Module+1+June+2-June+6--Unit+2+Phonetics

http://www.starfall.com

include wikispacesFormToken="7f59f7c8dead9a6fce8bccea0a46071fe898b114" component="editors" days="45" imageSize="small" showUsername="true" BIL 367/483 Summer 2010 June 2-June 6

Module 1 Unit 2 The Phonological Component: Phonetics

Phonetics

Phonetics is the study of speech sounds; their physical properties, the way they are received and decoded by the brain, and the way they are produced; as defined in the book. As defined by dictionary.com phonetics is the science or study of speech sounds and their production, transmission, and reception, and their analysis, classification, and transcription. Phonetics are very difficult for some children to grasps hold of. They sometimes have a hard time with production, transmission, and reception of sounds giving them difficulty with actually producing words. There have been times when I have gone to do my observations and for the period of time that I have been there I have sat down and worked with students on phonetics. Phonetics are very important for students to learn and have a good hold on at an early age because it will effect them the rest of their lives. Starfall.com is an excellent website for phonetics and for ESL students. I have used it and it has given many students success. [] By: Kristen Kuzanek 6/6

I will like to piggyback on what Kristen has stated and can vouch for her source: [|http://www.starfall.com]. Phonetics is sthe study of speech sounds: their physical properties, the way they are received and decoded by the brain, and the way they are produced (Rowe and Levine, Ch 2). I find that strfall.com has helped my own children as well as my ELL's in my kindergarten classroom. It is a hands on, visual and audio approach to learning initial speech sounds and connecting the sounds to assist with decoding. I'm really excited to learn that many other students, teachers and parents are familiar with the site and not only is it user friendly but also FREE!! By: Michelle Carrillo

Acoustic phonetics (Rowe and Levine, Chapter 2) Acoustic phonetics is the study of the physical properties of sound, for example the sound waves that our voices create when we speak, harmonics, and resonance. The television show Myth Busters has done some experiments in the area of acoustic phonetics, for example can a person break glass using only their voice? They found that a person can in fact break a glass using only their voice if they can match the resonance of the glass and produce the sound loud enough. you can see the clip of the glass break on youtube.com by clicking the following link: [] You can read about the episode on the Myth Busters website by clicking on this link:[| http://dsc.discovery.com/fansites/mythbusters/episode/episode-tab-06.html] Barlin, M., Matthews, S., and Rees, P. (Writers), & Dallow, A. (Director). (2005, May 18). Breaking glass [Television series episode]. Dowlearn, R. (Producer), //Myth busters//. San Fransisco, CA: Beyond Productions. by Kelley Morrissey 6/5 Auditory phonetics

Auditory phonetics as defined in the book is the study of how sounds are received by the ear and decoded by the brain. I always thought it was interesting that we are able to hear something and decode it so fast. Some instances we have to hear things multiple times in order to decode it but it still amazes me on how fast things can be decoded by the brain. Auditory phonetics focuses more on listening than the actual speech. Therefore, you could be watching a speaker give a presentation but as long as you are listening you will be able to grasp the meaning of the speech and decode things that need to be decoded. There have been times where I have found myself concentrating on one thing a professor or speaker has said until I figure it out...some times take longer than others. Attached is a website called Reading Rockets that talks about methods for decoding and is altogether an excellent resource for young readers. [] By: Kristen Kuzanek 6/5

Articulatory phonetics Ingressive sounds Egressive sounds

Articulators Per our book, articulators are the organs of speech. I would like to share the following site/video about how the articulators work together just to create sound for a voice. This website emphasize the explanation of the trachea, larynx and vocal folds. What I really enjoy about the video is how it acknowledges that no two voices are alike, which makes us more and more unique. [] By: Michelle A Carrillo

Trachea Our book says that the trachea (windpipe) is a tube that extends from the voice box to the lungs. Please see my sample below articulators, to visit a site that would assist me in teaching about the voice. By: Michelle A Carrillo

Larynx According to our book, the larynx (voice box) is the uppermost part of the trachea that contains the vocal fold or folds and is one of the main sound-producing organs. Sometimes my voice gets weak after all the singing and talking I do as I teach, however want to learn how to care for my voice too. Please see my sample below articulators. Enjoy! By: Michelle A Carrillo

