This document discusses distinctive features in phonology. It begins by defining distinctive features as phonological elements that help identify phonemes in a distinct manner from other sounds. It then provides examples of distinctive features for various English sounds like /p/ and /b/, discussing features like voicing. The document also classifies distinctive features into major features (e.g. sonorant), primary features (e.g. place of articulation), and secondary features (e.g. nasal). Finally, it provides a table analyzing the phonological features of various English sounds like /p/, /l/, /i:/, etc.
Phonological rules in the English Language.
A comparison of narrow and broad transcription is summarized.
A definition of phonological rule and specific examples of common rules of the English language with words that illustrate each.
The phoneme can be defined as "the smallest contrastive linguistic unit which may bring about a change of meaning" (Gimson, A.C. (2008), Cruttenden, A., ed., The Pronunciation of English (7 ed.)). This definition can be clarified by a practice called minimal pair which is listing pairs of words which are different in meaning and phonologically distinct only in one phonological element.
Minimal pair can be illustrated in the following examples:
The words "pin" /pɪn/ and "pan" /pæn/ are different only in their middle sounds i.e. /ɪ/ & /æ/. Therefore the sounds /ɪ/ & /æ/ are considered to be different phonemes.
The words "pill" /pɪl/ and "bill" /bɪl/ are different only in their initial sounds i.e. /p/ & /b/. Therefore the sounds /p/ & /b/ are considered to be different phonemes.
An allophone, on the other hand, is one of a set of multiple possible spoken sounds (or phones) used to pronounce a single phoneme. It can be considered to be variations of a phoneme and doesn't change the meaning of a word.
e.g. the phoneme /p/ in the word "pill" /pɪl/ can be aspirated [pʰɪl ]. So the aspirated [pʰ] is considered to be the allophone of the phoneme /p/
Phonological rules in the English Language.
A comparison of narrow and broad transcription is summarized.
A definition of phonological rule and specific examples of common rules of the English language with words that illustrate each.
The phoneme can be defined as "the smallest contrastive linguistic unit which may bring about a change of meaning" (Gimson, A.C. (2008), Cruttenden, A., ed., The Pronunciation of English (7 ed.)). This definition can be clarified by a practice called minimal pair which is listing pairs of words which are different in meaning and phonologically distinct only in one phonological element.
Minimal pair can be illustrated in the following examples:
The words "pin" /pɪn/ and "pan" /pæn/ are different only in their middle sounds i.e. /ɪ/ & /æ/. Therefore the sounds /ɪ/ & /æ/ are considered to be different phonemes.
The words "pill" /pɪl/ and "bill" /bɪl/ are different only in their initial sounds i.e. /p/ & /b/. Therefore the sounds /p/ & /b/ are considered to be different phonemes.
An allophone, on the other hand, is one of a set of multiple possible spoken sounds (or phones) used to pronounce a single phoneme. It can be considered to be variations of a phoneme and doesn't change the meaning of a word.
e.g. the phoneme /p/ in the word "pill" /pɪl/ can be aspirated [pʰɪl ]. So the aspirated [pʰ] is considered to be the allophone of the phoneme /p/
Phonetics and phonology are both linguistic fields that are interested in the role of sound in language. The importance of learning phonetics and phonology for someone whose first language is not English is paramount.
Learning phonetics will help a foreign speaker sound more like a native speaker by making them aware of the different sounds that English makes use of.
A presentation prepared in this regards is being shared herewith for the records and general sharing. :)
Children literature: A Potent Tool in the Hands of Absentee ParentsIyabode Daniel
Children literature remains the focus of discussions among those concerned with the positive socialisation of children within the African society. However, how it can serve for the socialisation of children by the home has not been clearly understood. This paper discusses the tangible role children literature can play in the socialisation process. It specifically focuses on the way the absentee parent(s) can effectively use children literature as a tool of child training. It outlined the nature of children literature as it exists in the Nigerian society. It identified some important techniques such as didactism, journey motif, child abuse, characterisation, etc., which writers use to convey their messages in Nigerian children literature. It identified how writers use aesthetics to attract, keep and teach children the needed morality in the society. It concludes by outlining the way that the teacher/parent can effectively bring to life children literature to youngsters and thus engage it for positive socialisation of children within the African social milieu.
