Overview Between Phonetics And Phonology

Overview Between Phonetics And Phonology
At the very beginning, I want to sheds the light on the definition of both Phonetics and Phonology. Phonetics is considered the study of sounds of any
language, it relates to the mechanism of how sounds are produced and the way of speech sounds production. Phonology studies how those sounds are
put together to create meaning. It studies the rules of language that govern how those phonemes are combined to create meaningful words. Hereunder
detailed features of each branch of linguistics are explained.
On one hand, Phonetics is talking about the physical aspect of sounds; it studies the production and the perception of sounds, called phones. Phonetics
is the term for the description and classification of speech sounds. Sounds within phonetics are divided into vowels and consonants. Vowels are
embodied in the letters (i–e–o–a–u). Whereas, consonants letters are embodied in the rest set of English language alphabets. Vowels and consonants
describe the articulation of English language. Whereas there is another branch of phonetics called Acoustic phonetics that is related to the study of how
the sounds are transmitted, in other words the journey of sound from the mouth of the speaker tills the ear of the ... Show more content on
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However, the combinations of these sources are present. There are different examples of sounds that are generated with each of these source
categories are seen in the word "shop," where the "sh" "o" and "p" are generated from a noisy, periodic, and impulsive source. The reader should
speak the word "shop" slowly and determine where each sound source is occurring, i.e., at the larynx or at a constriction within the vocal tract. There is
difference between phonemes and allophones. Aphoneme, is the smallest contrastive unit in the sound system of a certain language. A phoneme is the
smallest part of an utterance that cannot be changed if we want to retain the meaning. For
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Contemporary Indonesian Phonology and Morphology: Some...
Contemporary Indonesian Phonology and Morphology: Some Evidence of Language Change and Innovations
The Roundtable Meeting, Leiden University, Leiden, 26' 28 March 2008
Bambang Kaswanti Purwo
Atma Jaya Catholic University
Abstract
For almost half a century Indonesian cannot refrain from having to bear with the mass and rapid influx of English loanwords. Since 1970s there has
been a strong pressure, initiated by Pusat Bahasa (the Language Center), for the change from Dutch–soundlike loanwords, such as tradisionil, universil,
komersiil, into English–soundlike loanwords, such as tradisional, universal, komersial, respectively. Although some Dutch–based forms like riel are
much more likely to be used than the more English–soundlike ... Show more content on Helpwriting.net ...
except when they are palatal. It is also possible to have closed syllable ending in nasals (e.g. malam, bukan, yang) or lateral (e.g. nakal 'naughty').
The comparison between the loanwords in (1) to those in (2) may tempt one to arrive at the following explanation. The loanwords in (1) is accepted to
have a CVC structure because they share the conditions as described in the previous paragraph. When the loanwords end with final voiced consonants,
the CVC structure is not accepted and is to be modified into open syllables.
(1) bel, cek, gang, lem, ras, ton
(2)a. periode [pГ©riodД•] ( period b. metode [mД•todД•] ( method c. dekade [dГ©kadД•] ( decade [dikeid] d. tube [tubД•] ( tube [tju:b]
The same explanation underlies the reason for a form like imej 'image' to be rejected in standard Indonesian and, for a reason discussed in 2.2.3, such
a form is accepted in standard Malay.
2.2 The Advent of Consonant Cluster

Two types of consonant clusters under discussion here: initial and final.
2.2.1 Initial Consonant Cluster
Lauder's (1995b) counting of consonant clusters in the 1993 dictionary (KBBI 1993) reveals that syllables with CC amounts only 3.65%. Small though
the frequency is, the variety of cluster is around thirty kinds.
[pic]
Grafik 1: Frekuensi Gugus Konsonan pada Awal atau Tengah Kata (Lauder 1995b)
These are the number of the lexical items (listed in the dictionary

Features And Features Of Phhonology
Introduction :
Phonology is the study of sound patterns in a language ,which sounds precede or follow which others or begin or end words; what kinds of sounds
make up syllables; how the occurrence of one sound in a particular word affects the other sounds around it; how suprasegmentals such as stress affect
the segmental sound with which they occur; and so forth.
The central concept in phonology is the phoneme, which is a distinctive category of sounds that all the native speakers of a language or dialect
perceive as more or less the same. Phoneme is the smallest element which words in a language can be broken down into. Phonologists point out that
phoneme can be broken down into smaller constituents which are the features. Features become the centre focus in phonological analysis. ... Show more
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Distinctive feature are set of phonetic properties, as voicing, place of articulation or manner of articulation, serving to characterize and distinguish
between the particular sounds or phonemes in a language.
This paper aims to discuss the distinctive features in English phonology. The work consists of three parts. The first part discusses the notion of
distinctive features with focusing on distinctive features composition and label, types of features , functions of features and approaches to define
features. The second part discusses the categories of features while the third part discusses the developments of distinctive features theories.
The notion of distinctive features

Children With Suspected Childhood Apraxia Of Speech
Introduction
Child hood Apraxia of Speech is a motor speech disorder that affects children's ability to say sounds, syllables, and words. The brain has trouble
coordinating muscle movements that are needed for speech. The child knows exactly what to speak, but the brain has trouble coordinating the muscle
movements. It is different for every person that has this type of disorder. In some other cases, it can be an unknown cause, meaning it can happen out
of the blue, or by mutations. One of the articles is based off of reliability and validity testing and scoring by the Dynamic Evaluation of Motor Speech
Skills, while the other has different assessments that were tested and transcribed.
First Summary of Article One
In the article, "Differential Diagnosis of Children with Suspected Childhood Apraxia of Speech", the authors describe the signs of a child having
Childhood Apraxia of Speech (CAS). If a child is suspected of having CAS, here are a few symptoms that can occur, shifting errors on consonants and
vowels in repetitive syllables and sounds, incorrect prosody, and interrupted articulatory between sounds and syllables. (Murray, McCabe, Heard, &
Ballard, 2015, p.44). A tool that is used to identify CAS is a Strands 10 point checklist. (Shriberg, Potter, & Strand, 2012). This is a checklist that
contains 10 segmental and suprasegmental structures. Authors say that this checklist doesn't lead to an exact assessment, but authors rely on it (Strand,
McCauley, & Weigand,

Phonology Of Grammar And Syntax
Grammar and syntax are in common because with syntax you are also using grammar. Knowing the parts of speech in grammar goes hand and hand
with syntax. The parts of speech are: Nouns (person, place, thing, or idea), Verbs (action or being), Prepositions (time, place, or position), Adjectives
(describes nouns and pronouns), Adverbs (describes verbs, adjectives, or other adverbs), Conjunctions (join words, phrases, or sentences), Interjections
(express emotion or are fillers in sentences), and Pronouns (take the place of nouns) are very important in both syntax and grammar (Lunsford, 2013,
pp.294–302). In the tree diagram, there are also functional categories and syntactic categories that are both grammar and syntax related.
Phonetics and Phonology Analysis Phonetics is the study of speech sounds and everything can be measured in phonetics. "The science of phonetics
attempts to describe all of the sounds used in all languages" (Fromkin, 2014, p.192). Articulatory, acoustic, and auditory are all part of speech sounds.
Articulatory phonetics is the way that sounds of language are produced through the vocal tract. Acoustic phonetics is how sound waves of the sounds
that we make, and auditory phonetics is the sound waves that are received when we hear sounds. Orthography is the way that words are spelled and
not necessarily how they are pronounced. In orthography, there can be many words spelled different, but the sounds may sound the same. The sound of
these letters can all