Vocal folds (chords) If there is a dysfunction it is frequently overlooked. Vocal cord dysfunction, also called paradoxical vocal cord motion, is a common mimicker of asthma, allergies, and severe upper airways obstruction with consequent misdiagnosis and mismanagement, and is frequently overlooked. Unfortunately, there is no unified understanding of this disorder, nor is there any consensus on its evaluation, etiology, or treatment. According to our book, the vocal folds (vocal cords) are a muscular pair of elastic folds, which can be moved into various degrees of openess. Hicks M - Prim Care - 01-MAR-2008; 35(1): 81-103, vii MEDLINE® is the source for the citation and abstract of this record
 * Vocal cord dysfunction/paradoxical vocal fold motion.**

Glottis Epiglottis Pharyngeal cavity Nasal cavity Oral cavity

Uvula Uvula (Rowe and Levine, Chapter 2) As defined in our book, the uvula is the fleshy lobe at the back of the roof of the mouth. The position of the uvula and other articulators can create various sounds, just as the position of the tongue can change the quality of sound. The uvula is also responsible for gag reflex if it is touched. By: Patrisa Keys, 6/6/10

Alveolar ridge Hard palate

Soft Palate (velum) Soft Palate (Rowe and Levine, Chapter 2) According to our book, the Soft Palate also known as the velum, is the back fleshy section of the roof of the mouth that closes off the nasal cavity during swallowing. According to wisegeek.com, the soft palate consists of muscles covered by a mucous membrane and can close off the nasal passages from the mouth by retracting and elevating. This action is used during swallowing and during sneezing, to prevent nasal discharge from entering the mouth. It always amazes me how many times one swallows when you have a sore throat. Prior to being sick you never paid your soft palate any attention. Check out more info on the velum at www.wisegeek.com [] By: Patrisa Keys 6/6/10

Voiced sounds Voiceless sounds Consonant

Vowel(Rowe and Levine, Chapter 2) “A speech sound produced without constriction or stoppage.” Is the definition of ‘Vowel’ in our book. Mostly when we hear the word vowel we think of letters: ‘a, e, i, o, u. These seem like such small and unimportant letters. Yet, if we ever try to make a word without vowels, it would be imposible. Some languages have their own vowels which are also important in everyday speech. The link below shows the readers the difference between English vowels and Arabic vowels."[]" By: Magdalena Krol 6/4

Vowels (Rowe and Levine, Chapter 2) Vowels are the letters, A, E, I, O, U, Y that make up all of our words. Without vowels, there would be no words. According to the book, a vowel is a speech sound without constriction or stoppage. Vowel have 1 syllable and can be pronounced with using any airstream. When I was a child I used to listen to a song titled, “AEIOU” which taught me how to memorize my vowels. Check out this book on vowells for young children. The Vowel Family: A Tale of Lost Letters, By Sally M. Walker and a snippet of AEIOUY song. []

By: Patrisa Keys 6/6/10

Articulation(Rowe and Levine, Chapter 2) Articulation is how you make the sounds of speech using your speech organs. There are several types of articulation. In the English language the following places of articulation are used: __Bilabials__ - in which you use both lips, such as in the /m/ sound. __Labiodentals__ - in which you touch your lower lip to your teeth, such as in the /f/ sound. __Dentals__ - in which you use the tongue and teeth together, such as in the /th/ sound. __Alveolar__ - in which you raise the tip of the tongue to the ridge behind the teeth, such as in the /t/ sound. __Palatal__ - in which the blade of the tongue articulates with the back of the ridge behind the teeth or with the top of the mouth (the palate), such as in the /ch/ sound. __Velar__ - in which the back of the tongue articulates with the soft palate at the back top of the mouth, such as in the /g/ sound. __Labiovelar__ - in which the lips are rounded and the back of the tongue is in the velar region at the soft palate at the back of the top of the mouth, such as in the /w/ sound. __Glottal__ - in which the glottis, the space between the vocal cords, articulates the sound, such as in the /h/ sound. There are also other places of articulation that are not found in English. Articulation errors are the most often reasons that children are sent to speech therapy in my experience. It is important to note that different sounds are mastered at different ages as well. I have a student right now who is working on his /f/ sound. We have to make sure he repeats words with the /f/ sound if he does not say them correctly the first time. It is also important to teach children to be tolerant of others who may have articulation problems. A good picture book for teaching this is Hooway for Wodney Wat (Lester, 1999), which you can find at []. This is a story about a rat who cannot say his /r/ sounds correctly. Lester, H. (1999). //Hooway for wodney wat.// New York, NY: Houghton Mifflin by Kelley Morrissey 6/3

