Phonetics and phonology are related fields that study speech sounds. Phonetics examines the physical properties of speech sounds, how they are produced, and how to transcribe them. Phonology looks at how speech sounds are organized into systems and combine in a language. It examines patterns in sound sequences, syllable structure, stress, and phonemes versus allophones. The document provides examples and explanations of these key linguistic concepts.
This a very clear slide on phonetics and phonology in general.
I had studied this subject for two years and here is everything I know about it. Contact for more details: soukainakouihi@gmail.com
This a very clear slide on phonetics and phonology in general.
I had studied this subject for two years and here is everything I know about it. Contact for more details: soukainakouihi@gmail.com
A presentation on English syllables.This is the first part of the presentation. It is about syllabification and its rules. The second part will be about stress on syllables.
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.
A presentation on English syllables.This is the first part of the presentation. It is about syllabification and its rules. The second part will be about stress on syllables.
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.
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.
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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.
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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.
Model Attribute Check Company Auto PropertyCeline George
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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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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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.
Biological screening of herbal drugs: Introduction and Need for
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3. Phonetics
The central concerns in phonetics are :
• the discovery of how speech sounds are
produced,
• how they are used in spoken language,
• how we can record speech sounds with written
symbols
•and how we hear and recognise different sounds.
5. Phonology
•The most basic activity in phonology
is phonemic analysis, in which the
objective is to establish what the
phonemes are and arrive at the
phonemic inventory of the
language.
6. Phonetics and Phonology
• Phonetics -- What are the sounds? How are they made in the vocal tract?
• Phonology -- How do sounds combine? How do they affect each other?
• Phonetics deals with the physical properties of the elements of the sound
system, e.g. how the sound is physically produced.
• Phonology deals with the sound system of languages.
• Which sound sequences might be a word in our language thrim/blamp vs.
gdit/rpukn
• How speech sounds are organized into systems in different languages
• How sounds are combined and the relation between them and how they
affect each other.
7. Phonetics Phonology
What are the sounds?
How are they made in the
vocal tract?
How do sounds combine?
How do they affect each other?
deals with the physical
properties of the elements
of the sound system, e.g.
how the sound is
physically produced.
How speech sounds are organized into
systems in different languages
• Which sound sequences might be a word in
our language thrim/blamp vs. gdit/rpukn
•How speech sounds are organized into
systems in different languages
How sounds are combined and the relation
between them and how they affect each other.
8. Phonology
• One can look at suprasegmental phonology –
the study of stress, rhythm and intonation;
• One can look into the detailed characteristics
of each unit in terms of distinctive features;
the way in which sounds can combine in a
language is studied in phonotactics and in the
analysis of syllable structure.
9. Phonotactics:
Phonotactics are constraints on the sequence
or position of phonemes permitted
arrangements of sounds.
English will allow you to find some
combination of sounds as acceptable and
some as not. e.g lig, vig but not fslg or nglsb
10. Phonemes and Allophones
• Pronounce the following words:
Top stop little kitten hunter
The [t] is different in each word.
• [t] in ‘top’ is aspirated and non-aspirated in ‘stop’
•American English [t] a flap in ‘little’
• [t] in ‘kitten’ is a glottal stop
• American English– there is no [t] in ‘hunter’
11. Phonemes and Allophones
• The phoneme :is the smallest
speech sound that distinguishes
meaning. Its serves to create
meaning differences, e.g. /t/ is
different from /d/.
12. Phonemes and Allophones
• The allophone:
• Each phoneme may have different realisations depending on the context
in which it is found.
• The different articulations of /t/ /s/ in seen and soon. ‘seen’ is
produced with spread lips, as /i:/ follows.
‘soon’ is realised with rounded lips, to prepare for the following rounded
vowel, /u/.
This second, rounded /s/ is a variation, or allophone of the phoneme.
• Allophones are what we actually produce and hear.
13. Phonemes and Allophones
• Allophones of /t/
There are more [t]’s than you know
Example: the [t] in time is aspirated, but that in stop is not. aspiration=
pause + air release prior to next sound
All these are allophones of the phoneme /t/.
These differences are usually expressed using phonological rules. word
transcription context
• 1 stop [stɔp] After [s]
• 2 time [tʰaim] Syllable initial
• 3 butter bʌtər Between vowels
14. Phonemes and Allophones
• Allophones of /t/
There are more [t]’s than you know
Example: the [t] in time is aspirated, but that in stop is not. aspiration=
pause + air release prior to next sound
All these are allophones of the phoneme /t/.