The Beneficial and Detrimental Effects of Phonology Essay
For years, phonology has been incorporated into language education. Young children are introduced to phonics as educators take them through visual
flash cards, teaching them the sounds of the alphabet. Children learn to connect sounds into words, using what they learned from the alphabet to apply
a system of sounds into a word. Controversy regarding this reading education method has additionally been popular. Although researchers have found
negative effects in learning to read phonologically, teachers can still strategically incorporate it into the classroom as long as they are aware of its
potential negative effects. According to Bentin S. (1991), phonological awareness is "the ability to recognize the internal phonetic structure... Show
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This is partially because the English language is sometimes difficult to phonetically learn since some rules do not apply and it becomes confusing for
the learner and difficult for the educator. Although semantics appear to be a beneficial method, there are many scholars who argue otherwise.
Dewhurst, S. and Robinson, C. (2004) discuss some of the negative effects among children whose education focuses more on semantics than phonetics.
The study was conducted on 5,8, and 11–year old children and "children from each age group falsely recalled nonpresented items related to the study
lists" (782). Although the study varied depending on the age group, it was clear that the focus of semantics has caused children to have "memory
illusions" as they read (782). Many scholars argue that phonetics is the most effective way to teach reading skills because it makes the individual a
better reader in the long run. Once a child can phonetically read, they have the capability to pick any book up and "sound out" its contents. Children
who learn semantically are unable to do this because they learn to memorize certain words as they go. A positive element to learning semantically,
however, is the child's ability to read quickly. Once a child has established a memorization and recognition to words, they are able to read very
quickly. Children who learn phonetically are often slower since they are sometimes required to stop and "sound it out". However

Reading Achievement Of Deaf And Hard Of Hearing
I.В¬Introduction This chapter provides an overview of the present study. First, reading achievement and difficulties of students who are d/Deaf and
hard of hearing (d/Dhh) are discussed. Second, it justifies the theoretical framework of the study with three primary sources: Simple View of Reading
(Gough & Tunmer, 1986; Hoover & Gough, 1990), the National Reading Panel (NRP, 2000), and the Qualitative Similarity Hypothesis (QSH) (Paul,
Wang, & Williams, 2013). Next, Visual Phonics is explained. Then this chapter introduces the purpose of the study and proposes three research
questions. It also briefly discusses the research methodology for gathering data relevant to the questions. The last part of the chapter provides details
about the key terms of the study.
a.Reading Achievement of d/Dhh Students Reading is an essential skill for social life and academic success. Learning to read is a complex process.
Some students learn to read effortlessly, but others find it difficult. Reading difficulties of d/Dhh students are well documented. Most students with
severe to profound hearing loss graduate from a high school with approximately a fourth–grade reading level (Paul, 2009; Paul, Wang, & Williams,
2013; Traxler, 2000; Wurst, Jones, & Luckner, 2005). Fourth grade reading level is considered functionally illiterate because the literate reading level
is a 5th or 6th grade (Paul, 1997), and the majority of students who graduate from a high school are functionally illiterate.

Syllable Division
A BRIEF STUDY ON SYLLABLE DIVISION: HELPING EFL LEARNERS
Abstract: This article will present some considerations on syllable division in order to help EFL learners. Some theories will be presented so that it is
possible to check the various studies on such important topic. A scheme about separating the syllables will be shown and a topic on ambisyllabicity as
well.
Key–Words: Syllable Division. Theories. Syllable Structure Introduction
The syllable is a basic unit of speech studied on both the phonetic and phonological levels of analysis. For learners of English as a foreign language
it is such a hard task to define and identify what a syllable is, even because there are no universally agreed upon phonetic definitions of what it is. So ...
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The disyllabic word painting /ˈpeɪntɪŋ/ has been plotted onto the sonority scale as an example.
↑vowelsВ•В•more sonorousapproximantsnasalsВ•В• less sonorousfricativesaffricates
↓plosivesВ•В•peɪntɪŋ → linear sequence of phonemes → As can be seen from the chart, there are two peaks
of sonority in the phoneme string /p–eɪ–n–t–ɪ–ŋ/, namely the vowels /eɪ ɪ/. This is to indicate that the number of
syllables is two as well. However, the sonority scale, like all the approaches outlined above, is of little help when it comes to delimiting separate
syllables.
Syllable structure
Hierarchical Structure of the Syllable
Most of modern phonological theories agree that the syllable has constituent or hierarchical rather than linear structure. The syllable (conventionally
marked as small Greek sigma: σ) has two immediate constituents (it "branches" into two elements, to put it in another way) В– the Onset (O),
which includes any consonants that precede the nuclear element (the vowel), and the Rhyme (R), which includes the nuclear element (the vowel) as
well as any marginal elements (consonants) that might follow it. The Rhyme, in turn, branches into Peak (P), also known as Nucleus (N), and Coda
(Co). The Peak (Nucleus), as the designation suggests, represents the "nuclear" or most sonorous

Phonology : Phonology And Phonological Development
Phonology and phonological development are important to language acquisition. In researching Hebrew phonology and its development; we
learned how it is perceived, interpreted. The common theme across the articles was Hebrew language, like other languages, involves many levels of
acquisition. In our research we observed different aspects of the language such as its stress patterns, acoustics, bilingual acquisition and its
development along with learning how old Yiddish became Modern Hebrew; a language that borrows lexical terms and phrases. There is a link
between all that we studied. Perceptions can be manipulated by prosody and intonation in one's voice and as a result, we interpret the acoustic signal
and infer its message. Bilingual acquisition is related here as well. We receive acoustic cues that determine how we acquire language in that we record
pitch, stress and intonation and link to memory how the word should be used. Lastly, as dominant as a language can be it can be changed or modified.
Modern Hebrew is combined of Yiddish and, the ancient languages, Sephardic and Ashkenazi Hebrew. It also incorporates the languages and phrases
from outside influences. Due to the assimilation of languages, the stress and pronunciation of words have changed the original lexical representations
and phonological rules thereby creating a modern language. Hebrew language is fascinating and it is growing in the United States. It is ranked the 14th
most common language with

Language Expquisition : The Study Of Language Acquisition
Language acquisition is the study of how language is learned. There are two different ways to study language acquisition: by observing and describing.
There is a clear difference in the way that adults and children speak. "Children do not perfect their native pronunciation for several years, but they
establish crucial phonological patterns in the early months that serve them for life" (Herschensohn 29). Phonology is the study of the sound patterns
that occur within languages. By studying phonology, you can pinpoint patterns within speech to understand the processes a child uses when
speaking. For this project, we were given four different sound files of child named Lyra. In each file, the child was recorded in her normal home
environment, each at a different age. We were required to translate her utterances into IPA and then identify the processes that she used in her speech.
Next, we were to connect the work completed on the files with concepts we learned in class. This paper will attempt to demonstrate the sounds Lyra
made in each file, the processes she used and why.
Lyra's productive sound inventory is consistent with many children's inventory. She does not drastically change sounds, but just tends to tweak them.
She does not appear to have much trouble with vowels, but consonants do seem to give her trouble. At one–year–old, she appears to have the most
trouble with trills. She turns the trill [r] into the labial velar approximant [w]. She also changes velar