Manner of articulation Aspiration Diacritics Fricatives Affricates Glides Tense vowels Lax vowels Reduced vowel

Accent (Rowe and Levine, Chapter 2) An accent is the way a person pronounces a word. When two people pronounce the same word differently, they are said to have different accents. Accents can be influenced by other languages the person speaks and/or by the regional area in which the speaker lives. Sometimes speaker with certain accents are made fun of or looked down upon by speakers with different accents. The reverse can also be true, speakers with one accent may be thought more highly of or looked up to based on their accent. PBS has an interesting regional dialect quiz that you may want to try. You can find it at []. Clopper, C. G. & Pisoni, D. B. (2005). //Where is the speaker from?// Retrieved from [] by Kelley Morrissey 6/3

Accent(Rowe and Levine, Chapter 2) Accent is the way someone speaks and pronauncess the words. Goolge definitions show many other definitions for the word. Such as: In linguistics, an accent is a manner of pronunciation of a language. Accents can be confused with dialects which are varieties of language differing in vocabulary, syntax, and morphology, as well as pronunciation. Dialects are usually spoken by a group united by geography or social status; also: In linguistics, stress is the relative emphasis that may be given to certain syllables in a word. The term is also used for similar patterns of phonetic prominence inside syllables. The word accent is sometimes also used with this sense. Many times when I meet someone new, they tell me that I have an accent. Probably I stress too much on some letters or words in the sentencess. Also, I know that my pronauciation of some words is not totally accuarate. Nevertheless, I learned that each person might have a different accent; the accent might make people special. Sometimes a single person (for example: my brother) can change their accent. That youtube video shows a single woman introducing herself. As she is doing that she changes her accent."[]" By: Magdalena Krol 6/4

Accent is a way of pronouncing words that identifies one speaker of a language as speaking differently from another speaker of the same language; as defined in the book. When I typed 'accent' into dictionary.com 20 different results come up; mostly have to do with the loudness or pitch of a word being pronounced; also can relate to music tones and patterns as well. The most common use of accent to me is the type of accent individuals have based upon the language they speak. Nearly everyday when I am at school, working, or shopping I am surrounded by accents from all over the world. When people speak their native language I can hear the accent but what I love is when they speak English because their accents shows through strongly! Accents are not ONLY in people who speak a different language but there are many accents within the same language. For example, I speak English and am from Chicago, someone from Boston who also speaks English has a very different accent than I do. It is funny when I talk to people from different states and they tell me you have an accent; I guess I'm not used to hearing that but I stress and say words differently than they do, so I have an accent. Attached is a picture of all the languages spoken around the world. [] By: Kristen Kuzanek 6/6

Monophthong Diphthong

Homophone (Rowe and Levine, Chapter 2) Homophones are words that sound the same when spoken but are spelled differently and/or have a different meaning. These words are often very difficult, especially for English Language Learners. Homophones can change depending on dialectical pronunciation of words. There is a wonderful book out entitled Dear Deer (Barretta, 2007) that illustrates this concept very well. The first page reads "DEAR DEER, I now live at the zoo. Wait until you HEAR what's going on over HERE. Love, AUNT ANT" It can be found at []. Barretta, G. (2007). //Dear deer: A book of homophones.// New York, NY: Henry Holt and Company, LLC. by Kelley Morrissey 6/3