These differences are usually expressed using phonological rules. word
transcription context
• 1 stop [stɔp] After [s]
• 2 time [tʰaim] Syllable initial
• 3 butter bʌtər Between vowels
15. Syllables
•Syllables are the most basic unit in
speech:
•Every language has syllables, and
babies learn to produce syllables
before they can manage to say a
word of their native language.
17. Structure of the syllable
•Phonologists are interested in the
structure of the syllable, since there
appear to be interesting observations to
be made about which phonemes may
occur at the beginning, in the middle
and at the end of syllables.
18. Structure of the syllable
• Vowels and consonants typically do not act alone; there are very
few words or word-like noises which consist of only one sound
(they include I, eye, oh, m).
• The vast majority of English words contain a combination of
vowels (V) and consonants (C), such as
• CV (go),
• VC (up),
• CVC (cat),
• CCVCC (stops), and
• CCCV (screw)
• The combined units are called syllables.
20. Onset
•Onset refers to the first part of a syllable.
•In English this may be zero (when no consonant
precedes the vowel in a syllable)
•There can be one consonant, or two, or three.
•There are many restrictions on what clusters of
consonants may occur in onsets: for example, if
an English syllable has a three-consonant onset,
the first consonant must be /s / and the last one
must be one of /l, w, j, r/.
21. peak
• The centre of the syllable is its peak or
nucleus; this is normally a vowel, but it
is possible for a consonant to act as a
peak instead.
22. Coda
•Coda refers to the end of a syllable.
•The central part of a syllable is almost
always a vowel, and if the syllable contains
nothing after the vowel it is said to have no
coda (“zero coda”).
•English allows up to four consonants to
occur in the coda, so the total number of
possible codas in English is very large –
several hundred, in fact.
23. Structure of the syllable
• The words which contain only one such unit are called
monosyllabic words.
• The words that contain more than one syllable (polysyllabic
words) – most of the words in the language are polysyllabic words
• The word that contains two-syllable is (disyllabic) : despite
/dispait/ (CVCCVC), and
• a three-syllable word is (trisyllabic), instances /instansiz/
(VCCCVCCVC), and
• The word, polysyllabic /pɒliːsIlabIk/ has five-syllables ,despite its
length has a simple syllable structure (CVCVCVCVCVC).
24. Structure of the syllable
•cluster
•We can find several consonant phonemes in a
sequence, with no vowel sound between them: for
example, the word begins with three
consonants, and ends with four.
•Sequences of two or more consonants within the same
syllable are often called consonant clusters.
•It is not usual to refer to sequences of vowels as vowel
clusters.
38. Minimal pairs
A minimal pair is a pair of words that have different meanings and
which differ in only one sound. Here is an example from English:
Sip [sɪp] Zip [zɪp]
•Minimal pairs : Four golden rules for minimal pairs:
40. Stress
In all languages some syllables are stronger than other syllables; these
syllables are described as stressed.
Stressed syllables are produced with greater effort than unstressed, this
effort is manifested in the air pressure generated in the lungs for
producing the syllable.
Stressed syllables tend to be longer.
Stressed syllables tend to be louder than unstressed.
In English, one can argue that if one takes the word ‘indicator’ as an
example, the first syllable is the most strongly stressed, the third
syllable is the next most strongly stressed and the second and fourth
syllables are weakly stressed, or unstressed. This gives us three levels:
In English, the position of stress can change the meaning of a word, as
in the case of ‘import’ (noun) and ‘import’ (verb).
41. Stress
For example, in the word ‘beheaded’, ‘head’ is the stressed syllable,
whereas ‘be’ and ‘ded’ remain unstressed. Words have different
stressed syllables. It can be the first syllable, the second syllable, any
syllable in the middle, or the final syllable.
ahead amended radiator abbreviated authoritarian
wonderful although genius incredibly frustrating
appreciate implicit explain allege emphatic
demonstrable cause because invoke hoodwink
acoustic confront confirm recite devout
exploit beauty beautiful deactivate accuse
42. Stress on the first syllable
government
question office power money
family country service area order
council interest person problem body
father management morning century air
language union paper quality cost
43. Words with Stress on Second Syllable
society idea experience decision approach
police community support result account
production example control position committee
research effect report authority award
computer security success performance agreement
44. Words with Stress on Third Syllable
volunteer contradict override overlap overthrow
disregard underpin underlie disappoint overrun
intercept overwhelm disapprove recollect overdo
engineer disentangle overflow discontinue apprehend
resurrect contravene supersede rehabilitate intersect
45. Word Stress
• Some words have different stress patterns when they are used as a noun or a
verb.
• Part A:
1 noun: CONtract, 2 verb: conTRACT, 3 noun: PERmit, 4 verb: perMIT,
5 noun: RECord, 6 verb: reCORD.