Proverbs have usually been considered the preserve of the elders in the society because they are seen as the repository of the wisdom of the race. However, the creativity that comes with the youthful incursion into proverbial expression is not considered a serious communicative occurrence in Nigeria. This paper thus investigates the use of proverbs as a sign of communicative creativity by the youth as well as linguistic dynamism. Ethnographic and linguistic instruments were employed in investigating different proverbs from a Nigerian language, Yoruba. The original proverbs and their post-proverbial forms were presented and the essence of modern adaptation as a feature of linguistic dynamism as well as communicative creativity were presented. It is argued that this linguistic posturing exposes the communicative dynamism that exists in Nigerian languages to fit into the postmodern context and relevance of proverbs in the twenty-first century world of the Nigerian society.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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2. What are they?
These were developed following Chomsky and Halle (1968).
They are phonological features that phonemes have that help us
identify them in a distinct manner from other sounds that may be in
their category.
These features are usually peculiar to the particular sounds in a
manner that no other sound can share them.
This is why they are called distinctive.
3. Nature of DFs
In the course of producing a sound, some features help us narrow them
down to particular phonemic forms in English.
These elements are usually phonological in nature.
The idea is that of identifying what contrasts one sound from the other.
This contrasting feature is peculiar to that sound
Others with the same phonetic features will not share that particular
element or at least not in the same way.
4. Difference between DFs and
Phonetic Descriptions
Phones are elements that are produced as sounds.
They have places of articulation and manners in
which the airstream that produced them are
released
These are essentially phonetic description of the
sounds
5. Difference cont’d
DFs are different because they are phonological
elements in operation.
They have to do with descriptions in terms of the
phonological operations on the sound
They are specific details that describe the sounds
in fully.
6. Examples
Let us exemplify
Example of /p/ and /b/
The sounds are both produced at the same points of articulation … (student to name)
They have the same manner of articulation … (student to provide)
However, they are different sounds. How do we determine that? (Minimal pairing)
/pil/ /bil/ /_il/ the two sounds can both fill the empty slot in the same position.
/pein/ /bein/ /_ein/ once again, the same empty slot can be filled with both sounds.
This shows they are not allophonic variants but different phonemes. (You will learn more about this in
phonological processes)
7. So what is the ‘problem’? Why are they different
if they share so much in common?
PHONATION
one sound is +voice and the other is -voice
It means that the two sounds are distinct in
terms of voicing.
8. Identifying DFs
The sounds could be distinctly determined in terms of one feature.
The phonological features are described in terms of their being present
or absent. The particular feature could be absent or present in a
particular sound.
The are described in binary terms. It is either a plus or minus the
feature. The signs [+, -] are used to indicate the presence or absence
of the feature.
These features are actually PHONOLOGICAL in nature.
9. Some Practice
Identify DFs in the following sounds: /s, z, m, n/
/s, z/ both oral sounds, so nasality absent = [-nasal]
/m, n/ both have nasality present = [+nasal]
/s, z, n/ all alveolar sounds = [-labial]
/m/ lips involved in its articulation = [+labial]
/s/ produced with glottis open = [-voice]
/z, m, n/ glottis narrowed and vibrating = [+voice]
10. In this way, different features are identified and
help us to describe the sound in definite terms
following its phonological behaviour.
Describe these sounds, identifying some
features that make them distinct, using the
binary indicator: /p, b, h, t, d, ŋ/
11. Classifying the Distinctive
Features
There are major features
There are also primary features
There are secondary features
These features are indicated within the
framework of phonetic description.