Homophone(Rowe and Levine, Chapter 2) “Two words are homophones if they are pronounced the same way but differ in meaning or spelling or both (e.g. bare and bear)” is the definition of Homophone when it is searched on google. The definition in our book is rather similar: Words that sound the same but differ in meaning and/or spelling. My teacher in High School called them Homonyms and I am not sure why I have never heard that term since I got out of High School. Everyone I see says Homophones. The sentence my teacher loved to use on our Homonyms tests was: “I see the sea and it’s beautiful to me.” The "[]" shows many more information about the homophones as well as the list of all of them. By: Magdalena Krol 6/4

Homophones (Rowe and Levine, Chapter 2) Homophones are words that sound alike but have different meanings. Sometimes they can be spelled the same or different. Ex: hour, our; bear, bare; meet, meat; to, two, too. I remember being in grammar school learning about homophones. We learned the word meet and it took the entire class guessing before the teacher explained to us the difference between meet and meat. She started with a simple question, “Can anyone give me a homophone for meat?” We all pretty much gave her responses that were related to types of meat. Eventually she broke the meaning of a homophone and the class had an aha moment. I’ll never forget that lesson on homophones. Check out this list of commonly used homophones. []

//If You Were a Homonym or a Homophone // by Nancy Loewen and Sara Gray is a great book to teach homophones and homonyms.

By: Patrisa Keys 6/6/10

Syllabic consonants Phonetic segment or phone

Suprasegmentals (Rowe and Levine, Chapter 2) Suprasegmentals are changes made to a phonetic unit or units that have to do with fundamental frequency (pitch), duration (speed and length of time), and/or stress(emphasis). These are referred to as suprasegmentals, or prosodic features, because they deal with longer stretches of speech than the individual phonetic segment. Suprasegmentals change the characteristics or meaning of phonemes or words without changing the phonetic segments themselves. For example, the sentence "Where are you going?" can have several meanings based on which word is stressed. If the stress is on the word "where" it is a question about location, if the stress is on the word "you" the meaning is changes to emphasize the person being spoken to. The phonetic structure of the sentence did not change, but the meaning changed based on the location of stress, it was bigger than the segments or suprasegmental. You can read an article from TESOL (1999), describing the importance of suprasegmentals in the teaching of ESL, by clicking on the following link []. Wennerstrom, A. (1999) Why suprasegmentals? //TESOL Matters, 9// (5). Retrieved from [] by Kelley Morrissey 6/5

Fundamental frequency

Pitch(Rowe and Levine, Chapter 2) The link: "[]" describes pitch as: “ Pitch is the rate of vibration of the vocal folds.” Our book describes it as: the perception of fundamental frequency evaluated on a scale from high to low. Each person has a different pitch of their voice. Most of the time men have a low pitch which makes them sound harsh and rough. Women have a high pitch. The concept of pitch is sometimes used in cartoons. Sometimes a female singer (in a cartoon) can make her voice so high it shatters glass. The link below shows more infroation about the pitch as in from of a frequency of sound. "[]" By: Magdalena Krol 6/4

Intonation contour Intonation language

Tone language(Rowe and Levine, Chapter 2) According to our book the pitch and tone are closely correlated. As our book states the tone is: a specific change in pitch that functions in tonal languages to distinguish words that are made up of the same segments. The tone can also be a sensor for someone’s mood. Usually tone changes as the person speaks. The link below shows the other, similar definitions of the word tone. "[]" By: Magdalena Krol 6/4

Duration Geminate Singleton

Stress (Rowe and Levine, Chapter 2) Stress, as described by our book, means to make emphatic or more prominent. Good stress is needed in songs as explained in the link. It allows the listener to understand the words clearer. Stress allows the voice to raise and lower intensity that produces a nice arrangement. The sound that stress produces is like a crescendo or climax; it is the part of the song that you’re waiting to here. I think this could be classified as the chorus and/or bridge. [] By: Patrisa Keys 6/6/10