The Status Of Onset Of Somali Syllable Structure
THE STATUS OF ONSET IN SOMALI SYLLABLE STRUCTURE: AN OPTIMALITY THEORETIC STUDY
Abstract:
The onset in Somali syllable structure provokes considerable argument among scholars who are interested in the syllable structure in this language.
Owrin (1996) and Saeed (1999) agree that onset is mandatory in this language whereas Zetterholm and Tronnier (2012) state onsets are as optional as
codas in this language. Therefore, this research is to investigate whether onsets in Somali syllable structure are mandatory or optional in light of
Optimality Theory (OT), as a framework. This study primarily depends on data taken from extant literature including books, articles, and theses.
Furthermore, 10 Somali native speakers were consulted about the fact of data. This study concludes that consonant epenthesis as well as resyllbification
manifest the importance of onsets in Somali. Consonant epenthesis occurs initially when a monosyllable word begins with a vowel (onsetless syllable),
e.g., /ГЁj/в†’ [К”ГЁj] 'dog'. Likewise, this type of epenthesis is found in the intervocalic position when syllables of the form CV are associated with
vowel–initial suffixes, e.g. /ma–a:n/в†’ [ma.ЙЃa:n] 'not I'. The process of resyllabification in Somali is motivated by syllable types CVC and CVVC
that are associated with vowel–initial suffixes, e.g. /na:ЙЎ–i/в†’[na:.ЙЎi] 'woman', /war.qad–u:/в†’ [war.qa.du:] formal letters'.
Keywords: Somali language; syllable structure; onset; Optimality Theory (OT).
1.

Essay On Phonetics And Phonology
This paper investigates the contribution of early Arab scholars in general phonetics and phonology and its impact on modern phonetics. It is important
to note that phonetics and phonology were not independent disciplines. Rather, they were part of other disciplines. Therefore, in terms of early Arab
contribution to phonetics and phonology, their scholarship can be derived from three major areas:
(i) Arabic linguistics whose pioneers are AlkhalД«l Al–FarДЃhД«di through his book Al'ain, Sibawayh through his book Al–KitДЃb, and Ibn Jinni
through his book Sir SМҐina'at Ali'rДЃb.
(ii) medicine, philosophy and music whose most prominent figures are Al–Kindi through his book IstikhrДЃj Al–mu'mma, Al–FarДЃbi through his
book Al–MusД«qДЃ Al–KabД«r,andIbn SД«na ... Show more content on Helpwriting.net ...
According to this phonological rule, he classifies sounds into consonants and vowels (sДЃit and sДЃmit). Based on his own statistics, Al–Kindi makes
a universal conclusion that consonants are more frequent than vowels in all languages. Then, he divides vowels into long and short. Moreover, he
establishes more than one hundred phonological rules of euphony and cacophony. Al–Kindi has also written another book of applied phonetics
(Allathghah (lisping)) in which he tackles speech defects. In the introduction of the book, he gives a detailed description of the speech mechanisms of
various languages. Then he discusses the reasons of lisping and the description of places of articulation with an anatomical analysis. Al–Kindi is the
first Arabic physician who discusses acoustic phonetics, dynamics of air, air stream mechanism, and auditory perception of linguistic and
non–linguistic sounds (Al–Hleis,

Language and Identity Are Inextricably Linked. How Is This...
There are many indicators of identity by which we are made known individually, socially and culturally; the best of these would be language and how
it has shown great flexibility in accommodating the needs of people. Through language people have been able to establish their identities and cultivate
friendships with others who share the same common ground. By looking at accents such as Broad Australian English, slang and phonological features
as they apply to Australian varieties, we can see how it has forged solidarity and assisted in creating an identity on an individual and national scale.
Broad Australian English (BAE) is a language variety unique to Australia. Despite being spoken by a minority of Australian population today, it has...
Identity is formed through the mutual trends of a group through slang and is used as identification for users who have these lexical features in
common. The shortening of the lexeme whatever to "whatevz" or the reduplication and shortening of "crazy" to "cray cray" are words that have
appealed to young Australian teenagers. Through use of diminutives, identity can be further formed as they are uniquely Australian, where lexemes are
shortened to a syllable and the suffix of –ie, –y or –o is added like "smoko" for smoking, "devo" for devastated and "bottle–o" for a liquor store. The
use of slang like this enhances our identity and care free nature that helps us understand phrases like "I'm devo that brekky at Maccas is done". This
way slang builds certain characteristics that are known to Australians in the same way phonological features have.
A recent phonological development in Australian English displays a difference between younger and older generations through the High Rising
Terminal (HRT) which is a rising intonation contour on declarative clauses. The intonation pattern is considered a distinctive feature of Australian
English and shows how speakers carry themselves as a person. HRT is used primarily by the younger demographics in Australia, in particular female
speakers and has been criticised often, deeming it as a marker of insecurity. However as researchers now point out,

Difference Between Phonetics And Phonology
Introduction: Phonetics and phonology both study the sound system but in a different way. Phonetics and Phonology both are important for a language
as phonetics represents the speech production system and the perception of human beings, sign language and phonology represents the sound system
conveying its meaning. Every language has language system by which we can communicate and pronounce words in a good way. Linguistics is called
as the "Scientific Study of Language". Linguistics utilizes scientific formulas and principles in language system. Linguistics has several branches.
Phonetics and phonology are the two fundamental branches of them. Phonology often guided by phonetics. Phonology is also sometimes called as
phonemics or phonematics. The main difference between phonetics and phonology is that phonetics concerned with physical properties of pronouncing
sounds and phonology concerned with the organized structure of language though these two study the sound system.
Body 1: Phonetics: Phonetics (pronounced /fЙ™Л€nЙ›tЙ
Єks/, from the Greek: П†П‰ОЅО®, phЕЌnД“, 'sound, voice') is a branch of linguistics that
comprises the study of the sounds of human speech, or in the case of sign language– It is concerned with the physical properties of speech sounds or
signs (phones): their physiological ... Show more content on Helpwriting.net ...
Pronouncing every sound, there must be some air flows from the lungs. The air leaves the body through nose or mouth. When the air passes through
the throat, the vocal cords sometimes vibrate. The vibration makes the sounds voiced. When the air doesn't vibrate the vocal cords, the sounds might be
voiceless. Different sounds are produced from different positions such as tongue, nose, lips etc. Vocal tract identifies from head to neck. Vocal tract is
divided into three major organs including lungs which help to produce sounds. Those

Phonological Development Of Native Japanese Speakers Essay
Abstract
The current study looked at the phonological development of native Japanese speakers who speak English as a second language. Two subjects were
given a word list of English words to read from and recorded. The recordings were then analyzed based on their divergence from English phonology.
The recordings were also shown to native English speakers to rate the foreign accent of the subjects. The current study was conducted under the
hypothesis that the speakers' L1 would interfere with the phonological development in their L2, and looked at other factors such as speakers' attitude
and differences in natural ability.
Keywords: Japanese, English, Second Language Acquisition, Phonological Development
1. Introduction
Second language learners who begin to acquire a language later in life are often thought to have more trouble with learning to pronounce the sounds of
their second language than learners who began second language acquisition early in life. In the Contrastive Analysis Hypothesis (CAH), the errors in
pronunciation are the result of transfer from the speaker's native language (L1) to their second language (L2). However, other factors can account for
the troubles second language learners encounter in their pronunciation. Factors such as the positive or negative attitude towards the target language as
well as phonological memory can influence how well a learner acquires a language. As well, perception of the sounds of the target language and the
native

