This document describes the phonological and phonetic features of Pakistani English across four varieties: Variety A (Anglicized), Variety B (Acrolect), Variety C (Mesolect), and Variety D (Basilect). It outlines the segmental features such as substitution of dental fricatives, aspiration of stops, and diphthongs. Non-segmental features include stress, rhythm and intonation patterns differing from RP due to influence from Pakistani languages. The varieties range from close to RP English in Variety A to heavy L1 influence in Variety D where pronunciation is mostly guided by orthography except in common words.
Two Views of Discourse Structure: As a Product and As a ProcessCRISALDO CORDURA
This is are 3 presenter presentation on the discussion of "Two Views of Discourse Structure: As a Product and As a Process"
Credit to
https://uomustansiriyah.edu.iq/media/lectures/8/8_2020_03_30!04_57_35_PM.pptx
and
The book from the school
Two Views of Discourse Structure: As a Product and As a ProcessCRISALDO CORDURA
This is are 3 presenter presentation on the discussion of "Two Views of Discourse Structure: As a Product and As a Process"
Credit to
https://uomustansiriyah.edu.iq/media/lectures/8/8_2020_03_30!04_57_35_PM.pptx
and
The book from the school
Creole and Pidgin Languages. General CharacteristicsMarina Malaki
This PPT presents Pidgin and Creole Languages, its general characteristics, as well as some peculiar features, varieties and examples. Hope you'd like it! Enjoy!
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Creole and Pidgin Languages. General CharacteristicsMarina Malaki
This PPT presents Pidgin and Creole Languages, its general characteristics, as well as some peculiar features, varieties and examples. Hope you'd like it! Enjoy!
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
, 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.
In this ducument, you will find some English pronunciation problems for the non-native speaker and how this English phonetic-phonology ourse plays its role to cope with the problems.
1. What is the difference between equality and equity and to what .docxdurantheseldine
1. What is the difference between equality and equity and to what extent do we need to be inclusive of others? Be sure to reference at least one philosopher or ethical framework as support for your reasoning (200-250 words)
https://inclusion.com/site/wp-content/uploads/2017/12/Ethics-of-Inclusion.pdf
2. Choose one of your representatives (U.S. House of Representatives, U.S. Senate) and write a letter to him or her advocating for a particular policy position. You may include personal information and arguments ("As a lifelong hunter..." "As a mother of small children...") but you should also use some facts and figures drawn from your own research. Your letter should make at least two specific arguments, backed up with some sort of data, and be at least 300 words in length.
, 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\·er.
Language is not just a means of communication; it’s a complex system of sounds, structures, and meanings. Within this system, phonology plays a crucial role in shaping how we perceive and produce speech. English, with its rich variety of accents and dialects, offers a fascinating study of phonological phenomena.
https://engmates.com/blog/spoken-english/english-phonology-guide-10-concepts-phonology-you-should-know/
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!
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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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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2. Phonological and Phonetics Features
Varieties
I. Variety A (Anglicized)
II. Variety B (Acrolect)
III. Variety C (Mesolect)
IV. Variety D (Basilect)
3. Variety A i.e. Anglicized Variety
Segmental Features
Non-Segmental Features
4. Segmental Features
The dental fricatives /θ/ and /δ/ are replaced by /th/ and /d/.
Word > RP > PE
I. Thank > /θæŋk/ > [t̪eɪ
̯ ŋk]
II. Think > /θɪŋk/ > / t̪ɪŋk/
III. Those > /ðəʊz/ > /dōz /
IV. Thought > /θɔːt/ > / thôt /
V. Although > /ɔːlˈðəʊ/ > /ɔːlˈdəʊ/
5. Cont…
The consonants /p,t,k/ are not aspirated word-initially or in the beginning
of stressed syllables.
In Urdu, Punjabi and Sindhi aspirated and unaspirated consonants are
separate phonemes.
In English, the difference between [k] and [kh] is allophonic and makes no
difference in the meaning of words. The [h] represents the period of
voicelessness which precedes the voicing of the following vowels. The
onset of the voicing takes some time known as the ‘voicing-lag‘.
6. Cont…
Examples
Words - RP - PE
I. Petrol /ˈpʰɛtr(ə)l/ /ˈpɛtr(ə)l/
II. Panic /ˈpʰanɪk/ /ˈpanɪk/
III. Couch /kʰaʊtʃ/ /kaʊtʃ/
IV. Twist /tʰwɪst/ /twɪst/
V. Torch /tʰɔːtʃ/ /tɔːtʃ/
7. Cont…
The alveolar stops /t, d/ are replaced by retroflex stops /ṭ, ḍ/.
