This file is created for English literature students in universities especially for BA students. It is adapted from The study of language by George Yule. I hope this will help you
This file is created for English literature students in universities especially for BA students. It is adapted from The study of language by George Yule. I hope this will help you
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.
LING 100 - Review on Phonological AnalysisMeagan Louie
LING 100 - Review on Phonological Analysis
Slides for a LING 100 tutorial class geared towards a explicitly identifying a process one can take to answer the question "Are these separate phonemes, or allophones of the same phoneme?"
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.
LING 100 - Review on Phonological AnalysisMeagan Louie
LING 100 - Review on Phonological Analysis
Slides for a LING 100 tutorial class geared towards a explicitly identifying a process one can take to answer the question "Are these separate phonemes, or allophones of the same phoneme?"
It is a common question as to why do the new learners of English need to study Phonetics. The discussion to answer this question dates back to the late 19th century and sufficient evidence has been provided to prove that the need of studying Phonetics by the learners of English as Second Language is synonymous to acquiring communicative competence in the target language. This small presentation reviews the need and importance of Phonetics in Learning English as Second Language.
1/The word “ Phone” means sound and “tics” means scientific or systematic study of something. So we can say that Phonetics means scientific or systematic study of human speech sounds.
Phonetics is general study of all human speech sounds and how they are produced, transmitted and received.
2/Phonology is the study of the sound system of particulars human languages, include dialects and other language varieties.
STUDY OF ACOUSTIC PROPERTIES OF NASAL AND NONNASAL VOWELS IN TEMPORAL DOMAINcscpconf
There has been considerable amount of work done in exploring the acoustic correlates of nasalized and non-nasalized vowels in the frequency domain. Nasalized vowels are characterized by the presence of extra pole-zero pairs near the first formant region and across thespectrum. Several other automatically extractable acoustic features have been proposed by researchers across the globe. This area has not been explored much in the temporal domain. In this study we have tried to find quantifiable differences/similarities between the nasal and non-nasal vowel /a/ in the temporal domain at the pitch synchronous level. The results show significant differences between nasalized and non-nasalized vowel /a/
Study of acoustic properties of nasal and nonnasal vowels in temporal domaincsandit
There has been considerable amount of work done in exploring the acoustic correlates of nasalized and
non-nasalized vowels in the frequency domain. Nasalized vowels are characterized by the presence of extra
pole-zero pairs near the first formant region and across the spectrum. Several other automatically
extractable acoustic features have been proposed by researchers across the globe. This area has not been
explored much in the temporal domain. In this study we have tried to find quantifiable
differences/similarities between the nasal and non-nasal vowel /a/ in the temporal domain at the pitch
synchronous level. The results show significant differences between nasalized and non-nasalized vowel /a/.
, Phonological systems are rule-governed; that is, they operat.docxdurantheseldine
, Phonological systems are rule-governed; that is, they operate according to certain rules and are
: manifested as patterns.The word used for individual speech sounds is phones, and the study of the
; characteristics, or features, of phones of all languages is called phonetics (Yule, 2010). Although the
I focus is on the English sound system, it is important to note that each language is systematic in its
patterning, and that although similarities exist across all languages, differences abound.
Phonology
The study of the sound system of languages, called phonology, helps teachers understand many
challenges English learners (ELs) face, both in hearing and producing the sounds of a new language.
This knowledge also assists teachers in diagnosing errors second language (L2) readers typically
make when reading aloud and in predicting how this affects comprehension, accuracy, and fluency.
This section is fundamental to an understanding of linguistics because it introduces a number of
important concepts that are revisited at other levels of language. The first section is on the basic con
cepts of phonology; the second is about the consonants of English; the third provides an overview of
the English vowels; and the fourth is about suprasegmentals, the phonological phenomena affecting
pronunciation at word and phrasal levels. An examination of the learning processes involved when
a learner encounters a new language is presented along with activities to support educators and
students in discovering the characteristics of how the sound systems function, as well as ways to
apply knowledge of phonology to help students overcome difficulties. See Figure 5.1.
g
"i,':
.§
~
_;;
Sounds
l--- --L-..-.
~
~'------........-'
=
j
_;;
..... = = "' @
Intonation
Word stress
Rhythm
Features of
connected speech
Figure S.1. Phonology.
