Phonetics and Phonology

REPUBLICA BOLIVARIANA DE VENEZUELA UNIVERSIDAD PEDAGOGICA EXPERIMENTAL LIBERTADOR INSTITUTO PEDAGOGICO DE capital of Venezuela CATEDRA DE FONETICA Y FONOLOGIA ASIGNATURA FONETICA Y FONOLOGIA II AN abstract OF A SPEECH SAMPLE IN WHICH UNDERLIE A VARIETY OF side VOWEL SOUNDS Authors Aymara Villasmil Daniel Rodriguez CARACAS, FEBRERO DE 2011 INTRODUCTION Throughout the years, a course of famous linguists lose base an attempt to define the tall(prenominal) skepticism of what row is. For instance, H all(prenominal)iday (1973) affirms that language is an instrument of communion among members of a social group.In relation to this, Gimson (1962) states that a language is a outline of effected signals utilise for a communication by a whole community. On the nearly other hand, Whitman (1975) when trying to describe the concept of language establishes a particular connection betwixt the office of language and the mental surgical operati bingles vocalizer experiences. He state s that language, far from being case-by-case of the principal, was so inextricably tied to the mind that the engage wind of language was virtually the study of human mind.These diametric assumptions of what language is prompt us, as future EFL instillers, to recognize the extensive responsibility teaching face as a foreign language involves. delinquent to the point that we lead necessarily give to handle several definitions of what language is and its components (syntax, grammar, pho engagementics and phonology, semantics,) in distinguish to help pupils realize the course of elements they use when communicating with others.For instance, when teaching our students a language level such as phonetics and phonology, which primary involves pronunciation we have to practise them aw ar that it is not exclusively a matter of pronouncing proficients in isolation, but that these ripes atomic number 18 part of a communicative system the use in daily life. In relation to th is, Strickland ( U. D ) states that analyseing a language, whether it is the mother tongue or a foreign one, is scholarship a system of sounds and their arrangements in haggle and patterns of organization unitedly with the concepts the words and patterns represent.The fol mortifieding written manoeuver has as a primary proposal, the digest of a speech sample enter from a beginner vocalizer of face language who ingest a foursome paragraph newspaper article in which the fol offseting vowellike sounds were immersed middle(prenominal)dle(prenominal) commencement bet on /? /, wiped out(p) bm /? / , mid - spunky keep going / /, mid uplifted summit /? / . Through the record we leave behind be analyzing the replacing the vocaliser made or not of any of the four vowellike sounds mentioned before.We pull up stakes be explicateing why the speaker made that substitution, which factors influenced in the substitution and finally, we will be giving a variety o f suggestions / recommendations for the appropriated employment of vowel sounds of English and the symmetry of the inventory sounds. General Objective ? To explain the transference the speaker makes when pronouncing the English vowels which do not belong / exist to Spanish inventory sounds. Specific Objectives ? To demonstrate the articulatory features that influence the speaker when pronouncing English vowel sounds. To establish different factors that affect the speaker unit when pronouncing English vowels. ? To let students accurate and useable pronunciation techniques that will make them repair their pronunciation of English. ONE of the few surprises at the Golden Globes two weeks ago youll be forcondition if youve already forgotten about that special(a) little broadcast was the award given to Carlos, the french director Oli struggler Assayass five-hour-plus reconstruction of the life and c atomic number 18er of the notorious terrorist of the mid-seventies and 80s Ca rlos the Jackal.The award represented a uplifted point of cosmopolitanism at a predictably parochial event 11 languages intercommunicate on screen dozens of locations crossways Europe and the Middle East a polyglot cast led by a Venezuelan star, Edgar Ramirez, who has the potential to come an international sex symbol. What to a greater extent could you essential from a foreign motion-picture show? /w? n ? v ?? fju s? rprajz? z ? t ?? prosperous? n lumpz tu wiks ? go ju ll bi f? rg? v? n ? f ju vealready f? rg? t? n ? bawt ?? t ? d l? t? l br? dk? st w? z ?? ?w? rd g? v? n tu k? rlos, ?? fr? nt? d? r? kt? r ol? vie assayas sfive- aw? r- pl? s rik? nstr? k?? n ? ?? lajf ? nd k? r? r ? v ?? not? ri? s t? r? r? st ? v ?? 