Examples:
Word> English > PE
I. Doll > /dɒl/ > / ɖ ɒl/
II. Delete > /dɪˈliːt/ > / ɖɪˈliːʈ /
III. Scooter > /ˈskuːtə(ɹ)/ > /ˈskuːʈə(ɹ)/
IV. Motor > /ˈməʊtə/ > /ˈməʊʈə/
V. Doctor > /ˈdɒktə/ > /ˈɖɒkʈə/
8. Cont…
Certain diphthongs of RP are replaced by monophthongs.
/ou/ and /eɩ/ are replaced by /o:/ and /e:/
Examples:
Word> RP > PE
I. Drought > /dɹaʊt/ > /dɹɔːt/
II. Freight > /fɹeɪt/ > / frāt /
III. Bear > /bɛə(ɹ)/ > / bâr/
IV. Care > /kɛə/ > /kâr/
V. Near > /nɛə/ > /nɪɹ/
9. Cont…
Bansal points out that the diphthongs /ou/ and /eɩ/ are missing
in the vowel system of Urdu.
It may be added that they also do not occur in Punjabi, Sindhi
and Pushto.
Thus, Pakistani speakers of English, even if they are highly
educated, tend to substitute monophthongs in their
10. Cont…
There is no intrusive /r/ between two vowels in the phonological system of
the speakers of this variety of English, though, like the RP speakers, their
accent is non-rhotic.
11. Examples
Word > PE > RP
I. Formula A > /ˈfɔː.mjʊ.lə ei/ > /ˈfɔː.mjʊ.lər ei/
II. Australia all out > /əˈstɹeɪljə ɔːl aʊt / > /əˈstɹeɪljər ɔːl aʊt /
III. Media event > /ˈmiːdɪə ɪˈvɛnt/ > /ˈmiːdɪər ɪˈvɛnt/
IV. One cause of asthma is
V. Cause of > /kɔːz ɒv/ > /kɔːzə ɒv/
VI. Asthma is> /ˈasθmə iz/ > /ˈasθmər iz/
12. Non-segmental Features
Deviation from RP comes from prosodic transfer from L1. Most South
Asian languages are syllable-timed while English is stress-timed (Nelson
1982). This gives Pakistani English a different rhythm from RP.
Moreover, since there are minor differences in the rhythm and the stress
pattern of Punjabi and Urdu and more noticeable ones in those of Pashto
and Sindhi, Pakistani speakers do not all use the same rhythm.
However, since this variety of English is Anglicized, the pattern is not
markedly different from that of RP.
13. Cont…
The intonation of Pakistani speakers of English is also different
from that of RP speakers. Once again, this is because the
intonation pattern of Pakistani languages is quite different.
However, since this variety of English is much influenced by RP,
the stress distribution and points of juncture are not deviant as
they are in Urdu-Hindi speakers in India.
14. Variety B i.e. Acrolect
Pashto speakers substitute /t/ for /th/ in think. This is because, although Pashto has the
glottal fricative /h/, it tends to be pronounced as a vowel.
RP vowels /ɔ:/ and /ɒ/ are sometimes replaced by /a:/.
Bansal (1962) has studied the vowel system of Hindi and his findings that these vowels do
not exist in that language are also applicable to Urdu and other Pakistani languages.
Example:
horse and cot may be pronounced as /ha:rs/ and /ka:t/.
However, most speakers of this variety of English tend to use a vowel sound which is
nearer the back and half-open position.
15. Cont…
/r/ may be pronounced only pre-vocalically in some words though it also occurs in other
environments in others.
Prevocalic /r/ is /r/ produced at the beginning of a word as in race, and read. the degree
of difficulty is due to the roundedness of the vowel. The main substitution or mis-
production for prevocalic /r/ is w/r substitution as in wed for red.
16. Cont…
Spelling influences the pronunciation more that in Variety A but not
entirely. Thus, in unfamiliar words, especially those which have un-English
pronunciations, the speakers of this variety of English may use the spelling
as a guide to the pronunciation.
Example:
Posthumous
Subtle
Amateur
17. Non-Segmental Features
Stress distribution and points of juncture are not always the same as in RP.
The stress placement may be different:
RP PE
America America
18. Cont…
Nouns and verbs may not be marked by stress as in RP.
RP PE
Object (noun) Object (n & v)
Object (verb)
Examples
I have the record of past papers.
I have to record the lecture.
