Phonetics… Sound PrinciplesBy the End of this Unit…If You Were in Charge…Audio AmbiguitySound Safari – IIdentical, but distinctSpeech vs. OrthographyWhy so Many Discrepancies?Phonetics DefinedPhonetic DisciplinesName One (at least) of…IPAFor your TranscriptionSlide 14Voiced or Voiceless?Consonants (inside the back cover)What’s the difference?Manner of Articulation?Place of Articulation?Get Some ExerciseAny Questions…Position MattersVowelsSlide 24Suprasegmentals (prosodic features)Representing SoundsSlide 27Kinds of Sound ChangeSlide 29Sound Safari – IIIf You Were in Charge… RevisitedFor “Tomorrow”Phonetics… Sound Principles Chapter 3By the End of this Unit…You will be able to transcribe this: (Jeff Foxworthy’s “Words in the South” You won’t not be able to hear it at home)If You Were in Charge… …would you implement a spelling system with a “one for one” correspondence between spoken & written words? Why or Why Not?Audio AmbiguityI scream ~ Ice Cream Grade AThe sun’s rays meetIt’s hard to recognize speechSound Safari – I Find ‘audio-ambiguity’ in the lyrics of a song. Email me with: the titlethe lyrics with the ambiguity highlighted what the words sound like to youwhat the words really area sound file (if possible)Choose I or II, or both for 1.5 total points…Identical, but distinctWrite‘rite’‘rait’Boiling SpringsBowlin’ SpraingsOthers?Speech vs. OrthographyDid he believe Caesar could see the people seize the seas? Red Green BlueYou Tell Me: The silly amoeba stole the key to the machine(identify the [i]’s)Why so Many Discrepancies? Developmental influencesOld systemGlobal languagePhonological changes (next chapter)Variation in speech & writingPhonetics DefinedThe branch of linguistics that studies the inventory and structure of the sounds of speechPhonetic DisciplinesAcoustic PhoneticsArticulatory PhoneticsName One (at least) of…The 4 ways [f] is spelled… The 6 ways “a” is pronouncedMultiple letters making only one sound<gh> in “enough”Find another…IPAFamiliarize yourselfCharts inside the covers of the textbook front (vowels) & back (consonants)Focus on American English sounds…Be able to: Produce each soundIdentify sounds from descriptionProvide description of sounds Transcribe wordsFor your TranscriptionUse the ChartsSee also: http://www.paulmeier.com/ipa/charts.html http://www.chass.utoronto.ca/%7Edanhall/phonetics/sammy.html (this one helps you visualize how sounds are made… But beware, Sammy offers lots of symbols we don’t need…)A. Nasal Cavity (nasal)B. Soft Palate (Velum) (velar)C. Epiglottis (glottal)D. Vocal cords (voicing)E. Tongue – BackF. Tongue – FrontG. Tongue – Tip H. Teeth (dental)I. Lips (labio)J. Alveolar Ridge (alveolar)K. Hard Palate (palatal)BCDGIHJAEFVocal Tract (for SAE sounds):KBe ready to identify these areas and talk about what sounds they produce.Voiced or Voiceless? Put your hands over your earsOR on your larynx: [s] bus sip[z] buzz zip thin tooth these batheExcept for ‘Approximates’, on the chartthe 1st line = voiceless, 2nd line = voicedConsonants (inside the back cover)Manners of Articulation Places of Articulation Chart follows the mouth – front to back…ApproximatesWhat’s the difference? Pronounce each of the following[p] & [t][t] & [k][k] & [g][ f ] & [ h ][ r ] & [ l ]Manner of Articulation?  Find words for each… What are these? (try it without the chart first…)Stop (stops air flow)Nasal (air  into nasal cavity)Fricative (air barely escapes)Affricate (stop + fricative)Approximate (almost a vowel…)Place of Articulation?  What are these? (try it without the chart first…)Bilabial (two lips together)Labiodental (teeth meet lips)Interdental (tongue between teeth)Alveolar (tongue on Alv. Ridge)Alveolarpalatal (tongue btn A.R. & palate)Velar (back of tongue on velum)Glotttal (epiglottis stops air flow)Get Some ExerciseFind Place & Manner forWhat’re the IPA symbols for these sounds: Voiced interdental fricativeGlottal fricativeVoiceless alveopalatal affricateHigh front tense vowelHow can the following sounds be categorized? Any Questions……before we move on?Position MattersTry it yourself: Say “key” then “caw”Try not to move your tongue…Does it sound normal?VowelsTongueLipsNasalization DiphthongsGet Some ExerciseTranscribe the vowels in the following words. Which have the same vowel? back sat [ ]cot caught [ ]ooze deuce [ ]mouse cow [ ]hide height [ ]Suprasegmentals (prosodic features)Length Ooooouuuuch! Pitch “e” … vs. Eeeek!Loudness ‘Hi’ vs. HI! Stress She said what?Tone Mom vs. (aww) MômRepresenting SoundsTranscriptionSyllables SegmentsFeaturesGet Some ExerciseTranscription: “I scream for ice cream”SegmentsHow many in “I scream for ice cream”?SyllablesHow many in “I scream for ice cream”?FeaturesWhat are the features of [s], [m], and [i]?Kinds of Sound ChangeAssimilation (become more alike)NasalizationVoicingFlapping Dissimilation (become less alike)Elision // Deletion (take a sound away)Epenthesis // Intrusion (add a sound)Metathesis (shift sounds around)Vowel Reduction (shorten or ‘schwa’ a sound)Kinds of Sound ChangeSound Safari – II Find example words for one subcategory of each sound change in the previous slideEmail me the examples highlighting where/how each takes place Choose I or II, or both for 1.5 total points…If You Were in Charge… Revisited …would you implement a spelling system with a “one for one” correspondence between spoken & written words? Why or Why Not?For “Tomorrow”Exercises Be aware of these: 3-1,2,3,4,5,7,10Spend time on these3-11,12,13BTW, nothing in this chapter was ‘skippable’Read Chapter 4Start your