-[ill-
A uniYersal concept across languages is the phone, or sound, as represe:-.?.:: ::-- .:. ..=~ o:::- 0::.~er 5;-::-.::... "
between brackets, such as [p ]. Note that [pl between brackets represents ti-.E s.:::. ~ 2..:'".i ~~ 'p ' in si.-.~
quotation marks represents the letter. The concept of phone is a uni\·ersal o:-.e: a _e::cr or other syrr.x_
in brackets indicates thatit is part ofa system that includes all the world's languages. The Intemationa..
Phonetic Alphabet (IPA) includes all these phones using a unique symbol for each sound.
The sound of [p] in English actually has three different variants, the aspirated [p] in 'pit', fr.:c
unaspirated [p] in 'shopping' and the unreleased [p] in 'stop'. Even though English has these ya::
ants, called allophones, of [p ], they are still the same phoneme. That is, the same symbol is used.::
represent all the variants of [p] for English. A phoneme is represented by a symbol that includes L
possible variants (allophones) of a particular sound in a particular language, and is written ben..,·ee:
slashes, as in / p /. Aspiration o.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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.
2. Distinctive Features- different
systems and implications
Phoneme----basic sound unit of a
language
Each language has a finite set of
them.
Eg: English: 45 phonemes
The phoneme is produced by a set of
articulatory and phonetic maneuvers
that have distinct articulatory and
acoustic properties.
3. Therefore phonemes are a bundle of
articulatory and acoustic features.
Linguists have attempted to device a
set of universal phonetic features
called distinctive features that may be
used to analyze the sounds in all the
world language into units smaller than
the phoneme.
4. These DF are the ‘atomic’ constituents
of sound segments that cannot be
broken down any further
(Jackobson’49)
5. Distinctive Feature theory---- R–
Jakobson (1940)
Over the years many different
Df system have been developed.
7. Each sound
A unique set
of features
No two sound segments, by
definition, may have exactly
the same set of features.
The term binary is used in most distinctive
features analyses to indicate the similarities and
differences between sound segments
8. Eg: /k/ vs /g/
/k/ /g/
+ consonantal
- vocalic
- voice
+ consonantal
- vocalic
+ voice
Voicing is the only feature that distinguishes
/k/ from/g/.
9. Most of the DF systems
proposed Binary
Peter Ladefoged (‘71.’93) Multivalued
features.
10. Eg of multivalued features includes
using 1,2,3,4, to distinguish b/w
differences in vowel height. Thus [æᵆ]
is considered 1, while [i] is 4
(Ladefoged, 93)
11. DF systems by various
researchers
Consonant Feature systems:
Jakobson, Fant and Halle (1951)- this
method of analysis was based on
acoustic features, mostly utilizing the
spectrographic representations of
sounds and proposed 12 binary
universal features. However only 8/12
features were used to describe 21 Eng
consonants.
12. 1) vocalic/non vocalic- all vowels and
semivowels are vocalic and is marked
by the voice source.
Can be represented on a spectrogram
by clear formants in the lower 1/3rd of
the speech frequency region.
All consonants except/l/ are non
vocalic
13. 2) consonantal/ non consonantal:
Opp of vocalic/ non vocalic feature
Ie, non vocalic are consonantal and
vocalic are non consonantal.
All consonants of English are non
consonantal, except /h/. All vowels are
non consonantal.
14. 3) compact/ diffuse: the basic
distinction between the compact and
diffuse features is in terms of the
location of the energy. Ie the
frequency regions of the speech
sounds.
Compactness
diffuseness
The concentration of energy in one
central frequency region
Trace of one or more frequency
concentration in the non central (ie
low or high or both) frequency region
15. 4) grave/ acute: diffuse consonants
with energy concentrated in the upper
portion of the speech frequency region
are called acute.
Diffuse consonants with energy
concentrated in the lower portions of
the speech frequency region are
called grave.
/p, b, f, v, m/ are grave consonants.
/t,d,r,s,z,n/ are acute consonants.
16. 5) nasal/ oral:
nasal
Narrow band of energy at
a very low frequency
(approx 200Hz)
(/m,n,ŋ/
Nasal resonance
Oral
consonants
Relatively high energy
at 2500 Hz.
All other consonants except
/l/ and /h/ are oral where
primary resonating cavity is
the oral cavity
17. 6) tense/ lax: tense consonants have
larger duration and greater strength of
explosion than lax counterparts.
/p,t,k/ are tense where as /b,d, g/ are
lax. Voiced are lax and voiceless are
tense./h/ does not have a lax counter
part.
18. 7) continuant/ Interrupted- considered as
envelope feature. Therefore there is
smooth envelope of energy or smooth
onset of energy for continuant
consonants and an abrupt envelope of
energy for interrupted consonants.
