) Phoneme identify (What sound is the same in fix, fall,
fun?) Phonemic categorization (Which word doesn’t belong-
bus, burn, rag?) Phoneme blending (Combine individual phonemes to
for words) Phoneme segmentation (Divide a word into its
phonemes and say each one)
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Put Reading First: “phonemic awareness instruction is most
effective when children are taught to manipulate phonemes by using the letters of the alphabet.” (p.7)
Logical teaching sequence: Phonemic awareness skills Names and sounds of letters Phonics rules Sight words Structural analysis skill
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Sociopsycholingustic Phonemic awareness is subconscious Phonemic awareness is a component of one of
the 3 cueing systems: graphophonemic system
For the purpose of reading, children do not need to be consciously aware of phonemes. However, to produce writing children need to be aware of sound and of how sounds convert to letters.
Neumann (1999) Read Aloud project
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After the discussion today: What do you see as possibilities?