Characteristics Of Lingustics
Lingustics is by far one of the most intriguing subjects and classes I have ever taken before. In my opinion, it is a subject everyone seems to be
familiar with, yet not really aware of how and why we know the gist of it. Lingustics is the scientific study of human language and its structure, we
study language because it teaches us how to communicate with others. Language is everywhere and part of our everyday lives, we use language to
communicate with everyone around us. For many communication is vital as part of our jobs and for others it is a form of expression. Language is
something that can make us feel good and happy, if someone compliments you, it makes you feel good, but it is also something that can be used to
hurt and make people cry, it is a powerful tool humans have. Language whether it be verbal or not has meaning and we must know the basics in order
to communicate effectively. In lingustics we learn about the different perspective of language and the different aspects that language is made up of,
including phonetics, phonology morphology, and syntax. Morphology and morphemes are what we know as the sounds of language, morphology
are what we know as words and synatx are the sentences that compose our language. There is a lot more to language than what the common person
knows, language and the way we speak it all has meaning behind it. I believe that to know and be able to speak any language is a privilege and for
those who are bilingual and get to experience it

Phonology And Second Language
Abstract Roger Bacon points out "Grammar is substantially one and the same in all the languages despite its accidental variations." So there is not
much difference in the structure of a language. If a person has good command over the mother tongue, there are more possibilities to adapt, assimilate
and accommodate second language without putting up much pressure on the learners. There are some similarities in syntax, phonology, morpheme,
word inflection and various other aspects of the language. In this context of learning the second language, introspective learning should be emphasized,
language learning should be action oriented and engaging so that learners can practice more and more. They can easily perceive what one wants to
convey in a particular sentence. It is obvious that acquisition... Show more content on Helpwriting.net ...
Our first thoughts come to us only in mother tongue whether we learn second language through syntax or we acquire it by living in that environment.
At embryonic stage of learning, we think twice, first in the mother tongue and then in the other tongue. Gradually we do not take much time in
thinking. As we start thinking in second language, thoughts come inadvertently. In fact in this process of imbibing the second language we
internalize syntax, phonology, morpheme of second language with the help of our knowledge of the mother tongue. The focus of the paper will be
on phonological aspect of mother tongue and second language, by drawing similarities between the two. The second part of the paper will focus on
syntactical aspect in language learning. At places structures of the mother tongue and the second language are parallel. There is difference in
structure but it can be solved out very easily if we focus on sentence pattern seriously but more on practice of sentences. The third part of the paper
will focus on morphological aspects of the mother tongue which aid in the learning of the second language because there is similarity in the use of
affixes in of Hindi

Phonology Analysis Is Helpful For Chinese Learners
Introduction: Phonology analysis is helpful for Chinese learners who are learning English as a second language. Recently, the requirements for ESL
learners to carry out the best solutions for second language learners are in great demand because those learners have the experience of listening to
second language teaching. Hence this topic is really of significance for me,as a future teacher, to write about.
Abstract: This essay will use the knowledge of segmental and suprasegmental phonology to examine the orthographic transcription about Benz,
conducted by a Chinese girl, and then will be the analysis towards fluency and pausing.In a conclusion, come up with teaching approaches that will be
used.
Segmental analysis: Segmental analysis were ... Show more content on Helpwriting.net ...
(Bernard 2001)Examples include the word luxury in Line3 /Л€lК
ЊkКѓЙ™ЙѕЙЄ/ and /Л€lК
ЊkКѓЙ™ЙѕЙЄЛђ/, Chinese in Line4
/tКѓЙ‘ЙЄЛ€nЙ
ЄЛђz/and /tКѓЙ‘ЙЄЛ€nЙ
Єz/, Extremely in Line10 /ЙЄkЛ€stЙ
ѕЙЄЛђmlЙЄ/ and /ЙЄkЛ€stЙ
ѕЙЄmlЙЄ/. Thirdly, there is a trend
which diphthongs are always be expressed with swifter, smaller tongue and lip movements than their English counterparts. Examples include Name
/neim/ and /nem/.That faulty acquisition above mainly to the differences between English and mandarin Chinese system.(Feng 2005) Fourthly, Some
of the voiced consonant parts should be voiceless. The pairs of stops as in /p/ and /b/,/t/ and/d/, the unaspirated group/b/, /d/ and /g/ are totally
voiced in English. (Bernard 2001) Fifthly, Substitution of consonants, including the fricatives' errors, were major problems to be concerned about.(
Chen Ha and Bi Ran 2008, Cheng Chunmei and He Anping 2008). /Оё/does not appear in Chinese so it may be replaced by another sound, in the
sample,Death in Line9 was mispronounced from /deОё/ to /desЛђЙ™/, Sales in Line16 was pronounced as /seils/and Possessed inLine16 as
/pЙ™Л€siЛ
ђst/. At last, many Chinese students who come from the south part of China will find it hard to distinguish /l/ from/r/. Foolish in Line7
/Л€fuЛ
ђliКѓ/ was pronounced as /Л€fuЛ
ђЙѕЙЄКѓ/, Family in Line4 /Л€fГ¦mЙ™li/ as /fГ¦mri/. However, among all the mentioned five problems,the
phenomena of substitutional errors being the highest frequency errors in learner's segmental pronunciation. (Cheng

The Phonological Growth Of Language Study Through...
This history of phonological theory has been in bloom since it was generated some 150 years ago. The depth of phonological phenomena has, in
actuality, been in abstract existence since the first spoken language was developed as it is a natural component of all human language. In this paper I
hope to produce a clear, concise analysis and discussion of the phonological growth of language study through perception and production while
introducing the criticisms and problems associated with these theories. The history of phonological theory goes farther back than phonemics, but for
the sake of space and time, I will start during the beginning of the 20th century and finish with a contrastive analysis of the present theories of
phonology.
The development of modern phonology theory began with the ideas presented by Ferdinand de Saussure, a Swiss linguist in the late 19th century. His
book "Course in General Linguistics" provoked the switch from a diachronic to a synchronic phonological examination. Synchronic linguistics, the
study of contemporary spoken languages, was developed by Jan Baudouin de Courtenay with the structuralist linguistic theory of Saussure. This
analysis of phonology prompted the establishment of the Prague Circle.
Two famous students from this circle, Roman Jakobson and Nikolai Trubetzkoy, went on to define the phoneme and create a popular analysis of
language at the time called structuralism. The mentalist interpretation of a phoneme, credited by Courtenay,

Bankson Bernthal Test Of Phonology Essay
The Bankson Bernthal Test of Phonology (BBTOP) was administered to evaluate articulation and speech production skills. Alexis presented errors in
phonological processes which include final consonant errors, the inclusion of additional sounds, Stopping, the substitution of sounds. Final consonant
errors were made for instance, with the word "elephant" /Й›lЙ™fЙ™nt/ being pronounced "elephan" /Й›lЙ™fЙ™n/ and "bridge" / brЙЄК’
/ pronounced as "brich" /brЙЄК§/. The addition of the /Й›/ sound were noted in some words beginning with "s" /s/ such as "sled" /slЙ›d/ pronounced
as "esled" /Й›slЙ›d/. Stopping was found in several words where the sound /Г°/ was replaced with the sound /d/. For example, the word "them" /Г°Й›m
/ was pronounced as "dem" /dЙ›m/ and "mother" /mКЊГ°Йљ/ pronounced as "mudder" /mКЊdЙљ/. Alexis also made several substitution error as
noted in the word "crab" /krУ•b/, pronounced as "crap" /krУ•p/ and "clown" /klaКЉn/ pronounced as "cloud" /klaКЉd/. Reading Sample: To further
asses Alexis' articulation, a reading sample was collected as he read aloud The Rainbow passage, a phonetically balanced reading that contains... Show
more content on Helpwriting.net ...
A language sample was collected as he narrated his story. Alexis was able to formulate a general idea of the overall image stating that "First of all, this
is a crazy family, it's a crazy d– pet." Alexis utilizes simpler synonyms for words in order to get his point across. One example of this is him stating,
"Since the parents of guys were doing shopping, they lost the control of the kitchen." Alexis also had difficulty forming full and grammatically correct
sentences: "They want to make some s– some surprise for their parents, but they c– couldn't take control of the...in the moment of to make the food
especially a cake." Although Alexis has difficulty using the words he wants, and as a result may negatively affect how grammatically correct his
sentences