• Rule: used as nouns - stress on the first syllable; used as verbs - stress on the
second syllable.
• Part B:
1 verb: conDUCT, 2 noun: PRESent, 3 noun: SUSpect, 4 noun: OBject,
5 noun: PROduce, 6 verb: preSENT, 7 verb: disCOUNT, 8 noun: CONduct,
9 verb: proDUCE, 10 verb: susPECT, 11 verb: obJECT, 12 noun: Discount.
46. Word Stress
•Another trick to help know where word stress normally falls
in English is to look at the suffix of complex words. Here's
the basic rule:
•Words that end in -ic, -sion, and -tion stress the penultimate
(second-to-last) syllable. Examples: LOGic, VIsion, and
BAStion. Or, check out some 3-syllable words like
geoGRAPHic.
•Words that have a suffix of -al, -cy, -ty, -phy, or -gy are more
likely to stress the antepenultimate syllable (third-to-last)
Examples: founDAtional, deMOcracy, flexiBIlity,
calLIGraphy, or ALlergy
47. Word Stress
•The rules for compound words are similar to rules for
2-syllable words in that they differ for nouns,
adjectives, and verbs. Each compound word is a
synthesis of two words, and nouns stress the first part.
Examples include WHITEhouse, KNEEcap, or
BANDwagon.
•Figure out the stress for this word: Fingernail. It's a
compound noun, so the stress goes on the first word
(finger). The normal rule for 2-syllable nouns is that
the stress falls on the first syllable, so this word would
be pronounced FINgernail.
48. Word Stress
•Compound adjectives and verbs both stress
the second part of the word, as we can see in
worldWIDE or underSTAND. However, if
the second part of the compound is more
than one syllable long, then the normal rules
for that second word apply. By that logic, the
compound adjective cross-country would be
stressed as cross-COUNtry.
49. Stress: verbs or nouns Part A
• contract permit record
1 They won the contract to build the new museum.
2 As they cool, metals contract.
3 You need a permit to fish here.
4 The rules don't permit mobile phones in the school.
5 The time was a new world record.
6 I asked if I could record her lecture.
• Rule
When these words are used as nouns they have stress on the
............... syllable, and when they are used as verbs they have
stress on the ................... syllable.
first
second
50. Stress: verbs or nouns Part B
• conduct discount object present produce suspect
1 I've always wanted to conduct an orchestra.
2 She gave me a watch as a present.
3 Thomas was the main suspect in the crime.
4 What's that strange object on the top shelf?
5 The vegetable shop sold only local produce,
6 It's my pleasure to present Dr Stevens.
7 We can't discount the possibility that John has had an accident.
8 The children's conduct during the concert was excellent.
9 I have to produce the report by the end of the week.
10 When she asked for money I began to suspect her honesty.
11 Would anyone object if we finish the meeting early?
12 Will you give me a discount on the price if I buy three?
52. weak form
• Many very common words have not only a strong or full
pronunciation (which is used when the word is said in
isolation), but also one or more weak forms which are used
when the word occurs in certain contexts.
•Words which have weak forms are, for the most part,
function words such as ;
conjunctions (e.g. ‘and’, ‘but’, ‘or’),
articles (e.g. ‘a’, ‘an’, ‘the’),
pronouns (e.g. ‘she’, ‘he’, ‘her’, ‘him’),
prepositions (e.g. ‘for’, ‘to’, ‘at’) and
some auxiliary and modal verbs (e.g. ‘do’, ‘must’, ‘should’).
53. weak form
• Generally the strong form of such words is used when
the word is being quoted (e.g. the word ‘and’ is given its strong form in the
sentence “We use the word ‘and’ to join clauses”),
when it is being contrasted (e.g. ‘for’ in “There are arguments for and
against”) and
when it is at the end of a sentence (e.g. ‘from’ in “Where did you get it
from”).
• Often the pronunciation of a weak-form word is so different from its strong
form that if it were heard in isolation it would be impossible to recognise it:
for example,
‘and’ can become n- in ‘us and them’, ‘fish and chips’,
and ‘of’ can become f - or v - in ‘of course’. Tea for two t
• The reason for this is that to someone who knows the language well these
words are usually highly predictable in their normal context.
54. Assimilation
1. B a ho/p/pizza
2. C a goo/p/price
3. C seve/p/people
4. B a shor/p/boy
5. B a re/b/bike
6. C a brow/m/beard
7. C a whi/k/coffee
8. B a ba/g/cold
9. B te/ꓨ/cars
10. C li/k/green
11. C a wi/ɡ/gap
12. C a gree/ꓨ/grass