1970s ? nd 80s k? rlos ?? d?? k? l.?? ?w? rd r? pr? z? nt? d ? haj p? jnt ? v cosmopolitanism ? t ? pr? d? kt? bli p? roki? l ? v? nt 11 l?? gw? d?? z spok? n ? n skrin d? z? nz ? v loke?? nz ? kr? s j? r? p ? nd ?? m? d? l ist ? p? liglat k? st l? d baj ? v? n? zwel? n st? r, dgar r? m, rezwho h? z ?? p? t? n?? l tu b? k? m ? n ? nt? rn??? n? l s? ks s? mb? l. w? t m? r k? d ju w? nt fr? m ? f? r? n f? lm/ phonetic transcription Well pronounced mispronounced ingredient used for substitution /? / /? f/ alternate of the mid- noble count vowel /I/ for the Spanish /i/ /?? t/ /l? t? l/ /br? k? st/ prat closing diphthong /ou/ instead of the mid impoverished buns /? / in the first syllable. /br? dk? st/ switch of the start effort vowel /? / for the primal shwa /? in the chip syllable. /g? v? n/ /ol? vie/ /? nd/ exchange of the offset drift vowel /? / for the cardinal schwa /? in the second syllable. /k? r? r/ /t? r? r? st/ re-sentencing of the Mid- lavishly search vowel /I/ for the Spanish /i/ /sev? nt? / gash of the mid- noble adventure vowel. /? nd/ /e? t? / Deletion of the mid- full(prenominal) spur vowel. /d?? k? l/ /? t/ /pr? ? kt? b? l/ successor o the Mid- elevated figurehead vowel /I/ for the mid bird-scarer in the first syllable and substitution of Mid- high movement vowel /I/ for the Spanish /i/ in the second syllable. /? v? nt /l?? gw? d?? z/ electric switch of the let out bet vowel /? / for the key /? / in the first syllable. /? kr? s/ electric switch of the mid- scurvy confirm /? , for the Spanish /o/ /? nd/ replacing of the mild appear vowel /? / for the cardinal schwa /? / in the second syllable. /m? d? / commutation of the Mid- high bearing vowel /I/ for the Spanish /i/ /k? st/ electric switch of the emit apparent movement vowel /? / for the Mid- diminished clog up /? / /r? mirez/ successor of the woeful drive vowel /? for the central schwa /? / /h? z/ telephone exchange of the slump face up vowel /? / for the Mid-low seat /? / /b? k? m/ /? n/ electric switch of the low earlier vowel /? for the central schwa /? / /? nt? rn??? n? l/ central of the low front vowel /? / for the central shwa /? / /? nt? rn??? n? l/ /s? mb? l/ /k? / /f? lm/ Except that Carlos was not nominated for the Golden Globe in that category (the winner was In a Better World, from Denmark) it was made for, and first shown on, French television, a fact that too rendered it unentitled for consideration as a foreign-language or any other kind of film by the Academy of Motion photo Arts and Sciences, which announced its nominees last Tuesday.Mr. Assayass dark-horse victory at the Globes was for best miniseries or motion picture made for television. good enough, given its origins. Then again, Carlos has encountered its Ameri shag hearing in the way more and more foreign films do these days on a handful of movie screens in big cities, and on cable and video-on-demand. So its exclusion from the Oscars gibems somewhat arbitrary. /? ks? pt ?? t k? rlos w? z n? t n? m? ne t? d f? r ?? gold? n glob ? n ?? t k? t? g? ri ( ?? w? n? r w? z ? n ? b? t? r w? rld, fr? m d? nm? rk) ? t w? z med f? r, ? nd f? rst ? on ? n, fr? nt? t? l? v??? n, ? f? kt ?? t ? so r? nd? rd ? t ? n? l? d?? b? l f? r k? ns? d? re?? n ? z ? f? r? n- l?? gw? d? ?r ? ni ??? r kajnd ? v f? lm baj ?? ?k? d? mi ? v mo?? n p? kt?? r ? rts ? nd saj? ns? z, w? t? ?nawnst ? ts n? m? niz l? st tuzdi. m? st? r. assayas sdark- h? rs v? kt? ri ? t ?? globz w? z f? r b? st m? nisiriz ? r mo?? n p? kt?? r med f? r t? l? v??? n. f? r ? n? f, g? v? n ? ts ? r? d?? nz. ?? n ? g? n, k? rlos h? z ? nkawnt? rd ? ts ? m? r? k? n ? di? ns ? n ?? we m? r ? nd m? r f? r? n f? lmz du ? iz dez ? n ? h? ndf? l ? v muvi skrinz ? n b? g s? tiz, ? nd ? n keb? l ? nd v? dio- ? n- d? m? nd. so ? ts ? ksklu?? n fr? m ?? sk? rz simz s? mw? t ? rb? tr? ri/ phonetic Transcription Well pronounced mispronounced particle used for substitution /? ks? pt/ interchange of the mid high front /I/ for the mid front / e/ /?? t/ Substitution of the low front vowel /? / for the Mid-low rump /? /? n/ /?? t/ Substitution of the low front vowel /? / for the central schwa /? / /k? t? g? ri/ Substitution of the low front vowel /? / for the Mid-low back /? /w? n? r/ Substitution of the mid high front /I/ for the highest front /i/ /? n/ /? t/ /? nd/ Substitution of the low front vowel /? for the central schwa /? / /t? l? v??? n/ Substitution of the mid high front /I/ for the highest front /i/ /f? kt/ /?? t/ Substitution of the low front vowel /? for the central schwa /? / /? t/ /? n? l? d?? b? l/ Substitution of the mid high front /I/ for the highest front /i/ in the second syllable. /k? ns? d? re?? / /? z/ /l?? gw? d? / Substitution of the low front vowel /? / for the mid-front /e/ /en? / /f? m/ /? k? d? mi/ /p? kt?? r/ /? nd/ /w? t? / /? s/ /l? st/ Substitution of the low front vowel /? / for the Mid-low back /? / /m? st? r/ /v? kt? ri/ Substitution of the mid high front /I/ for the highest front /i/ /? t/ Substitution of the low front vowel /? / for the central shwa /? / /m? st? r? z/ Substitution of the mid high front /I/ for the highest front /i/ /p? kt?? / /t? l? v??? n/ Substitution of the mid high front /I/ for the highest front /i/ /g? v? n/ /? ts/ /? ? d?? nz/ Substitution of schwa /? / for the highest front vowel /i/ in the second syllable, Substitution of the mid high front /I/ for the highest front /i/ in the third syllable. /h? / Substitution of the low front vowel /? / for the central shwa /? / /? ts/ /? n/ Substitution of the mid high front /I/ for the highest front /i/ /? d/ Substitution of the low front vowel /? / for the central Schwa /? / /f? lmz/ /h? ndf? l/ /h? ndf? l/ /? / /b? g/ Substitution of the mid high front /I/ for the highe st front /i/ /s? tiz/ Substitution of the mid high front /I/ for the highest front /i/ /? d/ /v? dio/ /d? m? nd/ /d? m? nd/ ? s ? ksklu?? n ? sk? rz Substitution of the mid low back /? /, for the Spanish /o/ But so does e reallything else about the way the Academy deals with movies from the eternal rest of the world. An elaborate and mysterious winnowing process pares down the thousands of potential nominees to five. This year they are dogs-tooth violet from Greece, Incendies from Canada, Biutiful from Mexico, Outside the Law from Algeria and In a Better World, which might be considered the front-runner if you take the Globes as an omen. /b? t so d? z ? vri??? ?ls ? bawt ?? we ?? ?k? d? mi dilz w?? muviz fr? m ?? r? st ? v ?? w? rld. ?n ? l? br? t ? nd m? st? ri? w? no?? pr? s? s p? rz dawn ?? ?awz? ndz ? v p? t? n?? l n? m? niz tu fajv. ?? s j? r ? e ? r eyetooth fr? m gris, incendies fr? m k? n? d? , biutiful fr? m m? ks? ko, awtsajd ?? l? f r? m ? ld?? ri? ?nd ? n ? b? t? r w? rld, w? t? majt bi k? ns? d? rd ?? fr? nt- r? n? r ? f ju tek ?? globz ? z ? n om? n/ phonic Transcription Well pronounced mispronounced component used for substitution /? vri??? / /? k? d? i/ /w?? / /? n/ /? l? br? t/ Substitution of the low front vowel /? / for the central Schwa /? /? nd/ Substitution of the low front vowel /? / for the central Schwa /? / /m? st? r? z/ Substitution of mid high front /I/ for the mid-front /e/ in the second syllable. /w? no?? /?? s/ Replacement of the mid high front /I/ for the highest front /i/ /j? r/ /k? n? d? / The speaker did not adopt de vowel sound. /? ld?? ri? / Substitution of mid high front /I/ for the mid-front /e/ in the second syllable. /? ld?? ri? / Substitution of the low front vowel /? / for the Mid-low back /? / in the first syllable /? n/ /w? ? / /k? ns? d? rd/ /? f/ /? z/ Substitution of the low front vowel /? / for the central Schwa /? /? n/ Substitution of the low front vowel /? / for the central Schwa /? / Dogtooth came and went on a few Ameri corporation screens last spring, and Outside the Law had a brief run in celestial latitude (and may return shortly) only Biutiful, whose globally famous star, Javier Bardem, was nominated for best actor, is seeming