12. Major Features
Sonorant: these have spontaneous voicing. E.g. vowels, approximants, nasals
Non-sonorant: also called obstruents. spontaneous voicing not possible. They have both voiced
and non-voiced elements. Plosives, fricatives, affricates
Vocalic: In producing them, no obstruction at any point. Eg, vowels, semi-vowels /r, l/
Non-vocalic: there is obstruction in the production process. Eg, nasals consonants, non-sonorants,
Consonantal: There is obstruction at some points in the vocal tract, as narrow as in fricatives and
approximants.
Non-consonantal: No obstruction is possible in their production. Eg, vowels
13. Cavity Features
Anterior: these sounds are produced with obstructions in front of the palato-
alveolar region. Eg, labials, dentals, alveolars.
Non-anterior: The sounds are made before the alveolar region. Eg, palato-
alveolar, velar, glottal,
Coronal: blade of the tongue is raised upwards from its neutral position. Eg,
dentals, alveolar, palato-alveolar.
Non-coronal: the blade of the tongue is not raised above the neutral position. Eg,
labials, palatal, velar, vowels.
Neutral position is the /e/ position.
14. Tongue Features
High: when the tongue is raised above the neutral position. Eg, palatals, velars, high (close) vowels
Non-high: when the tongue is not above the neutral position. Eg, labials, glottal, central and low
(open) vowels
Low: the tongue is below the neutral position. Eg, low (open) vowel /a:/, glottal /h/,
Non-low: when the tongue is not lowered below the neutral position. Central and high vowels,
labials, alveolars, palatals, velars
Back: Tongue is retracted backwards from the neutral position. Eg, velars, back vowels, etc.
Non-back: when there is no retraction of the tongue. Sounds in front of the velar. Eg, labials,
dentals, alveolars, palatals, central and front vowels
15. Lip Posture
Round: when the lips get rounded and narrows the
lip orifice. Eg, back vowels, velar approximant /w/ as
well as labialised sounds.
Non-round: such rounding does not occur. Eg, all
front, central and low (open) back vowels, coronals,
palatals, alveolars, and non-labialised velars.
16. Secondary Aperture
Features
Nasal: velum is lowered to allow airstream pass
through the nose.
Non-nasal: velum is not lowered for its
production. Oral articulation of sounds. All oral
sounds are produced in this manner.
17. Manner Features
Continuant: there is no total blockage of air at the point of articulation.
Eg, fricatives, approximants
Non-continuant: there is blockage of airflow at some point in the
constriction of the articulatory organs. Eg, plosives and affricates
Delayed release: the air is gradually released after its obstruction. Eg,
affricates /t∫, dʒ/
Non-delayed release: obstructed air is released instantaneously. Eg,
plosives.
18. Phonation Features
Voiced: there is the vibration of the vocal cords in its production. Eg, all English
vowels, voiced consonants in English
Non-voiced: there is free passage of air through the glottis. Eg, voiceless
consonants, devoiced vowels and consonants
Note: remember that DFs are phonological features. So, such devoiced
consonants and vowels can occur due to environmental conditioning.
You will learn about this in the phonological processes.
19. Distinctive Features of English Sounds
Let us do some practice
p l i: m d k a:
Sonorant - - + + - - +
Consonantal + + - + + + -
Vocalic - + + - - - +
High - - + - + + -
Low - - - - - - +
Back - - - - + + +
Voiced - + + + + - +
Nasal - - - + - + -
20. TABLE OF PHONOLOGICAL
FEATURES OF ENGLISH
The full table could be accessed in: Introductory
Phonetics and Phonology of English (2011) by
Iyabode Omolara DANIEL.
21. Some Sample Tests
Draw and label the consonant chart of English.
Give the phonetic description of the following sounds of English: /𝜽,
∫, t, v, 𝜀, ǝu, ʒ, ŋ, h, b/
Give the possible minimal pair of the following initial and final
consonants as used in these words:
fix, dent, duel, lift, chalk (initial)
pit, game, take, Shane, stride (final)