The Instruction Of Spoken Language
The instruction of spoken language is one of the most important for language classrooms since communication has been the main priority for language
teachers. The use of discourse analysis (DA) for language teaching (LT) has been indispensable; due to the immense number of elements that contribute
significantly to this field. In addition, Schiffrin et al. (2001:707) cited Olshtain and Celce–Murcia who claim that pragmatics and DA are related to
language teaching. Both of these create essential connections that make teaching of spoken language relevant; nevertheless, there are more elements
are linked to DA and the instruction of this productive skill.
The aim of this paper is to examine how DA relates and benefits LT. First, I would like to... Show more content on Helpwriting.net ...
For this reason, spoken production can be improved if these elements are taught adequately. Nevertheless, a question may be aroused after this, what
amount of vocabulary, grammar and phonology do instructors need to teach?
Teaching speaking effectively goes in hand with DA and several language applications which focus on how oral speech needs to be delivered.
Hence, vocabulary one of the three main elements is the one that deals with the lexicon of the language. Instructors need to teach words in context; as
a consequence, the new lexis will be storage faster and it will be ready to be used either in spoken or written language (Scrivener 2011:200).
Therefore, vocabulary plays an important role in the instruction of spoken language. Nonetheless, words can express more than one meaning and this
can cause a couple of difficulties to students while they are learning such language. As part of this, if DA takes place in the classroom, it can be found
easily that words may vary from meaning to meaning. In addition, DA and semantics also alter the way that speakers select words to be used. Finch
(2003) defines semantics as the study of the meaning; thus, what words or utterances can be meant at the moment of using them. By the same token,
Lakoff and Johnson (1990) claim that there are two types of meaning "literal" and "figurative". The first one represents what it has been said; whereas
the second one focuses on the hidden

Difficulties Of Second Language Phonology
1.Introduction
The mastery of second language phonology refers to the acquisition of the second language (English) sound system, listening comprehension and
speaking skills. The acquisition of the L2 phonology is an area of language that has not been thoroughly investigated like other parts of language such
as syntax or grammar. In fact, it is only in the last quarter of the twentieth century that studies about this area of language have emerged. As such,
research studies about this aspect of second language learning are quite small and recent.
The aim of this essay is to present some difficulties that L2 speakers face when learning English phonology, to analyse the importance of phonology in
L2 speech and to discuss second language transference of L1 in the L2.
2.Difficulties
English phonology is a rather difficult part to master; this is due to various things:
In English the correspondence between symbols and sounds is not regular, but inconsistent.
... Show more content on Helpwriting.net ...
This occurs because children are able to create new categories for the L2 sound system. This ability, however, starts to decrease at the age of two and
stops when children reach puberty. Therefore, people who were exposed to the second language at an early age may achieve native–like proficiency,
but people who were exposed to the L2 language later on in life may not be able to attain native–like proficiency. However, while many studies have
demonstrated that children are able to learn second language phonology much more easily and rapidly, there are people who started to learn a second
language in adulthood and talk like a native speaker, and there are other people who started this process in childhood and were not able to achieve

Do Children With Phonological Short-Term And Phonological...
Waring, R., Eadie, P., Liow, S. R., & Dodd, B. (2016). Do children with phonological delay have phonological short
–term and phonological working
memory deficits? Child Language Teaching and Therapy,33(1), 33–46. doi:10.1177/0265659016654955
Background
Phonological delay is a label given to those individuals who have speech sound error patterns that are usually normal for younger children, but the
individuals with the delay have not yet mastered these phonological processes (Waring, Eadie, Liow, & Dodd, 2016).
Pre–school aged children include children ages 3 to 5 years old (Waring, Eadie, Liow, & Dodd, 2016).
Short–term memory is the process of information temporarily being stored in the brain (Waring, Eadie, Liow, & Dodd, 2016).
This article is credible because it was published in the Child Language Teaching and Therapy Journal. It was also found on the SAGE Journals online
database. The article was produced by researchers who come from well–known and respected universities around the world. The article was published
in 2016, and it is only one year old. This indicates that the information is current and up to date compared to other older findings in the field. The data
collection process is also thoroughly described in the methodology section of the article (Waring, Eadie, Liow, & Dodd, 2016).
Article Review This article discusses the differences between working memory and short–term memory in children who have either a phonological
delay or typically developing speech. It aims at discovering whether there is any other language or cognitive aspects that are involved in phonological
errors in children with phonological delay and the differences between phonological working memory and phonological short–term memory. This was
measured using various memory tasks and measuring each child's receptive vocabulary size (Waring, Eadie, Liow, & Dodd, 2016).
The subjects of this study are children that solely speak English and have typically developing speech and language skills and children that speak
only English and have a phonological delay. These children had to have a score greater than 85 on the CELF P–2, the Clinical Evaluation of Language
Fundamentals Preschool 2:

Comparing Literacy And Language Models
Success in education depends on how literate one is. Moreover, being literate is more than being able to read and write, rather it is the student's ability
to apply the skills taught effectively on a job, in society, and to further their education. "Students with strong literacy skills have promising educational
and career options, while most students with weak skills face a future of being undereducated and underemployed as they struggle with undeveloped
personal goals and unfulfilling, low–paying jobs" [Hock & Deshler, 2003]. Consequently, the ensuing paper will compare literacy and language models
used in a bilingual education program and will select models that would be useful in establishing a bilingual program.
Comparing Literacy and Language Models
"Literacy is defined as a social practice, meaning a form of activity through which we use text in culturally appropriate ways for specific purposes"
[Kern, 2000]. On the other hand, Neilson (2014) argues that "the power of literacy lies not just in the ability to read and write, but rather in a
person's capacity to apply these skills to effectively connect, interpret and discern the intricacies of the world in which they live" [Delvene, 2014,
para. 1]. Significantly, when these two perspectives are analyzed, literacy can be seen as a skill and a tool. Whereby, students, can possess the learned
skills and still be unable to utilize these skills in an informative way.
Letter and Sound Knowledge
For bilingual education

The Characteristics Of Grammar And Grammar In The Arabic...
PHONOLOGY AND SYLLABLE
The syllable and grammar for the second era are subject to be studied in commensuration with the phonology of the Arabic language in a
multi–linguistic scenario of community. This is due to the fact that most of the communications at the regional level are oral by nature. Thus, the
features of grammar and syllable cannot be ignored. It has been identified by Kahn (1976) that a mere hypothetical word "atkin" is not used and
identified in English but without a syllable. The arrangements of the letters neither assumed later and former use of letters. But, there is a central place
exists in few words; such as, "Caltex". Because of this, such types of words are not found easily in the English literature because of the placement and
arrangements of the letters in the word. The next matter of consideration is the segmental phonology rules; assimilation, length, neutralization,
affrication, use of consonant and vowels. These rules are considered in alignment with the syllables of the word. A Syllable can use the segmental
phonology rules; thus, the element of pharyngealization is observed rather than the use of other rules and practices. Moreover, the elements of rules are
determined through the use of various functions; hence, there is obstruent exist in English which are the factors talk about the placement of the letter
or the word. Lastly, the element of oral use and breaks of words is assumed as the innate centrifugal phenomenon of Arabic language in