Juncture

Vowel (Rowe and Levine, Chapter 2) is a speech sound without constriction or stoppage. They are sounds that are made with no closure or obstruction of the airstream. The book explains that the differences between various vowel sounds depend on which cavity is working and on what shape is formed in that resonance chamber. The position of the lips and the placement of the tongue affect the shape of the oral cavity. The book gives an example using the word cat. Cat is produced with the high point of the tongue toward the front of the mouth, the oral cavity somewhat open and the lips widened. The following youtube video shows a close up of a women pronouncing different vowel sounds and by watching her mouth movement and listening the viewer can choose which word she is saying. http://www.youtube.com/watch?v=FONo1IH5SO0 By: Colleen Chaps 6/5

Aspiration (Rowe and Levine, Chapter 2 ) differentiates stops, and is the amount of air that is produced upon the release of a stop. Wikipedia gives an example of noticing aspirated words and unaspirated sounds by putting your hand over your mouth to pronounce store and tore. When you pronounce tore over your mouth you feel a putt of air that you do not get when you pronounce store and in English the t is aspirated in tore and unaspirated in store ([|http://en.wikipedia.org/wiki/Aspiration_(phonetics))]. The following video on youtube discusses some examples of aspiration words. []. By: Colleen Chaps 6/5

Accent (Rowe and Levine, Chapter 2 ) is the way of pronouncing words that identifies one speaker of a language as speaking differently from another of the same language. This may be caused from regional differences or a language or because of the influence of other languages that the speaker knows. An example of one time I ran into a regional difference of accent was when I went to Florida on vacation and we were talking about country music singer Kenny Chesney, and the students who lived down in Florida pronounced his name as I would spell it, “Kinny Chisnay”, and I considered it to be a southern accent. I received the following picture from this website: http://www.rps.psu.edu/probing/graphics/dialect.gif and it represents the different kinds of regional accents that are expressed in the United States. By: Colleen Chaps 6/5

Pitch (Rowe and Levine, Chapter 2 ) is the perception of fundamental frequency evaluated by scale from high to low. The meaning of a word and the syntactic function can all be changed by pitch. Pitch makes it possible for us to place sound on a scale from low to high and the book states that the faster the vocal folds vibrate, the perceived pitch of a sound is higher. An example of using pitch is when you ask a question, the pitch of the sentence gets higher at the end. The book shows the lines of pitch and differences between asking a question compared to saying a sentence. The following video Practicing Audition Monologues: Monologues Voice Pitch, the woman describes pitches when auditioning for a play. However, the video gives a brief description of the pitches in speaking. http://www.youtube.com/watch?v=58VEeADFpH4 By: Colleen Chaps 6/5

Homophones

Homophones (Rowe and Levine, Chapter 2 ) are words that sound the same but differ in meaning and/or spelling. I have many friends who speak English as a second language and when they are texting me I can tell they sometimes have a hard time with homophones. One of the most common ones I notice is the word “no” and “know”, my friend will always text me saying “I no” as in I know something, but they spell it wrong. I asked them about this error and they told me they have the hardest time distinguishing the words, “no”, “know” and “now”. The following website gives many examples and sounds of homophones: http://www.englishclub.com/pronunciation/homophones.htm. By: Colleen Chaps 6/5

Homophones are defined in the book as words that sound the same but differ in meaning and/or spelling. I am willing to bet that at least one time in everyone's life there is confusion and problems with homophones. The one that I can remember from when I was little was 'their, they're, and there'. All are spelled differently and have different meanings also. I remember in grammar school the teacher spent close to a week on the differences because of how many students repeatedly mixed up the meanings of those words. I will admit that even today I catch myself making the same mistakes I made as a child but they are typically fixed before written or spoken. There are many homophones out there that probably don't come to mind right away but attached is a youtube video from the show Between the Lions about homophones. [] By: Kristen Kuzanek 6/5

Tone

Tone is defined as a specific change in pitch that functions in tonal languages to distinguish words that are made up of the same segments; as defined in the book. Typically when I hear the word tone I tend to think about the tone of someone's voice when they are talking or scolding someone. This particular type of tone refers to the 'change in pitch that functions in tonal languages'. In the book on page 50 and 51 there are examples of what it means 'words that are made up of the same segments'. I found a video on youtube about the 4 Tone of Mandarin. It is neat to see how the segments are broken up and how they are pronounced differently. I never really thought that much into the different tones of words. [] By: Kristen Kuzanek 6/6