to be playing now at a theater near you.The others will be released in the late winter or early spring, in the hopes of realizing some kind of box office bounce. The universal pre-nomination handicapping the canvassing of critical opinion and the weighing of popular sentiment does not halt to these movies, which might in principle make the choices less compromised, but in utilise only serves to make them more confusing. dogtooth kem ? nd w? nt ? n ? fju ? m? r? k? n skrinz l? st spr?? , ? nd awtsajd ?? l? h? d ? brif r? n ? n d? s? mb? r ( ? nd me r? t? rn ?? rtli) onli biutiful, huz glob? i fem? s st? r, h? vi? r bar dem, w? z n? m? net? d f? r b? st ? kt? r, ? z lajkli tu bi ple?? naw ? t ? ?i? t? r n? r ju. ?? ??? rz w? l bi rilist ? n ?? let w? nt? r ? r ? rli spr?? , ? n ?? hop ? v ril? jz?? s? m kajnd ? v b? ks ? f? s bawns. ?? ju?? w? l pri- n? m? ne?? n h? ndik? p?? ?? k? nv? s?? ?v kr? t? k? l ? p? nj? n ? nd ?? we?? ?v p? pj? l? r s? nt? m? nt d? z n? t ? plaj tu ? iz muviz, w? t? majt ? n pr? ns? p? l mek ?? t?? js? z l? s k? mpr? m? jzd, b? t ? n pr? kt? s onli s? rvz tu mek ?? m m? r k? nfjuz?? / Phonetic Transcription Well pronounced mispronounced Segment used for substitution /? nd/ Substitution of the low front vowel /? / for the central Schwa /? / /l? st/ Substitution of the low front vowel /? for the low-back. /spr?? / /? nd/ /h? d/ /? n/ /? d/ /? kt? r/ /? z/ /ple?? / /? t/ /n? / Substitution of the mid-high back vowel /I/ for the central diphthong /I? / /w? l/ Substitution of the mid-high back vowel /I/ for the Spanish /i/ /? / /w? nt? r/ /spr?? / /? n/ /ril? jz?? / /? ? s/ Substitution of the mid low back /? /, for the Spanish /o/ /h? ndik? p?? / Substitution of the mid-high back vowel /I/ for the Spanish /i/ /h? ndik? p?? /k? nv? s?? / /k? nv? s?? / Substitution of the mid-high back vowel /I/ for the Spanish /i/ /kr? t? k? l/ /? p? j? n/ /? nd/ /we?? / /w? t? / /? n/ /pr? s? p? l/ /? n/ /pr? kt? s/ /k? nfjuz?? / METHODOLOGYAn IPC student from the Second semester was selected for the preserve of the speech sample which was one of the briny concerns of this investigation. The recording was made on February 9th in a classroom of the IPC. The electronic cunning used was a low attribute cell phone whose recording activity leave aloneed us to record the students speech and then, through with(predicate) USB connection, transferred the audio to the PC and copied the data in a CD-ROM. summary OF THE RESULTS CHART N? 1 business of the vowel sound mid low back /? / in a textbook read by a student of the second semester at the IPC. Pronunciation vowelise Substitution Well Pronounced Mispronounced Substitution of the mid /? 0 4 low back /? /, for the 0% 100 % Spanish /o/ in most of the cases. For the vowel sound low front /? / (fifty tercet times). For the vowel sound mid -high back /? / (two times). For the vowel sound mid high front /? / (eighty two times). For the vowel sound mid-low back /? / ( four times) near undecomposed Wrong Substitution 2 0 /? / 100% 0% None Sound Right Wrong Substitution 57 24 /? 70% 30% In most of the cases, replacement of the mid high front /I/ for the highest front /i/ Sound Right Wrong Substitution 22 31 /? / 42% 58% In most of the cases, Substitution of the low front vowel /? for the central Schwa /? / 1- The speakers most difficult sound was the mid low back vowe l of English /? /, although its incidence in the whole article was very low, only four times. Nevertheless, the student substituted the English sound /? / whose lip- position is similar to the one of Spanish / o /, that is, slightly rounded. 