What Is The Difference Between Phonetics And Phonology
English linguistics has many specialties. Whereas semantics about sentence interpretation and syntax is about sentence formation, phonetics and
phonology cover the field of sentence utterance. Phonetics is concerned with how the sounds are produced, transmitted and perceived whereas
phonology is concerned with how sounds function in relation to each other in a language. In what follows we will discuss the meaning of both phonetics
and phonology and show the difference between them in detail. Phonetics can be describe as the study of the minimal units that make up a language,
and it is also a branch of linguistics that deals with the sounds of speech and their combination, production, description, and representation by written
symbols– ... Show more content on Helpwriting.net ...
The similarity between them is that they are both a branches of linguistics and the two is dealing with the sounds structure and human speech sounds.
Moreover, they are used in language development, mostly in development of transcription and orthography, and it also said that phonology begins from
where phonetics ends which means that phonology is a continuation of phonetics. Therefore, without one the other cannot exist. So when we move to
the difference between them what will be found is that Phonetics is the term that for the description and classification of speech sounds whereas
Phonology is the term used for the study of the speech sounds that is used in a particular

Language, Phonetics And Phhonology And The Language Of...
The sounds of Language Phonetics and phonology It is a fact that syntax deals with sentence formation, semantics with sentence interpretation, and
phonetics and phonology with sentence utterance. Phonetics deals with how sounds are produced, transmitted and perceived. Phonology deals with
how sounds function in relation to each other in a language. The first one is about sounds of language while the second one is about the sound system
of language. Speech–sounds The natural or primary medium of human language is sound. A speech–sound is a phonetically distinct unit of speech.
There are huge speech–sounds called phones or segments. Phonemes and allophones A phoneme is a unit of sound that makes difference in the
meaning of a word. Phonemes are distinctive sounds in a... Show more content on Helpwriting.net ...
English language has that kind of rhythm called stressed–timed where stressed syllables occur in a sentence at fairly regular intervals of time even if
there are many unstressed syllables between them. Vocal folds vibrate with different frequencies when we speak and the faster they vibrate the higher
the pitch is. In English it does not make a big difference if you say words with low or high pitch they still remain the same meaning. Tone languages
are those languages where the pitch changes the meaning of words e.g. some African, Asian and Native American languages. In Mandarin Chinese /ma
/ can mean, among other things, 'horse' and 'mother', depending on the tone. The rise and fall of the voice in speaking is called intonation. In English
intonation helps the function and boundaries in syntactic unit and corresponds to punctuation in writing e.g. in He has gone has a falling intonation He
has gone? Has a rising intonation. Connected speech Till now the study of words was in isolation while in connected speech including weak and strong
forms, assimilation and liaison will be

What Are Phonetics and Phonology?
WHAT ARE PHONETICS AND PHONOLOGY?
Phonetics is the branch of linguistics that deals with the production of speech by humans and. Phonetics looks at the physical manifestation of
language in sound waves: how thers sounds are articulated and perceived. It is the science of speech sounds and the symbols by thich they are
shown in writing and printing. This science is based on a study of all the parts of the body concerned in making speech. It includes the positions of
the parts of the body necessary for producing spoken workds, and the effect of air from the lungs as it passes through the larynx, pharynx, vocal cords,
nasal passages and mouth.
Phonetics sounds (phones) are actual speech sounds classified by the manner and place of ... Show more content on Helpwriting.net ...
With its established methods and goals, it offers a wide spectrum of different views of nature and function of speech and speech communication
THE BRANCHES OF PHONETICS
Phonetics is the study of speech sounds. Although language is obviously composed of sound, speech sound came to be the main focus of linguistic
investigation only in the 20th century. 19th century linguists were more interested in written rather than spoken language. Only with the work of
Swiss linguist Ferdinand de Saussure in the early 20th century did linguists recognize the primacy of sound in human language and the secondary,
superficial nature of writing. As a result phonetics has therefore evolved into three main branches of type:
ACOUSTIC PHONETICS is the study of the physical properties of sounds, the air wave frequencies of which sounds consists. The frequency of
vibrations measured in hertz; volume of sound measured in decibels. Instruments used to measure and records speech sounds include the sound
spectrograph, which produces read outs called sound spectrograms.
AUDITORY PHONETICS is also called perception phonetics because it is the study of how sounds are perceived and recognized by the human ear
and brain.
ARTICULATORY PHONETICS is the study of how sounds are produced by the vocal apparatus. The flow of sound during any given speech act can
be divided into units of

Example Of Distinctive Feature Theory
Antonio, Ivy J.
2006 – 45935
English 207: The Structure of English
On the Distinctive Feature Theory: A Critique and an Evaluation
I. Phonology
.....
a.The feature theory was most famously developed for phonology by Trubetskoy (1939), with significant extensions by Jakobson, Fant and Halle
(1952) and Chomsky and Halle (1968). In this paper, the history of each feature theory will be summarized and the main arguments of each theory
outlined. Each theory will then be critiqued and evaluated with the end point establishing which among these feature theories would be most necessary
to use in doing phonological analysis.
II. Distinctive Feature Theory
A.Trubetskoi's Binary Oppositions
Nikolai Trubetskoi (1890 – 1938)'s GrundzГјge der Phonologie (1939) used the term opposition to refer to a pair of speech sound that are distinctive,
or contrastive. His was the first attempt to provide a universal framework that are exploited for phonological proposes in the languages of the world. In
his version of the distinctive feature theory, the system of phonemes was not considered as merely an inventory, in that the phonemes cannot be studied
in isolation, but rather, in relation to ... Show more content on Helpwriting.net ...
The book provides explanation of the patterns of sounds within a language by reference to phonological features in a speaker's mind. There were
twenty–four binary features with emphasis on articulatory definitions. In the book, features are used in phonological rules, setting the scene for
Generative Phonology. It has taken a mentalist approach in that phonetic representations are mentally constructed by the speaker and hearer. What is
perceived depends on: physical constitution of the signal, hearer's knowledge of the language and extra–grammatical factors. It is also in this work
wherein the features are considered to establish natural

Difference Between Phonology And Phonemic Awareness
The terms phonological awareness and phonemic awareness are used interchangeably .Phonological awareness represents a range of manipulation and
detection skills across different sizes of sound pieces. Phonemic awareness, however, specifically refers to the ability to manipulate and detect the
smallest sound pieces in words (the phonemes). It refers to the ability to manipulate the phonemic structure of an utterance independently from its
meaning. It is the awareness that words are composed of smaller units, that alliteration is when words begin with the same sound segment, and that
rhyming is caused by words ending with the same sound segment. Therefore, it refers to the auditory task of identifying, distinguishing between, and
working with an utterance at the level of larger units such as words, and syllables, or at the level of smaller units, such as phonemes. It also includes
awareness of speech sounds at all levels including word, syllable, onset rime or phoneme. Phonemic awareness is an advanced stage of phonological
awareness, defined as the ability to recognize that a spoken word consists of a sequence of phonemes. It is the capacity to isolate word segments, such as
Phonemic awareness is an understanding of spoken language. Phonological awareness entails understanding of spoken language and involves tasks
such as rhyming words; comparing initial sounds; determining the number of phonemes in a word; identifying two sections in a compound word and
separating syllables. Phonemic awareness includes tasks of individual phonemes or within words such as blending, deleting, substituting and moving.
Townend (2000) clarifies that phonological awareness is the accurate perception of all the individual sounds, or phonemes, within a spoken word. It
also includes the perception of relationships between sounds, such as