19. Cont…
The stress pattern for compound nouns, which should be
primary/tertiary, is replaced by the stress pattern for free
noun/noun combinations, i.e. secondary/primary stress
patterns.
20. Cont…
This variety of English is spoken by those who have
generally been educated in English-medium schools.
They are to be found in upper middle class and middle
class professions and constitute a small percentage of
the population.
21. Variety C (The Mesolect)
Segmental Features
RP vowels /ɔ:/ and /ɒ/ are generally replaced by /a:/.
/r/ is pronounced wherever it occurs orthographically and tends to be
retroflexed.
Examples
Rarely, Barely,
22. Cont…
Many words are pronounced as spelled.
example:
Word RP PE
Elite /1ei 1li:t/ /1ɩ1laɩt/
23. Cont…
Epenthetic vowels are introduced in some consonantal clusters.
Urdu speakers generally introduce an /ɩ/ word initially. This is also true for
Hindi
speakers so that Kachru gives the following pronunciations of school,
speak, and stall: /ɩsku:I/, /ɩspi:k/ and /ɩsta:l/.
This is the epenthetic vowel which Punjabi speakers also insert. However,
they insert /∂/ between the three word-initial consonants, e.g. /s∂ku:I/,
/s∂pi:k/ and /s∂ta:I/.
24. Cont…
Pashto speakers do not pronounce /v/ in word-final positions. This is
probably because Pushto does not have /v/ in this position. Thus /l˄v/
become /luo/.
In any case Pashto only has the semi-vowel /w/ and not /v/
Pashto does not have /f/. hence, Pashto speakers of this variety of English
sometimes substitute /p/ in its place. However, since all the other Pakistani
languages do have /p/, most educated Pashto speakers of English already
have /p/ in their phonetic inventory. Persian or literary Pashto also has /p/
because of which many Pashto speakers can pronounce it anyway.
25. Non-Segmental Features
The stress distribution and points of juncture are different from RP.
Examples:
Word RP PE
Majesty /maedʓestɩ/ /m∂dʓestɩ/
America /∂merɩka/ /˄mri:k∂/
Photographer /f∂tɔgr∂f∂/ /fo:ṭo:gra:f∂r/
26. Cont…
There is no reduction of unstressed syllables and function words. Auxiliary verbs written
as contractions are also stressed.
Word RP PE
Oxford /ɔ:ksf∂d/ /1a:ks1fo:rḍ/
Of (in a cup of tea) /∂v/ /a:v/
To (in went to school) /t∂/ /ṭu:/
27. Variety D Basilect
The pronunciation of basilectal speakers is most
influenced from L1. thus, all the features of Variety C,
even the stigmatized ones which mesolectal speakers
avoid, are used by these speakers.
28. Features
the epenthetic vowel /∂/ is used in word-final consonantal clusters.
Words PE (Variety D)
film fιl∂m
prism prιz∂m
Form fa:r∂m
park pa:r∂k
risk rιs∂k
draft dra:f∂t
horn ha:r∂n
card ka:r∂d
Charles tʃa:rl∂s
29. Cont…
The phonology of Persian, which does permit consonantal clusters in word-final
positions, has influenced most speakers so strongly that /∂/ is not always inserted where,
one would expect it. Even while speaking Urdu, for instance, many speakers do not insert
/∂/ on formal occasions or when reciting poetry whereas they may do so otherwise.
Communicative Urdu Rhetorical Urdu
d∂r∂d (pain) d˄rd
w∂q∂t (time) w˄qt
m∂r∂d (man) m˄rd
30. Cont…
Punjabi speakers of Urdu very often use their own phonological
rules (which might be influenced by Persian) in pronouncing
such consonantal clusters and may omit /∂/ where it is used in
Urdu e.g. [s∂li:m] (name) may be pronounced [sli:m].
31. Cont…
It appears that the insertion of the epenthetic vowel may affect
syllabification while preserving language-structure. Thus new
syllables are created.
Word Skyscraper
RP skai skrei p∂
Urdu is kai Is kre: p∂r
Punjabi s∂ kai s∂ kre: p∂r
32. Cont…
These speakers are least intelligible to foreigners
and their pronunciation is guided almost entirely
by orthography except in words of common use.
33. Conclusion
This description of the phonological and phonetic features of English as
spoken in Pakistan shows how distinctive patterns are to be found in this
variety of English.
Thus, the four varieties of English can, in socio-linguistic terms, be seen to
correspond to the class-structure as it obtains in the urban areas.
Interference from L1 is least in the Westernized elite and keeps increasing
as one goes down the social and educational scale.