The continuant consonants are /f,
v,s,z,∫,Ɵ,Ʒ/
Interrupted consonants are /
p,t,k,b,d,g,ʧ,ʤ/
These features do not apply for /m,n,ŋ,
l,h/. All fricatives are continuants and all
oral stops and affricates are interupted.
19. 8) strident/ Mellow: sounds with
irregular or random ditribution of
waveform are considered strident
eg:/s/. And sounds with relatively more
regular wave form distribution are
mellow sounds.
/ʧ, ʤ, s,z/ are srtident and /k,g,--, --/ are
mellow in the original JFH system.
20. Miller & Nicely (1955)
Five feature system
Voicing, duration, affrication, place
and nasality.
The five feature included 4 articulatory
and one acoustic feature.
They designated 1 to a consonant
having a feature and 0 to a consonant
not having a feature.
22. 2. Duration:
Primarily an acoustic feature.
Fricatives /s, z, ʃ, ʒ/ have4 greaeter
duration than other fricatives and sets
them apart.
23. 3) Affrication: the closure is such that
at the point of contact air is forced
through a ……… aperture (in the
shape of a slit or a groove), the result
is a kind of turbulence or a fricative
that distinguishes / ,Ɵ,s,ʃ,v, ,z,Ʒ/ from
/p,t,k,b,d,g,m,n/
24. 4) Place of articulation: specification for
place of articulation are Front, medial
and back depending on the position in
the oral cavity where the construction is
formed. If constriction is in the front of
the oral cavity, the designation is place-0
(p,b,v,m)
A construction in the middle of the mouth
is considered place- 1 (/t,d,s,z,n,ɵ/
Constriction in the back of the mouth is
place - 2 (k,g, ʃ,Ʒ)
25. 5) nasality: the nasal consonants are
produced by opening the
nasopharyngeal port and releasing the
intra oral air pressure through the
nose.
26. 3. Singh & Black (1966)
Extended the Miller & Nicely feature
system by adding
1. Liquid (to distinguish /b/ from /w/ and
/g/ from /j/.
2. Retroflexion
3. A fourth value to the place feature, to
distinguish /ʧ/ from /h/.
27. 1. Front (p, b, m, f, v)
2. Mid front (t, d, s, z, Ɵ,…, l, n)
3. Mid back (ʃ, ʒ, ʧ, ʤ, r)
4. Back (k, g, h)
28. In 1968, Singh and Black further
extended the system to include 8
features of which 7 were binary namely,
Voicing, nasality, fricative, duration,
liquid, glide, retroflex.
And one was quaternary, namely the
place of articulation feature.
Singh’s feature system is more
complete.
Therefore it distinguishes all (25)
consonants of English from one another.
29. Implications of DF
DF’s can be applied in describing the
phonological development of a child,
in ascertaining the magnitude of the
articulatory problems and also in
impacting therapy to articulatory
deviant children.
30. Menyuk (‘68) studied the rank order of
Dfs acquisition during phonological
development in American and
Japanese children.
She found that the rank order of
features was identical in these
languages.
Prather et al (’75) studied the art devpt
in children from 24 to 48 months in
terms of Df of consonants.
31. In evaluation of Speech
DF s systems offered several
advantages over the previous analysis
system of classifying errors according
to substitutions, deletions and
distortions.
32. For eg. In the instance of the
substitution of /p, t,k/ for /b,d,g/, it may
not be sensible to say that the child
has a /b/ problem, /g/ or /d/ pb.
Actually the child does not have 3
different problems, rather he has only
one problem---the voicing feature has
been errored.
33. Therefore DF analysis contrasted the
feature of the target sound to the
substitution. The end product was a
list of Dfs that differentiated b/w the
target and the substitution. This
analysis could show whether
1. error and target sounds shared
common features
2. specific error patterns existed
34. Therapeutic implications follow logically. If the
child can be taught to differentiate b/w the
presence and absence of these differentiating
DFs, the error sounds should be easily
remediated.
According to Jakobson(‘42/’68) , if children
acquire features rather than sounds, a certain
amount of generalization should occur.
i.e a child who can produce + voicing in one
phoneme context should be able to
generalize this + voicing to other phoneme
context.
35. This would be treating more than one
phoneme in more efficient manner.
However both the analysis procedures
and the clinical applicability of DF for
speech disordered children have been
questioned by several authors. Some
comments are that DFs are abstract
concepts