What Are The Rules Of Phonology
Rules of Phonology
The easiest way to understand what the rules of phonology are for is that it translates phonemes to the real sounds, called allophones. Whatever we
utter or produce using our vocal chords are allophones, which has physical entities to it. While, phonemes are what is received by the listener that has
mental entities and are representative. The classes of phonemes that are bound to these rules are: voiced consonants, rounded vowels, nasals, sibilants
and etc. The existence of variations in every language makes the phonological rules important to maintain recognizable words. Therefore, the rules of
phonology are used to show the patterns of distribution of sounds in a particular language which might vary in different languages. In the rules of
phonology, there are several feature–changing rules that change the value of a certain component feature of a sound. For example, the feature of a
sound could change from non– nasal to nasal or from short to long. Presumably, different languages have different rules, but some are very common in
every language. Among these feature–changing rules are assimilation rules. Assimilation can be defined ... Show more content on Helpwriting.net ...
Among them is the voicing assimilation, which can be defined as the originally voiceless sound picked up the feature voiced from another sound. For
example, the word "roses" is pronounced as [rЙ™КЉzЙ™z] that shows the voiceless / s/ picked up the voiced feature of / z/. Next, there is a
devoicing feature changes in assimilation. On the contrary of voicing, the voiced sound picked up the voiceless feature of another sound which
reportedly common when speakers pronounced the phrase "have to". Originally in English, the "have" ends with the voiced phoneme / v/, [hГ¦Лђv t НЄ
uЛђ] and the word "to" begins with the voiceless / t/. If some speakers devoiced / v/ into / f/, it can result in the pronunciation of

Cyc Observation In Children
Visiting the Center for Young Children on campus allowed me the opportunity to incorporate and observe some of the classroom knowledge I've
learned in motion in a real life environment. I was able to observe a young a group of children varying in age from three to four. Children also varied
in ethnicity and races making for a somewhat diverse arrangement for my observation. I was able to see examples shown in class manifest itself in this
environment with each child. Having knowledge about semantic, phonological and morphological development, this essay will draw correlations
from in class examples to my real life scenarios observed from my CYC visit. I will correlate each development examples by first identifying the
characteristics and key ... Show more content on Helpwriting.net ...
Vowels specifically seemed to be the strongest being the most stressed when pronounced among children in normal conversation. Vowels are made
with an unobstructed vocal tract and I found that these speech sounds where the easiest to produce for the children. I also observed a child trying to
pronounce the world yellow but still having trouble making the /y/ and it sound coming of as more of we–llow. Protowords are words children make
up on their own and was one of the few things I thought I would observe. Unfortunately I was unable to find one protoword that was clearly not a
word commonly used. I found this interesting as maybe they no longer used protowords but I decided against that idea by correlating it to the short
amount of time and was unable to catch a glimpse of a child using a protoword. The concept of cluster reduction in which a syllable is unstressed and at
time forgotten was also another aspect I felt would have been every common to occur but was not able to observe a word. What was observed was the
use of the word "that" substituted with the consonant /d/ to make the sound like "dat". With the sound /th/ being found under the fricatives I assumed
the child avoided using the correct sound due to the complexity of the syllable structure.
Semantic development is the process of learning words and their meanings while creating a connection to the two. Usually studied

Primary Study Summary
Primary Study Summary
Introduction & Hypothesis Previous to Cao, Brennan, & Booth (2015), various studies have examined the relationship between acquisition of reading
skills and neuronal activation. Despite the extensive evidence that there are dynamic changes in systems where adaptation takes place, it is still
unknown to what extent the acquisition of fundamentally different languages results in differing brain networks. The current study proposes the
hypothesis that learning to read leads to a growing divergence between different orthographies with increased experience. The legitimacy of the
hypothesis is supported by the fact that alphabetic orthographies (i.e. English) use highly frequent mapping between letters (graphemes) and sounds ...
(2015), the focus of the research expands on previous findings that there is a modulatory role of primary language in learning to read a secondary
language. The phonological aspect is of particular concern as the researchers distinguish between addressed and assembled phonologies. Known as the
dual–route model of word learning, assembled phonology (i.e. grapheme–to–phoneme mapping) is typically utilized to read unfamiliar words whereas
addressed phonology makes use of the relationship between the visual appearance of words and their sounds, and is consequently employed for
familiar word reading. Due to the differences in orthography between English and Chinese, it is unsurprising that alphabetic languages emphasize
assembled phonology while logographic languages, without letter–phoneme mappings, rely on addressed phonology. As found in Cao, Brennan, &
Booth (2015), existing research indicates that cognitive and neural mechanisms can be shaped by native language. In Mei et al. (2015), the
assimilation–accomodation hypothesis essentially posits that these influentially developed neural mechanisms will inevitably affect the processing of a
second language. The present study adopted a Korean artificial language training paradigm in order to examine the potential differences
hypothesized to exist between native English speakers and native Chinese speakers. The recruits consisted of 42 native Chinese speakers and 43
native English speakers, neither of which had prior experience with the Korean language. Within both samples, participants were divided in terms of
the type of training (i.e. addressed phonology vs assembled phonology). A total of 120 artificial language words were used. They were divided into
two groups of stimuli in which some were trained words and others were not trained words (in order to detect the transfer of learning). Participants
were asked to read each presented word with haste and precision in mind. Data was collected through an

The Relationship Between Phonology And Morphology
3.The relationship between Phonology and Morphology.
The relation between the distribution of phonemes and grammatical units such as morphemes and words is therefore an aspect of the interface between
Phonology and morphology. Both Phonology and Morphology study various patterns in languages all over the world. Considering the similarities of
these fields, both are engaged in the scientific analysis of languages. Both are sub branches of Linguistics and without studying Phonology, one cannot
move on to Morphology. There is an inter–relationship between these subjects. For differences, we can identify that Phonology mainly concentrates on
sound systems of a language while Morphology pays attention to the word and the morphemes of a language. (Booij, 2007)
Then, in general, the interaction between phonology and morphology can be illustrated into at least four points:
1–Phonological rules may precede the morphological rules. Therefore, phonemes are considered to be the basic units of speech sound by which
morphemes are represented. According to Kiparsky (1985), there are two common word–internal phonological domains, level 1 or the stem level, ...
Its pronunciation varies between [s], [z], and [ЙЄz], as in maps, games, and glasses respectively. A purely phonological realization would most likely
assign to these three ending phonemic representations /s/, /z/ or /ЙЄz/. On a morphophonological level, however, they may all be considered forms of
the underlying object //z//, which is a morphophoneme. The different forms it takes depend on the segment at the end of the morpheme to which it
attaches: the dependencies are described by morphophonological rules. The behaviour of the English past tense ending "–ed" is similar, it can be
pronounced /t/, /d/ or /ЙЄd/, as in worked, bobbed and loaded respectively. (Hargus, & KaisseвЂЏ, 1993) and (Hayes,