2- After the mid-low back vowel, the most troublesome sound was the low front vowel /? /, due to the fact that the speaker substituted this sound /? / in most of the cases for schwa /? or Mid-low back /? /, in which the lips are slightly spread and the vowels for the substitution are lax (/? /) and tense (/? /) respectively. rough aspects that may cause trouble for the speaker is the word spell out, because sometimes they tend to get confused or doubtful when pronouncing a word, in the moment they see a difficult or uncommon spelling. RECOMMENDATIONS In order to facilitate our labor as future English teachers and to encourage our students to learn the language while bewildering telling skills, being speaking our main concern, the researchers selected a series of educational techniques ? ReadingsAs future EFL teachers we have to expose our students to English language through readings in which students will find a visual stage (graphemes) and an auditory one (phonemes). Students will read aloud pieces of literary works made by them or any selected reading material made by the teacher such as, short stories A Christmas Carol by Charles Dickens, To Build a fire by Jack London, or any play such as Romeo and Juliet by William Shakespeare. Students will read or hear structures like pot stop, fulfilment sleep, car bad and the will also be aware of the likenesses or differences among vocalic sounds immersed in the readings. Dictation EFL teachers must develop comprehend skill, so as a speaking one, in their students and this can be done through the appropriate use of dictation as a reclaimable and realistic technique that will allow students to receive a phonic punctuate and then to analyze the spelling data involved, that is, graphemes. The most important part of this rule is that students will be able to require the pieces of writings that will be read by the teacher or among the classmates and whose circumscribe will be according to their interests and experiences, so student? creative expression will also be taken into news report as essential part of the learning process. ? Poetry According to Stuckland (1962) students like poem first for its singing quality, for its rhyme, rhythm and all that goes into the melody of verse. That is, the enjoyable environment rhyme creates when students interpret its content. Suggested poems will be Hickory, Dickory, docking facility by William Wallace Denslow in whose content are presented a variety of vowel sounds. CONCLUSIONSIn order to make our students aware of the different vowels in English, we as English teachers, have to sort out and exemplify several exercises for them, to make a distinction in pronunciation patterns of the sounds they can f ind more troublesome in English. We can write similar words in the board and provide a distinction of sounds to differentiate them, so students could see the pronunciation if we would practice with them the distinction and very essential, the spelling patterns for the English vowel productions and examples with these.Furthermore, if we teach these spelling patterns criteria and we practice the pronunciation of these difficult vowels for our students, they will assimilate and acquire a better understanding, specifically if we focus our care on these vowels /? / and /? /. As another serviceable activity, we can encourage our students to produce the different vowels of English by different techniques, and be aware of common mistakes in the vocalism of the mid-low back and /? / and the low front /? /.Regarding this, we can explain our students different techniques to practice in the classroom, such as reading activities, dictations, spelling patterns, pronunciation differences and oth ers. Finally, we as EFL teachers have to be more sensible while listening to our student? s vowel production and when they find it difficult to make a distinction between the vowel systems of English and Spanish, and we can provide them with a compare and contrast pattern, in order to provide them with the comprehension and accurate distinction between these systems, making their pronunciation more accurate. bibliographic REFERENCESSAPIR, EDWARD(1921)Language An Introduction to the Study of Speech. Harcourt kindle and Company, Orlando, Florida. STRICKLAND, RUTH (1969) The language arts. D. C wellness and Company. Lexington, Massachusetts. A. C,GIMSON (1962) An introduction to the pronunciation of English. Reader in Phonetics, University College, London. A. C,GIMSON (1975) A practical Course of English Pronunciation, a perceptual approach. Edward Arnold Publishers, 25 hill Street, London. &8212&8212&8212&8212&8212&8212&8212 Professor Viktor Carrasquero Hickory, dickory, dock The swipe ran up the clock The clock struck one, The mouse ran down, Hickory, dickory, dock