Phonology
1 Introduction:вЂЁ Phonology is the study of how sounds function within a given language. The study of English phonology for our purposes can be
divided into two broad approaches: segmental and suprasegmental. вЂЁSegmental phonology is a bottom up view of phonology which deals with the
individual sounds which make a difference to meaning. These are called phonemes and their effect can be seen clearly in the following example: *
Red (colour). * Read (past tense of the verb to read). * Read (present tense of the verb to read). вЂЁ The pronunciation of 1 and 2 is the same; they are
homophones. The spelling of 2 and 3 is the same; they are homographs. All three examples are made of 3 distinct phonemes /r/... Show more content on
Helpwriting.net ...
The English diphthongs are:
Tripthongs also exist. These are diphthongs followed by a schwa /Й™У™/. Some examples of tripthongs are shower, lower, lawyer. The schwa is the
most common phoneme in English. Essentially it is the default unstressed or weak vowel sound. In British English, the schwa can be found at the end
of all words ending "er" (e.g., father, mother); note that we do not pronounce
4
To illustrate the schwa, imagine your mouth as a car gear box. The schwa is the sound where neutral would be in a gear box.
в€‚
The schwa also occurs in the middle and at the beginning of words and holds the key to many of our students' listening problems. Task 3: What
difficulties can the schwa (or other weak sounds) cause in your teaching context? How do you deal with these difficulties?
Stress–timing and syllable–timing
English is said to be a stress–timed language. This means that the timing between stressed words is regular. Crucially, however, the number of syllable
between stresses is not regular (like in Italian – which is syllable timed). The most common illustration of this is the following exercise:
5
At a normal pace (not too fast) try counting:
One TwoThree Four
Now add the word "and".
One and Two andThree andFour and
Next add "then"
One and thenTwo and thenThree and thenFour and then

Finally, add "a"
One and then a Two and then a Three and then a Four and then
What you should notice is

The Importance Of Language And Literacy
Language is universal with many dialects across the world. Many people consider language as being spoken or written, but it is much more than
that. It can be viewed as unchanging and conventional, or regarded as dynamic and changing. Language and literacy can be analysed and examined,
broken down to reveal how it is made up of all its intricate parts that form language. The impact of language in different perspectives, affect people
in their daily lives, either in a good or bad context. Language has developed over time, and we now live in a digital world. This has affected people in
a social and business life, diversifying how language is communicated. Language has many functions and roles. In the past, theorists have debated how
language is developed, be it behavioural, cognitive or linguistic. Language is a form of communication that it is a complex and a unique human quality
that is diversified throughout the world.
From the illustration of "Language is very like a fish?" (Grugeon and Gardner 2000, p105) it explores the concept of language being likened to a fish.
We can dissect language as a physical/material object into sections, to further enhance our knowledge and understanding of theword "language". Gee,
P. & Hayes, E. (20011, p6) states that, "We can view language as something physically present in the world. It is present in the form of speech, audio
recordings, and writings. In this sense language is a material object". When we look around the classroom we can

Disadvantages Of Phonology
INTRODUCTION
In India the current scenario is changing very fast, it is absolutely critical that every child has the fullest opportunities to become an accomplished
reader. It is important that every member of society should able to read and write. Without these skills, a person will have to face enormous social,
personal, and economic limitations in today's complex and information–flooded world. In the current situation, demands for accurate reading & writing
skills are greater now than at any previous time in history.
Phonology, broadly speaking, is that sub discipline within linguistics concerned with "the sounds of language". More narrowly , phonology proper is
concerned with the function, behaviour and organisation of sounds as linguistic ... Show more content on Helpwriting.net ...
The process of reading development has different levels of phonological awareness within words: syllables, onsets and rimes, and sounds. Good
readers look for familiar "letter patterns" as one strategy when attempting to decode or spell unfamiliar words–they use familiar sound chunks from
known words, not just individual sounds (Bradley, & Bryant, 1983; Lenel & Cantor, 1981). Thomas Gunning 1974 reported that students look for
"pronounceable word parts" .This "chunking / grouping" of sounds makes the reading and writing process much more effective and efficient. This
letter pattern learning is based on familiar syllable or rhyme patterns as well as sound clusters and individual sounds. This ability helps child to find
out inside words for syllables, rhymes, and individual sounds. Child has to segment, blend, and manipulate syllables, onset and rime, and sounds of a
particular word; this ability makes the child successful in using letter–sound knowledge effectively for reading and writing (Bradley, & Bryant, 1983;
Lenel & Cantor, 1981; Maclean, Bryant, & Bradley, 1987). The phonological awareness skills of segmenting and blending are the most highly
correlated with beginning reading acquisition (Snow 192).
Students who may be at risk for reading difficulty often have poorer levels of phonological awareness than others (Stanovitch Cunningham, & Cramer,
1984). Although related, phonemic awareness is different from auditory discrimination, phonetics, and phonics. The young child has the ability to
notice, mentally grab hold of, and manipulate different sound smallest chunks of speech (Hodges & Harris, 1995; Tunmer, Herriman, & Nesdale, 1988;
Yaden & Templeton,

The Difference Between Phonetics And Phonology
Language is a human attribute. People are able to exchange knowledge, information, opinions, beliefs, wishes, and promises through language. It has
been defined as a system of communication based upon words and combination of words into sentences. The systemic study of human language is
defined as linguistics. It is concerned with the nature of language and communication. It includes diverse disciplines, for examples, phonetics,
phonology, syntax, and semantics. The research will focus on the phonetics and phonology and how they study the sound system of the language but in
a different way. In addition, we will discuss the definition of phonology and phoneme and the difference between phoneme and allophone besides
illustrating some of the phonological rules. ... Show more content on Helpwriting.net ...
phonetics is the study of human sounds, describing and recording the sound language. The study of phonetics is not only to indicate the difference
between the written and spoken language but it is about describing the sounds that are made when we articulate a word. On the other hand, phonology
is the description of the system and patterns of speech sound; based on a theory of what every speaker of a language unconsciously knows about the
sound patterns of that language. In addition, Phonology is concerned with the abstract or mental aspects of sounds in language. Compare to phonetics?
Phonetics is the physical properties of speech sounds, for example, how the sound is physically produced. Phonology serves as the underlying design
for all the variations in different physical articulations of a sound type in different

Analysis Of The Basque-American Indian Pidgin
The Basque–American Indian pidgin found in the north–eastern part of North America was first documented in the early seventeenth century. Although
it is believed to have first been used in the sixteenth century, this was the first time that there was recorded documentation of someone experiencing the
pidgin. The pidgin was created between the Basque people of Spain and France and the American Indian people of North America. The pidgin is
believed to be composed from a lot of Basque words and influence and the different languages the native people spoke. The native people spoke
variations of the Algonquian language, and their influence is also seen in the pidgin. The pidgin was mostly spoken between the Basque people and
the native people, although the native people also used it when speaking to visiting Frenchmen. The Basque people were mostly seafarers and
sheepherders, while the native people were mostly hunters and farmers. When these the two groups met it was usually to conduct trade of some sort.
The Basque–American Indian pidgin was a pidgin used to help the Basque people and the native people to communicate. Before going into the
linguistic portion of the analysis, we need to talk about the pidgin itself and how it came to be. That is; what the superstrate and the substrate of the
pidgin are. Based on my analysis of the phonology, morphology, and lexicon I have come to the conclusion that the superstrate of the pidgin was the
Basque language. This

Overview Between Phonetics And Phonology

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Overview Between Phonetics And Phonology